The document provides guidance on writing conclusions, references, abstracts, and implications for academic research papers. It discusses what should be included in the conclusion such as summarizing the main points, relating to the objectives and results, and tying together various issues from the research. References and abstracts are important parts of research and the document offers tips for writing them properly. Implications involve discussing what the findings of the research suggest and their potential impact.

1. Academic Writing
Conclusion & Implications
References & Abstract
Prof. Zohreh Seifoori
Presenters
Helen Hamed
Zahra K.hudhair

2.  The conclusion is where you sum up the main
point of the report
 It should relate to the objectives and result of
your research .
 The purpose is to tie together various issues
covered in your research and draw logical
deduction based on the research findings
What is a conclusion ?

3.  The conclusions you arrive at are merely opinions
based on your findings of your research.
 You should not tell the reader what to do or what
action to take.
Note: Save the discussion of future actions in your
recommendations. Therefore, write your conclusion
clearly so that readers could relate the conclusions to
the overall research.
 There should not be any new ideas
in your conclusion because :

4.  Overview of the study
 Restatement of the objectives
 Review of the finding
 Implication of the findings
 Limitation of the research
 What to include in a conclusion?

5. • An effective way to start your conclusion is to
give a brief summary of what the research is all
about, that is the why and how you conduct the
study in a nutshell.
• You may use these phrases or expressions :
• This study/research gives/gave an account of
and the reasons for the widespread use of….
• This study/research/project has investigated
 Overview of the study

6.  When you restate the objectives, start with the most
significant one. It should not be exactly the same as the
way they are stated in the introduction of your report.
 To avoid this, you can use introductory phrases at the
beginning of the sentence such as :
 As mentioned earlier in the introduction, the purpose of
this study was to investigate/ find out/ determine/
evaluate….
 To reiterate, this study sets out to investigate/ find out/
determine/ evaluate….
 Returning to the research questions at the beginning of
this study, it is now possible to state that….
 Restatement of the objectives

7.  State whether the objectives of your research have
been achieved and whether they are as you have
expected.
 You may have several findings to present. Start with
the most important one and proceed to the less
important one.
 Another alternative is to review only the most
positive result that you have obtained
 Review of the finding

8.  The findings of this study suggest that in
general….
 One of the significant findings emerges from this
study is that….
 The study/research has shown that….
 The major finding of the research is that….
 The results of the investigation show that….
• Example of phrases to use when reviewing
or summarizing your finding

9.  After you have stated your conclusion, move on
to discuss the implications of your findings.
 It is important to you to discuss the implications
because they will be the basis for you to make
recommendations on what cause of action to be
taken to solve the identified problems.
 Implications of the finding

10.  The results of this study support the idea that….
 Overall, the findings of the study suggest that….
 In general, it seems that……
• Examples of language expressions to
suggest implication

11.  The main implication derived from this study
relates to the two identified categories of parent
involvement predictive models. First, if the
objective of the school intervention is to
enhance parent involvement at home, the
findings suggest the need to work directly with
adolescents. That effort could be taken by….
Our findings also suggest that parent education
programs should enhance parents’ skills and
self efficacy.
• Example of implication of the study :

12.  The limitations of the study are those characteristics of
design or methodology that impacted or influenced the
interpretation of the findings from your research
►They are the constraints on generalizability,
applications to practice, and/or utility of findings that are
the result of the ways in which you initially chose to
design the study and/or the method used to establish
internal and external validity.
►Limitations point out strengths and
weaknesses of the research
 Limitations

13.  The delimitation of study is the explanation of the scope of study. This
section allows the writer to explain why certain aspects of a subject
were chosen and why others were excluded.
► Delimitations are the definitions you set as the boundaries of your
own thesis or dissertation, so delimitations are in your control.
► Delimitations are set so that your goals do not become
impossibly large to complete.
►Examples of delimitations include objectives: research
questions, variables, theoretical objectives that you
have adopted, and populations chosen as targets
to study .
 Delimitations

14. References
 Referencing are important part of research work.
 The detailed description of the document from which you have
obtained your information.
 Referencing is a way of demonstrating that you have done that
reading.
 list of sources at the end of the assignment will be headed
References.
 There are several referencing style manuals. (APA,IEEE….)
 Which style to follow depends on the field of research
and the institution guidelines
 The most important thing is to be consistent
with a particular referencing styles.

