CRASH COURSE: WRITING AN ARTICLE JOURNAL

CRASH COURSE:
WRITING AN ARTICLE
JOURNAL
Presented by:
Dr. Hasbollah Bin Mat Saad
Faculty of Business Management &
Professional Studies
Management & Science University,

Start your writings???
NOT ME...

But… jUst ReLaX…
& DoN’t WorRy…
EvERythinG Will bE oK…
ThiS iS wHaT We CaLL …
”LIFE”

“Allah will not change the condition of a people until they change what is in
themselves. ”
[al-Ra’d, 13:11]
“You were born with potential.
You were born with goodness and trust.
You were born with ideals and dreams.
You were born with greatness.
You were born with wings.
You are not meant for crawling, so don’t.
You have wings.
Learn to use them and fly.”
~ Jalaluddin ar-Rumi
“I have looked in the mirror every morning
and asked myself: "If today were the last
day of my life, would I want to do what I
am about to do today?" And whenever the
answer has been "No" for too many days in
a row, I know I need to change something.”
~ Steve Jobs
Almost all good writing
begins with terrible first
efforts.You need to start
somewhere.
~ Anne Lamott
“When a person dies, all their deeds end except three: a
continuing charity, beneficial knowledge and a child who prays for
them.”
(Hadith Narrated by Muslim)

Why do we need to write???...
???
Our
legacy??? Contribute our
ideas to the
society???
We love to
write???
Nature of
our work???
#Women at 16,215 words and men at 15,669 per day.
(Source: https://www.scientificamerican.com/article/women-talk-more-than-
men/)

LEARNING OUTCOMES
Understanding: To introduce to the participants on the
theoretical aspects of writing an article journal.
Applying and Analysing: To guide the participants “step-
by-step” on the writing of the articles.
Evaluating and Creating: To encourage the participants
to write and submit the articles to the SCOPUS / WoS /
MyCite Journals.
“Avoid carrying unpublished knowledge to the grave.”
WilliamOsler (1849-1919)

W.R.I.T.E.???
W
What do you
want to write
about? What’s
going on? How
do you feel?
What are you
thinking about?
What do you
want? Name it.
R
Review or
Reflec
t on it. Close
your eyes. Take
three deep
breaths. Focus.
You can start
with “I feel…”
“I want…” or “I
think…” or
“Today….” or
“Right now…”
“In this
moment…”
I
Investigate
your thoughts and
feelings. Start
writing and keep
writing. Follow
pen/keyboard. If
you get stuck or
out of juice, close
your eyes and re-
center yourself.
read what you’ve
already written
continue writing.
T
Time yours
elf. Write for
– 500 words per
day. Write the
start time and
the projected
end time at the
top of the
If you have an
alarm/timer on
your PDA or cell
phone, set it.
E
Exit smart
by re-reading
what you’ve
written and
reflecting on it
a sentence or
two: “As I read
this, I notice—”
or “I’m aware
of—” or “I
Note any action
steps to take.
(journaltherapy.com, 2021)

WRITING STRATEGIES
Have confidence in yourself.
Avoid delay techniques.
Determine the best time of the day to
write.
Find a good place to write.
Break your writings into small parts (small
manageable pieces) with due dates.
Start writing – pick any section that you
have the idea to write.
Write notes to yourself at the end of the
writing session (notes what you should do
next).
Reward yourself for your writing.
Refine your outline.
Reorganize topics (if needed).
Keep to your schedule and do not fall
behind.
Keep writing…writing…writing….
Dr. Particia Morton
University of Utah, 2021
“Writing
a
journal
article
is
like
cooking
a
stew.
You
need
ingredients.
If
you
have
to
keep
running
to
the
shops
it
will
slow
you
down”
(Dr.
Inger
Mewburn,
Australian
National
University,
2021).

