Professional Documents
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The following is list of the problems I encounter – or have been asked about – most often in
student final year dissertations, and how they can be overcome. Please email me in case of
questions or comments.
Result sandwiches
There seems to be a rumour that you are not allowed to explain anything in your result
section, and that you are supposed to just report the results objectively, without commentary
or contextualisation. This is not true. In fact, the best result sections clearly motivate, for
every prediction, (1) how it was tested, (2) what was found, and (3) what the result reflects,
concretely. So, in a way, explanations provide a sandwich for each test; they introduce it at
the start of the analysis, and they explain the result at the end of it. Here is an example for
how results should be presented (courtesy of Ben Whalley).
1. Restate the question and how it was tested; for example, "to test the hypothesis that
schizophrenia has a genetic component, we used logistic regression to predict
participants' current schizophrenia diagnosis from the number of relatives with
schizophrenia they reported.
2. Report the result and the statistics. e.g.: "the number of relatives with
schizophrenia strongly predicted participants' current schizophrenia diagnosis, (beta =
xxx, p = yyy, CI = LO to HI)"
3. Restate the finding and the direction of the effect (especially for complex effects or
interactions), e.g. "This positive relationship supports the hypothesis that schizophrenia
has a genetic component.
Critical thinking
I have been told that you are all very aware that your writing is assessed in terms of
critical thinking and assessment, but that there is a lack of clarity what "critical thinking"
actually means in a writing context. Some seem to believe that, for every study they cite, they
would have to report what might have been wrong with it (i.e. non-representative sample,
etc.). As a result, many introductions or essays become very cumbersome and hard to read,
and the criticism appears forced.
I agree that sometimes, for very bad studies, such sentences are necessary. However, in
most cases, it suffices to simply re-state what the study really found, and link it back to your
question or topic, after you described their results ("This finding supports the notion that
schizophrenia has a genetic basis"). In this way, you state what you believe their findings
mean, not what the authors of the study think, and you integrate it into your argument. If
there is no shortcoming that undermines the conclusions you draw from the study, don't feel
obliged to write something!
One of the best ways to show critical thinking is if you can pick up the limitation of a
study and then point to other research that addressed these shortcomings. For example, you
might write: "Research in siblings suggests that schizophrenia has a genetic basis. However,
siblings typically also grow up in the same environments, raising the possibility that these
links emerge from shared environments rather than shared genes. For this reason, other
studies investigated siblings that were separated at birth. These studies confirm that....". In
other words, critical thinking is not only demonstrated by picking up shortcomings of studies,
but also by showing that you understand what the results of some studies mean (not just what
the authors claim their results mean), how different studies interrelate, and how they
complement each other.
Other tips
1. This should be a given, but I mention it anyways. Please make sure to write in full
sentences: Don't write: "People are more likely to become schizophrenic when one of
their relatives is schizophrenic. Suggesting schizophrenia has a genetic basis." The
second sentence is incomplete --- it has no subject (who is doing the suggesting?). You
can either connect them into one sentence, by simply replacing the full stop with a
comma: "People are more likely to become schizophrenic when one of their relatives is
schizophrenic, suggesting schizophrenia has a genetic basis.", or write it as two full
sentences: "People are more likely to become schizophrenic when one of their relatives
is schizophrenic. This finding suggests that schizophrenia has a genetic basis."
2. If you are talking about alternative explanations for or limitations of your results, make
sure to complete your argument. Don’t just write: “One reason for our finding might be
gender differences. Only females were tested. Therefore the experiment would need to
be repeated with males.”). You need to explain why you think that this alternative
hypothesis could explain the results. In the above example, you need to explain why
genetics of schizophrenia might be different in males than females, and so on.
3. Use direct quotes sparingly. As a general rule, one direct quote per paper is acceptable.
Only use it if you want to highlight that somebody *really* said something, or use it
when the exact formulation is important. Otherwise, always use your own words. Using
quotations makes it seem as if you have not understood the material enough to explain
it in your own words.
4. Never write "looked into". This is much too vague. Use: "they tested whether..." or
"they compared...", or "they investigated..." and so on. These terms force you to be
more specific and will signal to the marker that you understood the study you are
describing.
5. Statistical values (p values, etc.) should only be mentioned in the Results section. Don't
mention the actual significance values in the discussion, unless you want to make a
point about the actual value, e.g. when a result was just below .05 and you doubt
whether it is real.
6. Really, really, use the APA format. This is so easy to get right. If you don't use APA
format, you signal to the marker that you just don't care. Please put in the effort and
check whether your references (both in the text and the reference list) are formatted
correct.
7. “et al.” is always written with a full stop, because ‘et al’ is short for ‘et alia’. It stands
for “and others.”
8. In references in the text, “&” is used when a reference is cited in brackets “(Hommel &
Greenlee, 2007)” while “and” is used when it is cited in the flowing text (e.g. “Hommel
and Greenlee (2007) have found…”).