The second type of paragraphs outlines several studies. All of these studies verify the same overarching argument.
Here is an example
Many studies corroborate the premise that texts that are easier to understand tend to be judged more favourably. Smith and Jones (2015), for example, showed that sentences that comprise uncommon words—words that fewer than 50% of the population understand—are more likely to be perceived as implausible. Brown (2016) showed this distrust towards sentences that comprise uncommon words is observed in adolescents, young adults, and older adults. Likewise, other features of sentences that facilitate understanding, such as vivid depictions (White, 2017) and helpful diagrams (Black, 2018) also increase the plausibility of arguments.
To write these paragraphs, follow these suggestions
Suggestions | Example |
|---|---|
Usually, the first sentence should outline the argument you want to demonstrate | Many studies corroborate the premise that texts that are easier to understand tend to be judged more favourably |
Each study is then described in turn. Often, the studies are presented chronologically. | Smith and Jones (2015), for example, showed that sentences that comprise uncommon words—words that fewer than 50% of the population understand—are more likely to be perceived as implausible. Brown (2016) showed this distrust towards sentences that comprise uncommon words is observed in adolescents, young adults, and older adults. |
But more importantly, each study should extend the previous study in one sense—primarily to ensure the paragraph seems to progress. Thus, to write these paragraphs, you need to identify the unique features of each study. You should also include connecting words, like in contrast, or similarly, to highlight the relationship between consecutive studies. | Likewise, other features of sentences that facilitate understanding, such as vivid depictions (White, 2017) and helpful diagrams (Black, 2018) also increase the plausibility of arguments. |
Exercise
5.1 Identify 5 or more arguments you want to propose that several studies have substantiated. For example
- some arguments might revolve around a relationship between two variables—such as the notion that anxious parents tend to be associated with shy children
- other argument might revolve around the benefits of some method, instrument, or procedure
Exercise
5.2 Utilise the previous suggestions to write a preliminary version of these paragraphs. That is
- in general, outline the key argument you want to propose
- in a sentence or two, outline each study that supports this argument
- if possible, order these sentences so that each study extends the previous study
- if you like, include or adapt relevant sentences you have already written
- record these paragraphs in your working document
- do not worry about the precise wording yet
- like all paragraphs, this paragraph should usually comprise between three and eight sentences
Improving these paragraphs: Assisting the reader
Exercise
5.3 To help guide the reader, in your sentences and paragraphs, use words or phrases that connect consecutive sentences or paragraphs. Here are some examples
- Similarly, Smith (2020) revealed that…
- Likewise, Smith (2020) showed that…
- Furthermore, Smith (2020) demonstrated that…
- Smith (2020), in contrast, explored whether
- Smith (2020), however, investigated whether
- Nevertheless, Smith (2020) showed that
- Indeed, other studies have confirmed this pattern
- First, Smith (2000) discovered that…Second, according to Jones (2010)
However, use in contrast, yet,however, or nevertheless instead of on the other hand—partly to save words. If you use on the other hand, a previous sentence should begin with on the one hand. Otherwise, the reader might not know which concepts you are comparing.
Exercise
5.4 In general, you should avoid acronyms, such as REM, unless they are vital—that is, unless you save many letters and the acronym is used many times. Even acronyms that you think are common may not be familiar to your reader and, therefore, demand excessive effort to remember. Therefore
- check whether your sentences or paragraphs comprise acronyms
- decide whether you should write these acronyms in full instead
Exercise
| This document summarises principles this program recommends. To improve the sentences you have written, apply all the recommendations that correspond to Levels 4 or lower in this document |