MANAGING YOUR RESEARCH
1. Plan.
2. Research consciously, i.e., you need to think about what
you are doing at each step and then identify an
appropriate research tool to accomplish your objective.
3. Never assume the absence of relevant legislation.
4. Research separate questions separately.
5. Check/update the latest supplements/information/facts.
6. Stop using a source if it does not yield helpful
information.
(Penny A. Hazelton, 2002: 34-36)
Gathering & utilising all
information/data/facts
(W. Lawrence Neuman, 2014: 485)

COMMON REASONS FOR MANUSCRIPT REJECTION
The submission is not
within the journal ’s
scope; for example, a
practical article is submitted
to a journal that publishes
empirical research only.
The manuscript obviously
was written for another
purpose; for example, as a
report to the funder for a
grant, as a thesis or
dissertation, or an in-house
“white paper” for a particular
university.
The material is a rehash of
what is widely
understood; in other words,
it does not offer anything
new, advance thinking, or
make a contribution to in the
field.
The type of manuscript is
not sought; for example,
the manuscript is written as
an editorial when only the
editor writes them.
The manuscript is not a
distinct manuscript type
(i.e., theoretical, practical,
research) and instead is a
confusing mixture; for
example, a practical article
has been written as if it were
original research.
The writing is not of
publishable quality (i.e.,
poorly organized, poorly
written, not prepared in the
required referencing style);
the revisions required are
substantive and would
demand too much of the
editors’ and reviewers’ time.
The manuscript includes
major errors; for example,
the names of leaders in the
fi eld are misspelled, study
findings are misinterpreted
in the literature review, or
guidelines for the ethical
treatment of human subjects
are in question.
(Mary Renck Jalongo & Olivia N. Saracho, Sept. 2016: 58)

MEETING THE CHALLENGES OF WRITING ARTICLE JOURNAL
Negative
Acceptance
•I doubt that I
can become a
writer.Who
cares what I
think?Yet I must
admit that it
would be nice to
Recognition of
the Need to
Change
•I know that I
need to develop
my writing skills.
I want to make
improvements
but I’m not sure
how to go about
Decision to
Change
•I want to
experience the
satisfactions of
authorship and
publication.
Maybe I can do
this if I really try.
The Better You
•Even though I
have not
published much
yet, I can see a
direct
relationship
between the
Universal
Affirmation
•It is important
for any
professional to
master written
communication.
I see value in
writing for

(Taylor & Francis Online, 2021)

ELEMENTS OF THE ARTICLE
(Lehmen College, Sept. 2020;
University of Oulu, 2021; Capstone
Editing, 2021)

THE TITLE, ABSTRACT AND KEYWORDS:
Why it is important to get them right?
The title, abstract, and keywords play a pivotal role in the communication of research.
Without them, most papers may never be read or even found by interested readers.
Here’s why:
Most electronic search engines,
databases, or journal websites will use
the words found in your title and
abstract, and your list of keywords to
decide whether and when to display
your paper to interested readers. Thus,
these 3 elements enable the
dissemination of your research; without
them, readers would not be able to find
or cite your paper.
The title and abstract are often the only
parts of a paper that are freely
available online. Hence, once readers
find your paper, they will read through
the title and abstract to determine
whether or not to purchase a full copy
of your paper/continue reading.
Finally, the abstract is the first section
of your paper that journal editors and
reviewers read. While busy journal
editors may use the abstract to decide
whether to send a paper for peer
review or reject it outright, reviewers
will form their first impression about
your paper on reading it.
(Editage.com, 2021)

TITLE
Do familiarize yourself with the types of titles in the target journal, analyze whether
they are more general or very specific. Its important to check the target journal to see
what’s expected.
Researchers ought to attempt simplifying their titles even when longer ones are
allowed. Must be searchable, so needs basic information.
Avoid abbreviations in the title.
Fundamentally, a very long title is not good as the reader may have difficulties in
perceiving the content.
(Pat Thomson, the University of Nottingham, 2021)

WRITING THE TITLE (SAMPLE)
ANSWER THE QUESTIONS
 What is my paper about?: The focus of my paper is
whether freedom of academics (through transparent
and open processes of teaching and learning) will lead
to the achievement of the National Education
Philosophy’s main goal, i.e., produce holistic human
capital in Malaysia.
 Who/what is studied?: Education laws and academics
(higher learning institutions) in Malaysia.
 What were the results?: There were vital impacts
towards the process of teaching and learning in
ensuring the achievement of the objectives of the
National Education Philosophy.
USE YOUR ANSWERS TO LIST
KEY WORDS
 Freedom of academics
 Teaching and learning process
 The National Education Philosophy
 Higher education institutions in Malaysia
 Education laws in Malaysia
 Holistic human capital
(Editage.com, 2021)