15. why do we need references?
 To acknowledge others and helps to avoid plagiarism.
 To allow others (readers) to find the original sources easily
(cited reference)
 To get recognition & authentication of the work.
 To make the work informative. (Quality)
 To trace the intellectual development of the ideas you present.

16.  Some Important Basics:
 Work by Three to Five Authors:
 List all the authors the first time you cite the source.
= (Kernis, Cornell, Sun, Berry, & Harlow, 1993)
 In subsequent citations, = (Kernis et al., 1993)
 Organization as an Author: If the author is an organization or a
government agency, According to the American Psychological
Association (2000),.. If the organization has a well-known
abbreviation
 First citation: (Mothers Against Drunk Driving [MADD], 2000)
 Second citation: (MADD, 2000)

17.  Two or More Works (Berndt, 2002; Harlow, 1987)
 Authors With the Same Last Name: use first initials
(E. Johnson, 2020 ; L. Johnson, 1999)
 Personal Communication: For interviews, e-mails, and other
person-to-person communication, cite the communicator's name
and the date of the communication.
E.g. (E. Robbins, personal communication, January8, 2021)

18. ABSTRACT
 WHAT IS AN ABSTRACT ?
 An abstract is a very concise statement of the major elements of
the research project. It states the purpose, methods, and findings
of the research project.
 A condensed version of a full scientific paper.
 A self-contained outline/brief summary of a paper or a study
 WHAT IS THE PURPOSE OF ABSTRACT ?
 Inform readers about the article content
 Help readers to decide whether or not read
the article
 Introduce journal articles
 Overview conference programs, abstract
collections and book chapters

19. Qualities of an Abstract
• Accurate, coherent, and readable
• Concise, specific, and selective
• One or more well-developed paragraphs
(font size is different from the main text)
• Length= Short (50-300 words; 3-5%)
• Stands alone = Includes all the major elements of
the larger text (in order)
• Position = usually at the beginning of
the paper

20.  WHAT NOT TO INCLUDE ?
 Information not contained in the original work
 Start with “this paper presents” or similar (Good to write about
research rather than about the “paper”)
 Sentences that end with “is reported”, “is suggested”,
“ is analyzed” or similar
 Sentences that begins with “It is felt that.. ”,
“It is believed that ….” or similar
 Quotations from the original work or from other works
 References to other work
 Lengthy explanations of words and concepts
 Unexplained acronyms , abbreviations ,
symbols and trade names
 Tables ,maps and pictures

21.  The Typical Elements Included
In An Abstract
 B = some background information
 P = the principal activity (or purpose) of the study and
its scope
 M = some information about the methodology used
in the study
 R = the most important results of the study
 C = a statement of conclusion or recommendation

22. Reducing the abstract
 Eliminate or combine much of the basic information
 background information is not included.
 Focuses on only two or three elements :
the results, the purpose and the methodology of the study
 Conclusions and recommendations may be included in
one or two sentences
 Order Of Information Elements In Reduced Abstracts
P+M = purpose and method of the study
R = results
C = conclusions and recommendations (optional)

23.  Language Conventions
Use appropriate verb tenses tentative verbs and modal auxiliaries, depending on
which section of the report he information comes from.

24. Sample Abstract

25. I. Research Paper Abstracts(RP)= informative or indicative
II. The conference abstract
III. An abstracting journal
 Research Paper Abstracts(RP)
 A single paragraph ( four to ten full sentences).
 An important for the reader
Main approaches to writing RP abstracts
1.The "results-driven" abstract
• concentrates on the research findings and what might
be concluded from them.
2. An "RP summary" abstract
• Provide one- or two-sentence synopses
of each of the four sections.
 kinds of abstracts

26.  The conference abstract
 Usually much longer
 Independent
 may not be entirely informative.
 "a selling job“
 contain one or two carefully selected references to recent literature
o have an opening section that attempts to
• create a research space
• impress the review committee
• appeal (if accepted) to as large an audience as possible.