1. Scientific Writing and Communication, 2e Angelika H. Hofmann Copyright © 2014 by Oxford University Press
Chapter 12
Results

2. Scientific Writing and Communication, 2e Angelika H. Hofmann Copyright © 2014 by Oxford University Press
• Presents the results of the experiments
• Directs the reader to figures or tables
Function of the Results Section

3. Scientific Writing and Communication, 2e Angelika H. Hofmann Copyright © 2014 by Oxford University Press
• Report main findings and other important findings
• Point the reader to the data in figures and tables
Refer to figures and tables in parentheses
Example: The amount of Y found in group C and
in the control group is shown in Fig. 1.
Revision: Y was lower in group C than in the
control group (Fig.1).
Main results in the text
Data in figures and tables
Main results in the text
Data in figures and tables
Content of the Results Section

4. Scientific Writing and Communication, 2e Angelika H. Hofmann Copyright © 2014 by Oxford University Press
• Interpret findings, but avoid speculating and
discussing findings
• Place statistical information with data
Example
Vaccination rates among the elderly were higher than
among younger participants when the risk of flu was high
(61.6% vs. 46.8%; OR = 2.67, 95% CI = 1.94–3.67).
• Include control results
Content of the Results Section
(cont’d)

5. Scientific Writing and Communication, 2e Angelika H. Hofmann Copyright © 2014 by Oxford University Press
• Place results that answer question of paper in first
paragraph
• Succeeding paragraphs organize chronological or most to
least important
• Emphasize and signal results
• Paragraph organization: Repeated four part pattern‑
Purpose/Question To determine whether…
Experimental approach …we performed an experiment
Results We found that….
Interpretation of results … indicating that…
Organization of the Results Section

6. Scientific Writing and Communication, 2e Angelika H. Hofmann Copyright © 2014 by Oxford University Press
ResultsResults
Interpretatio
n
Interpretatio
n
Purpose/
Question
Purpose/
Question
Example
Considerable evidence suggests that ATP is needed in the binding of
mRNA to the 40S ribosomal subunits (13). To understand the
interaction between ATP and mRNP particles better, we incubated the
mRNP particles with 14
C ATP at optimal concentrations for in vitro
yeast translation. Results indicate that 14
C ATP bound to mRNP
particles, but the binding decreased about 4-fold when the
temperature increased from 4 to 17 °C (Fig. 1). These results suggest
that the binding between ATP and mRNP particles may be governed
by interactions such as hydrogen bonds or van der Waals that weaken
when temperature rises.
BackgroundBackground
Exp.
approach
Exp.
approach
Repeating Four Part Pattern‑

7. Scientific Writing and Communication, 2e Angelika H. Hofmann Copyright © 2014 by Oxford University Press
Results ╪ Data
Data = Facts, often numbers, obtained from
experiments and observations
Can not stand alone – meaning must be stated
Raw Example: Phospholipid
concentrations
Summarized Example: Mean and SD
Transformed Example: Percent of control
Results = General statements that interpret data
Example: Propranolol given during normal
ventilation decreased phospholipid concentrations.
Results versus Data

8. Scientific Writing and Communication, 2e Angelika H. Hofmann Copyright © 2014 by Oxford University Press
Example
In the 40 control subjects who were given the
placebo, drug uptake was 170 ± 10 (SD) mg. In
comparison, in the 60 subjects given Zidovudine,
the mean drug uptake was 188 ± 6 mg.
Revision
The mean drug uptake was 10% higher in the 60
subjects given Zidovunine than in the 40 control
subjects (188 ± 6 (SD) vs. 170 ± 10 mg, P < 0.021).
Example of Data ╪ Not Results

9. Scientific Writing and Communication, 2e Angelika H. Hofmann Copyright © 2014 by Oxford University Press
Example
Heart rate was 100 beats per minute when
digitalis was added.
Revision
Heart rate increased 35% when digitalis was
added.
Example of Data ╪ Not Results

10. Scientific Writing and Communication, 2e Angelika H. Hofmann Copyright © 2014 by Oxford University Press
Avoid experimental details
Emphasize results
• Use a signal:
“We found”
“We observed”
“We detected”
• Omit, condense, or subordinate less important information
• Put important information in power position
• Use topic sentences
Emphasis in the Results

11. Scientific Writing and Communication, 2e Angelika H. Hofmann Copyright © 2014 by Oxford University Press
Pay attention to word choice
•Avoid using “significant” (“Significant” = “statistically significant”)
•Distinguish between “could not” and “there were no”
Uncertain:
We could not demonstrate high-affinity binding sites.
“Could not…” binding sites may have been
there, but the technique was not
sensitive enough to detect them
Certain:
There were no high-affinity binding sites.
“There were no” no binding sites exist
Word Choice

12. Scientific Writing and Communication, 2e Angelika H. Hofmann Copyright © 2014 by Oxford University Press
Past tense for results
Example: Imidazole inhibited the increase in
arterial pressure.
Present tense for results of descriptive studies
Example: Type III receptor genes have extra
introns in the extracellular domain.
Verb Tense in the Results Section

13. Scientific Writing and Communication, 2e Angelika H. Hofmann Copyright © 2014 by Oxford University Press
Omit peripheral information
Omit irrelevant general statements of aims
Example To present our results, we will first list all
components of the macromolecule together
with their optima, and then describe the
outcome of their individual omission.
Redundancies in the Results Section

14. Scientific Writing and Communication, 2e Angelika H. Hofmann Copyright © 2014 by Oxford University Press
Signals in the Results Section
Purpose/
question
Experimental
approach
Results Interpretation
To determine . . . . . . we did . . . We found . . . . . . indicating
that . . .
To establish if . . . X was subjected
to . . .
We observed . . . . . . consistent
with . . .
Z was tested . . . By/using . . . We detected . . . . . . , which
indicates that . . .
For the purpose of
XYZ . . .
ABC was
performed . . .
Our results
indicate . . .
This observation
indicates that . . .
Experiment X
showed . . .
A is specific
for . . .

15. Scientific Writing and Communication, 2e Angelika H. Hofmann Copyright © 2014 by Oxford University Press
• Missing components
• Inclusion of irrelevant information
• Excessive experimental detail
• Inclusion of comparisons, speculations, and conclusions
Common Problems of the Results Section