Build a
sentence
with these
key words
This study is a qualitative research that investigates whether freedom of academics
(through transparent and open processes of teaching and learning) will lead towards the
achievement or sustaining of the National Education Philosophy’s main goal, i.e., to
produce the holistic human capital in Malaysia. Furthermore, this study will also look into
the relevant documents such as National Education Philosophy, education laws and
academics (higher education institutions) in Malaysia as the fields of research.
(73 words)
Highlight
the
important
words
This study is a qualitative research that investigates whether freedom of academics
(through transparent and open processes of teaching and learning) will lead
towards the achievement or sustaining of the National Education Philosophy’s
main goal, i.e., to produce the holistic human capital in Malaysia. Furthermore, this
study will also look into the relevant documents such as National Education
Philosophy, education laws and academics (higher education institutions) in
Malaysia as the fields of research.
(Editage.com, 2021)

BUILD A
SENTEN
CE TO
REFLEC
T YOUR
IDEAS
(ROUGH
LY)
List down the highlighted words:
 freedom of academics (through transparent and
open processes of teaching and learning) will
lead towards the achievement or sustaining of
the National Education Philosophy’s main goal
 holistic human capital
 National Education Philosophy
 education laws
 academics (higher education institutions)
 in Malaysia
Write a sentence (by using the highlighted words):
Freedom of academics in the higher learning
institutions (through education laws, transparent
and open processes of teaching and learning) will
lead towards sustaining of the National Education
Philosophy’s main goal in producing the holistic
human capital in Malaysia. (38 words)
Freedom of
Academics
According to the
Malaysian Laws in
Sustaining the
National Education
Philosophy
(14 words)
(Editage.com, 2021)

ABSTRACT
1. The Abstract is one of the most central elements of your article, luring other people to read it and may also influence the
acceptance of your article. An abstract must describe the purpose of your article. Moreover, it must describe how you have
realized your research and provide few key findings and any practical implications. You can build your abstract by answering
the following questions with one or two sentences for each one:
 What is the bigger, more general field your article relates to?
 What is the purpose of your article?
 What methodology did you use?
 What are the key results?
 What are the practical implications of your research (how can the results be utilised by e.g. practitioners, society or
companies)?
2. Your target journal may have some specific requirements related to formulating the abstract, such as word count. Should
your target journal require a structured abstract, please follow their instructions. In addition to a conventional written abstract,
some journals also use graphical abstracts, i.e. the authors include an illustration to accompany the text.
3. The Abstract is typically followed by the key words. Follow the practices of your target journal when defining the key words.

REVIEW CRITERION FOR AN ABSTRACT (1/2)

REVIEW CRITERION FOR AN ABSTRACT (2/2)

STEP 1:
START BY MAKING A BROAD STATEMENT
ABOUT YOUR TOPIC
Improved: Keeping the workplace environment at an ideal temperature positively affects the overall health of employees.
Too broad: Maintaining an ideal workplace environment has a positive effect on employees.
Examples:
The first sentence of your abstract should briefly describe a problem that is of interest to your readers. When writing this first sentence, you should
think about who comprises your target audience and use terms that will appeal to this audience. If your opening sentence is too broad, it might lose
the attention of potential readers because they will not know if your study is relevant to them.
www.magnumproofreading.com, 2021

STEP 2:
DESCRIBE THE GENERAL PROBLEM THAT
YOUR PAPER ADDRESSES
After describing your topic in the first sentence, you can then explain what aspect of this topic
has motivated your research. Often, authors use this part of the abstract to describe the research
gap that they identified and aimed to fill. These types of sentences are often characterized by the
use of words such as “however,” “although,” “despite,” and so on.
Example 1: However, a comprehensive understanding of how different workplace bullying
experiences are associated with absenteeism is currently lacking.
Example 2: Although it has been established that quantity and quality of sleep can affect
different types oftask performance and personal health, the interactions between sleep
habits and workplace behaviours have received very little attention.

STEP 3:
EXPRESS THE SPECIFIC PROBLEM INVESTIGATED
IN YOUR PAPER
Improved: However, a comprehensive understanding of how different workplace bullying experiences are associated with absenteeism is currently
lacking. The present article aimed to define various subtypes of workplace bullying and determine which subtypes tend to lead to absenteeism.
Uninformative: However, a comprehensive understanding of how different workplace bullying experiences are associated with absenteeism is
currently lacking. The present article aimed to provide new insights into the relationship between workplace bullying and absenteeism.
Examples
After describing the general problem that motivated your research, the next sentence should express the specific aspect of the problem that you
investigated. Sentences of this type are often indicated by the use of phrases like “the purpose of this research is to,” “this paper is intended to,” or
“this work aims to.”

STEP 4:
EXPLAIN HOW YOU ATTEMPTED TO RESOLVE
YOUR STUDY’S SPECIFIC PROBLEM
Improved: Using data from BHIP completers, we conducted multiple one-way multivariate analyses of variance and follow-up univariate t-tests to
examine changes in physical and mental health, stress, energy levels, social satisfaction, self-efficacy, and quality of life.
Too vague: We conducted multiple tests to examine changes in various factors related to well-being.
Examples
In this part of your abstract, you should attempt to describe your study’s methodology in one or two sentences. As such, you must be sure to include
only the most important information about your method. At the same time, you must also be careful not to be too vague.

STEP 5:
BRIEFLY TELL THE READER WHAT YOU FOUND
BY CARRYING OUT YOUR STUDY
This is the most important part of the abstract—the other sentences in the abstract are there to explain why
this one is relevant. When writing this sentence, imagine that someone has asked you, “What did you find in
your research?” and that you need to answer them in one or two sentences.
Examples
Too vague: Consistently poor sleepers had more health risks and medical conditions than
consistently optimal sleepers.
Improved: Consistently poor sleepers were more likely than consistently optimal sleepers to
suffer from chronic abdominal pain, and they were at a higher risk for diabetes and heart disease.

STEP 6:
DESCRIBE THE MAJOR IMPLICATION(S)
OF YOUR STUDY
Most abstracts end with a short sentence that explains the main takeaway(s) that you want your audience
to gain from reading your paper. Often, this sentence is addressed to people in power (e.g., employers,
policymakers), and it recommends a course of action that such people should take based on the results.
Examples
Too broad: Employers may wish to make use of strategies that increase employee health.
Improved: Employers may wish to incorporate sleep education initiatives as part of their
overall health and wellness strategies.

UK environmental organizations currently face a significant funding gap. It is well-established that
representations of individual victims are more effective than abstract concepts like climate
change when designing fundraising campaigns. This study aims to determine how such
representations can be better targeted in order to increase donations. Specifically, it investigates
whether the perceived social distance between victims and potential donors has an impact on
donation intention. In this context, social distance is defined as the extent to which people feel
they are in the same social group (in-group) or another social group (out-group) in relation to
climate change victims.
To test the hypothesis that smaller social distance leads to higher donation intention, an online
survey was distributed to potential donors based across the UK. Respondents were randomly
divided into two conditions (large and small social distance) and asked to respond to one of two
sets of fundraising material. Responses were analyzed using a two-sample t-test. The results
showed a small effect in the opposite direction than hypothesized: large social distance was
associated with higher donation intention than small social distance.
These results suggest that potential donors are more likely to respond to campaigns depicting
victims that they perceive as socially distant from themselves. On this basis, the concept of social
distance should be taken into account when designing environmental fundraising campaigns.
Problem (STEP 1)
The first sentence establishes
the topic and main problem
the research addresses.
Background (STEP 2)
There is a brief summary
of the scholarly context
to show the study's
relevance.
Objective (STEP 3)
Next, the specific
objective of the research
is stated.
Definition (STEP
3)
If your abstract
uses specialized
terms that would
be unfamiliar to
the average
academic reader
or that have
various different
meanings, give a
concise
definition.
Hypothesis
(STEP 4)
The study's
hypothesis is
clearly stated.
Methods
(STEP 4)
The next step
is a brief
description of
the methods
used.
Results
(STEP 5)
The most
relevant
results are
summarized.
Conclusion (STEP 6)
Finally, the study's main conclusions are stated, showing how the
results answer the study's objective. As this research focused on a
practical problem, it also includes recommendations.
(Scribbr, 2021)

The First Amendment dominates debate about freedom of speech in the United States. Yet it is not
the only legal instrument that protects expressive freedom, the rights of the institutional press, or the
democratic values that these rights facilitate. A rich body of local, state, and federal laws also does so,
and does so in ways the First Amendment does not. This Article explores the history and present-day
operation of this non–First Amendment body of free speech law. Doing so changes our understanding
of both the past and the present of the American free speech tradition. It reveals that there was more
legal protection for speech in the nineteenth century than scholars have assumed. It also makes
evident that the contemporary system of free expression is much more majoritarian, and much more
pluralist in its conception of what freedom of speech means and requires, than what we commonly
assume. Recognizing as much is important not only as a descriptive matter but also as a doctrinal
one. This is because in few other areas of constitutional law does the Supreme Court look more to
history to guide its interpretation of the meaning of the right. And yet, the Court’s view of the relevant
regulatory history is impoverished. Missing from the Court’s understanding of freedom of speech is
almost any recognition of the important non constitutional mechanisms that legislators have
traditionally used to promote it. The result is a deeply inconsistent body of First Amendment law that
relies on a false view of both our regulatory present and our regulatory past — and is therefore able to
proclaim a commitment to laissez-faire principles that, in reality, it has never been able to sustain.
Identify the elements of ABSTRACT.

The First Amendment dominates debate about freedom of speech in the United States. Yet it is not
the only legal instrument that protects expressive freedom, the rights of the institutional press, or the
democratic values that these rights facilitate. A rich body of local, state, and federal laws also does so,
and does so in ways the First Amendment does not. This Article explores the history and present-day
operation of this non–First Amendment body of free speech law. Doing so changes our understanding
of both the past and the present of the American free speech tradition. It reveals that there was more
legal protection for speech in the nineteenth century than scholars have assumed. It also makes
evident that the contemporary system of free expression is much more majoritarian, and much more
pluralist in its conception of what freedom of speech means and requires, than what we commonly
assume. Recognizing as much is important not only as a descriptive matter but also as a doctrinal
one. This is because in few other areas of constitutional law does the Supreme Court look more to
history to guide its interpretation of the meaning of the right. And yet, the Court’s view of the relevant
regulatory history is impoverished. Missing from the Court’s understanding of freedom of speech is
almost any recognition of the important non constitutional mechanisms that legislators have
traditionally used to promote it. The result is a deeply inconsistent body of First Amendment law that
relies on a false view of both our regulatory present and our regulatory past — and is therefore able to
proclaim a commitment to laissez-faire principles that, in reality, it has never been able to sustain.

KEYWORDS
Follow the
publisher’s
guidelines
Focus on
terms
related to
the main
topic of
your
research
Use
different
words
from your
title
Arrange
your
keywords
Map with
your
database /
expertise
University & worldwide
database for citation
visibility
If 5 keywords: 2
(general) & 3
(specific)
Don’t duplicate words from
your title
It can help to
consider what
your target
reader is
likely to
search for in
a database.
Check whether
the journal’s
publisher has
any guidelines
on how to select
keywords.

SUGGESTED ONLINE TOOLS FOR YOUR WRITING OUTLINE
Creating Abstract:
https://www.4author.com/annotation/
https://www.classgist.com/abstract-generator.aspx

So, now…. Howwww???….
Difficult???? Terrible???? Arghhhhh…..

University of Adelaide, 2021
Good essays, reports or theses start with
good introductions and end with good
conclusions. The introduction leads your
reader into the main text, while the
conclusion leaves your reader with a final
impression. Although introductions and
conclusions have some similarities, they also
have many differences.
Discussion
Conclusion
Introduction
THE “MAIN BODY”

THE “MAIN BODY”: INTRODUCTION

1. The Introduction justifies the significance of the subject matter and connects your work to previous research.
2. Conventionally the introduction also maps out the paper and indicates the shape of the argument.
3. Start the Introduction with sentences that are adequately general and simple to understand.
4. A definition of the key terms. Better to use a limited number of terms and be consistent in their use. It is essential
for the author to understand the true meaning of the terms used and be able to communicate them clearly.
5. More general aspects are told first and sentence-by-sentence, paragraph-by-paragraph the text should proceed
onto narrower detail.
6. The purpose of the article is expressed last in the introduction by describing the research problem.
7. Point out the importance of your research by highlighting how it relates to previous research.
8. The research problem the article aims to address must be described at the end of the introduction.
9. One recommended way to deepen the description is to use research questions or hypotheses.
THE “MAIN BODY”: INTRODUCTION

INTRODUCTION: THE FORMULA …1/2
GENERAL BACKGROUND: Introduce the general area of study in which your project takes place,
highlighting the status of our understanding of that system.
SPECIFIC BACKGROUND: Narrow down to the sub-area that your paper will be addressing, and again
highlight the extent of our understanding in this sub-area. (Tip: Give your readers the technical details they need
to understand the system –nothing more. Your purpose is not to showcase the breadth of your knowledge but
instead to give readers all the tools they need to understand your results and their significance).
KNOWLEDGE GAP: After discussing what we know, articulate what we do not know, specifically
focusing on the question that has motivated your work. The prior two components should serve as
a set-up for this question. That is, the question motivating your work should be a logical next step
given what you’ve described in the general and specific background.
“HERE WE SHOW”: Very briefly summarize your methods and findings. Note that you may end
this section with a sentence or two on the implications/novelty of your results, although this is not
essential given that you will more thoroughly address these points in the discussion section.
Clarity is achieved by providing information in a predictable order. Successful introductions are therefore
composed of 4 ordered components which are referred to as the “introduction formula”:
https://mitcommlab.mit.edu/
broad/commkit/journal-
article-introduction/

INTRODUCTION: THE FORMULA …2/2
WRITE INTRODUCTION
CHAPTER
WRITE OTHER
CHAPTERS
REWRITE
INTRODUCTION
FIRST DRAFT OF
INTRODUCTION
List down your plan
What do you want to discuss in your article?
What did you cover in your article?
Writing your introduction chapter at the
beginning and revising it at the end of
writing your article
(Eva O. L. Lantsoght, 2018: 242)
Locate
Focus
Argue/Expand
Outline

THE USUAL INTRODUCTION MOVES…
Locate Focus Argue/Expand Outline
Situate the study in a broad
context and connect this to
the journal reader
Say what the paper
is going to say
Say what the
paper is about in
particular
Lay out the steps that
the paper will take
and signal their order
(Pat Thomson, the University of Nottingham, 2021)

Which
sentences
are:
LOCATE?
FOCUS?
ARGUE?
OUTLINE?

Which
sentences
are:
LOCATE?
FOCUS?
ARGUE?
OUTLINE?
Over the past decade, there has been a striking renewal of interest in the analysis of social class inequality, driven by
accumulating evidence of escalating social inequalities, notably with respect to wealth and income, but also around numerous
social and cultural indicators, such as mortality rates, educational attainment, housing conditions and forms of leisure
participation (e.g. Bennett et al., 2008; Dorling, 2011; Hills, 2010; Wilkinson and Pickett, 2008). Theoretically, this interest has
been influenced by the deployment of Pierre Bourdieu’s conceptual armoury to elaborate a model of class linked not exclusively
to employment inequalities, but to the interplay between economic, social and cultural capital (see Bennett et al., 2008;
Crompton, 2008; Savage, 2010; Savage et al., 2005). This current of work, sometimes called ‘cultural class analysis’ (Atkinson,
2010) has cross-fertilised with feminist currents (e.g. Adkins and Skeggs, 2005; Skeggs, 1997) to champion multi-dimensional
approaches to the analysis of stratification (Yuval-Davis, 2011). This article contributes to this current interest by elaborating a
new model of social class which shows how measures of economic, cultural and social capital can be combined to provide a
powerful way of mapping contemporary class divisions in the UK. We analyse the largest survey of social class ever conducted
in the UK, the BBC’s Great British Class Survey (GBCS), a web survey with the unusually high number of 161,400 respondents,
complemented by a parallel national representative survey. Using these two surveys in tandem allows us to provide unusual
detail on the link between class and specific occupational, educational and geographical profiles which offer unparalleled
insights into the organisation of class inequality in 2011–12. We will show that although a large ‘rump’ of the established middle
(or ‘service’) class, and the traditional working class exists, there are five other classes which fit less easily into this conventional
sociological framing, and which reveal the extent of social polarisation and class fragmentation in contemporary Britain. Our
analysis proceeds in five steps. Firstly, we discuss how our analysis represents a new phase in class analysis. Secondly, we
introduce the two surveys. Thirdly, we explain our measures of economic, cultural and social capital. Fourthly, and most
importantly, we explain how we combined our measures of the three capitals, using latent class analysis, to generate our new
model of social class. Finally, we describe and explicate each of our seven classes, showing how they intersect with age and
gender divisions, drawing out their specific occupational and educational profiles. In our conclusion we draw out our findings for
the analysis of social class.

THE “MAIN BODY”: DISCUSSION

THE “MAIN BODY”: DISCUSSION
Theory / Literature Review
Research Methodology / Process
Results & Analysis

THEORY / LITERATURE REVIEW
1. Start writing the literature review by finding a few good articles, of which some are from the
target journal, and maybe a few good books discussing your topic.
2. Find one good article relevant to your research and starts a chain reaction as some of the
references in that article may also be relevant to your work.
3. Write the theory to support the storyline of your article, i.e., describe what others have studied
that is relevant to your topic.
4. Minimize self citations; only cite your own previous work if absolutely necessary.
5. It is important to refer to new journal articles to ensure the timeliness of your article.

THEORY / LITERATURE REVIEW: THE PURPOSE
1. Self-study - to build background and confidence in writing authoritatively about a topic. This is
the dominant use for literature reviews conducted by the researchers.
2. Context - to enable researchers to situate their work within in the larger context, thereby making
the nature of their original contribution clear.
3. Historical, theoretical, and methodological - to trace trends in the development of ideas over
time, identify major paradigm shifts, and examine methods used to study phenomena.
4. Integrative - to identify the “state of the art” on a given topic and serve as “a critically useful
interpretation and unpacking of a problem that situates the work historically and
methodologically” (Lather, 1999 , p. 3). As such, reviews can assist researchers from different
disciplinary specialties to see a topic of interest from the unique perspective of various experts.
(Neumen, 2009; Jalongo & Heider, 2014; Mary Renck Jalongo & Olivia N. Saracho, Sept. 2016: 96)

THEORY / LITERATURE REVIEW: “THE GRADING”
OUTSTANDING VERY GOOD ACCEPTABLE UNACCEPTABLE

THEORY / LITERATURE REVIEW: “MINING LIST”
 What is the focus of the review?
 What definitive themes have emerged?
 What Context is the most current/relevant
supporting literature?
 Can some of long lists of citations be cut?
 Is this information essential in order for readers
to understand the manuscript or is it peripheral
to the focus?
 Would the audience be likely to know some of
this information already?
 Could reference to the published reviews of
others take the place of building background?
 What clear purpose does the review serve for
readers?
 Will it save them time?
 Be immediately applicable to their work?
 Bring them up-to-date on a recent trend/issue?
 Is there any place where the words bog down?
 Can you delete paragraphs, sentences,
phrases and words?
(Mary Renck Jalongo & Olivia N. Saracho, Sept. 2016: 109-110)

RESEARCH METHODOLOGY / PROCESS
1. Research Methodology will lead the reviewers to assess the basis of
your research and the justification of your results.
2. You must prove that the methodology you have chosen is robust and
applicable for your study.
3. It is important to describe clearly how the research is done (if needed,
you can visualize the research process).

RESULTS & ANALYSIS
1. While analyzing your results, think what the focus of your article will be, but be flexible and open
minded.
2. Consider what the key results of your research are and present them clearly.
3. Build the Results section of your article around these key results. Present your results in such
an order that their logic is as easy for an outsider to understand as possible.
4. Use the funnel principle; from more general to more specific points.
5. You may include a Discussion section at the end of your results section to explain and
contemplate the results.
6. Please note that the reader must be able to separate easily the research facts from the
researcher’s own thinking.

THE “MAIN BODY”: CONCLUSION

The conclusion does not need to repeat any background from the introduction.
Some people make the mistake of cutting and pasting the points from their
introduction. This is inappropriate for two reasons: first, it is self-plagiarism; second,
we already know what you have told us in the introduction, so there is no need to
repeat it.
THE “MAIN BODY”: CONCLUSION

A conclusion starts with specific information and becomes more general. It may include several of the following:
i. A summary of the main points: Remind your reader what the main points were, but don’t use the same wording as
elsewhere in the assignment.
ii. Your findings (if applicable): Re-emphasise what you discovered after researching for this essay.
iii. Your response to the question, together with possible solutions: Restate your main argument, if you had an
argument. Remind the reader of your suggested solutions to any problems raised in the essay.
iv. Remaining problems and questions: Indicate what still needs to be solved; don’t be afraid to admit that you don’t
know everything.
v. Areas for future research: Give suggestions for future research which could address the same problem.
vi. A strong final sentence (that leaves the reader with an overall impression of your views on the topic): Link
your opinion to the broader topic.
ELEMENTS OF CONCLUSION

EXAMPLE OF CONCLUSION
It can be seen, then, that chocolate is a right, as well as a social construct, but that
different social groups within Australian higher education view the concept of
‘chocolate’ differently. Lecturers tend to prefer dark chocolate, while students indicate
a preference for milk chocolate, even though both types of chocolate are available.
More research is needed, however, to investigate gender and age differences in
regard to these preferences. Worldwide, it is evident from the literature that despite
greater transportability and increased production, in many locations chocolate is still
only available to the privileged few. What is clear, therefore, is that although all should
have a right to chocolate this is not the case in every society, and even those who
have this right do not always choose to exercise it. Only when chocolate is finally
available to everyone will it be possible to claim that chocolate is no longer restricted
to the wealthy, but has become a right for every individual throughout the world.
Summary of
Argument
Finding
Area For
Future
Research
Remaining
Problem
Strong Final Sentence

The following sentences are from the introduction and conclusion of the same essay. Separate
them into two groups, Introduction (I) and Conclusion (C), and put them in the correct order.
1) Despite these problems, it is possible for teachers to make a positive contribution to learners’
knowledge in this important area.
2) The essay which follows gives a brief history of prepositional theory and discusses two major
teaching strategies from a cognitive linguistic perspective.
3) The concept of definiteness in relation to articles remains, however, more problematic, and
needs further investigation.
4) The evidence presented here suggests that learners do not use articles randomly, but that they
choose articles according to whether or not the noun is countable.
5) These small connecting words do not necessarily exist in other languages, or may not have
exactly the same meanings.
6) The use of prepositions in English has always been problematic for language learners.
7) In conclusion, it is apparent that the most effective element in teaching of English articles is the
reinforcement of the notion of countability.
8) This makes teaching of this area very difficult, and research (Lindstromberg 1998; Brala 2002)
indicates that no single method has yet proved successful.

SUGGESTED ONLINE TOOLS FOR YOUR WRITING OUTLINE
Creating the Body of the Article:
http://www.crlsresearchguide.org/14a_Making_An_Outline_options.asp

REFERENCES
1. Referencing and citations should be done thoroughly and correctly.
2. If you are undertaking or have completed your thesis, you will be familiar
with when to use citations and how to construct your reference
list/bibliography.
3. In general, it is best to be citation-rich for journal articles. Each journal will
use a specific referencing style—either one of the main styles in common
use (APA, Chicago, MLA or a modified version of their own, etc.).
4. Refer to the journal author guidelines for more information on this issue.

Get started
Pick the right
journal
Follow the
AUTHOR’S
GUIDELINES
Write now,
edit later
Create an
outline
Put your data
in the specific
topic
Begin with
the easiest
part
Check your
article again
Submit your
article
Wait for the
feedback …
eerrgghhh….
If accepted …
very good …
yeaaa …
If rejected …
learn … learn
… and … learn
… DON’T
QUIT!!!
REFRESHING & DRAFTING YOUR ARTICLE…

"You can waste your lives
drawing lines. Or you can live
your life crossing them."
- Shonda Rhimes
“When you do things from the soul, you feel a
river moving in you, a joy.”
~ Jalaluddin ar-Rumi
"Your time is limited, so
don't waste it living
someone else's life."
-Steve Jobs

CRASH COURSE: WRITING AN ARTICLE JOURNAL

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