Comparing and analyzing the structure of two Research Articles related to different fields
The structure of Research Articles (RAs) varies according to the documentation style they follow. Most medicine papers adopt the Vancouver System while the majority of education papers mirror the American Psychological Association (APA) rules and standards. On average, readers may encounter Abstracts, Introductions, Literature Reviews, Methods, Results, Discussions, Recommendations and Conclusions sections in Research Articles. The following paper aims at comparing and analyzing the organization of a medicine and an education paper under the light of the American Psychological Association (APA) requisites.
With reference to the Abstract, it is defined as a brief summary of the article which enables readers to grasp the salient points discussed in each section of the paper. As regards the Introduction, APA (2009) claims that the problem is introduced while the research strategy is described. Admittedly, some relevant Literature Review is expected to be included within the Introduction or as a separate section. Regarding the Methods section, it elucidates how the research was carried out as well as including information related to the participants and the procedures utilized in the study (APA, 2009). The collected data is summarized and analyzed in the Results section (APA, 2009). As for the Discussion section, APA (2009) states, that the findings are evaluated and interpreted in this section. Finally, the Limitations of the research may be addressed alluding to irresolute problems (APA, 2009).
As for the medicine article, its Abstract seems to match the characteristics of informative Abstracts since it mainly describes the course of action undertaken by researchers. Moreover, it is a structured type. There are bolded subheadings which may focus on helping the reader identify the most important findings. Mora, Cook, Buring, Ridker and Lee (2007) provide keywords which are likely to help readers detect the topic of the research. By contrast, the Abstract in the education paper is unstructured. Though it is made up of an unbroken paragraph, García Laborda et al. (2001) offer an engaging Abstract accompanied with a list of useful keywords to readers. Both Abstracts seem concise and clearly organized so that readers may be attracted to read the full paper.
Mora et al. (2007) begin the introduction of the medicine paper by directly stating the hypothesis related to the developed topic while highlighting what needs to be discovered and learnt. However there is not a separate section in the medicine paper, the researchers shortly refer to prior studies attached to the topic of the research. Conversely, García Laborda (2011) acutely develops a complete literature review in the introduction of the education article. Though there is not a literature section heading, the introduction offers an exhaustive and concise text related to the Regression method which provides a crucial background to understand the importance of this research. In this sense, both RAs seem to attach significance to prior studies in order to help readers delve into the different researchers.
Regarding the Methods section in the medicine article, Mora (2007) et al.mention the study population as well as how data was obtained. Then, specific information is included under different subheadings. Nevertheless, García Laborda (2011) does not include a Methods sections, the subjects as well as how the results were obtained are described. It is probable that the researchers in the medicine field included detailed data related to the utilized methodologies so as to enable readers validate the obtained results.
Then again, both RAs differ the manner in which the content included in the Results and Discussions section is organized. Mora et al. (2007) report the data in detail under the Results heading. Then, the results are evaluated and interpreted in the Discussions Section stating the unresolved matters. It seems of great significance the usage of tables to facilitate the understanding of the results. García Laborda (2011) makes use of a figure to illustrate how the Regression model is put into practice while tables are not included in this section of the education paper. It is highly likely that the researchers included tables due to the necessity of statistically reporting the data obtained while the Results and Discussions section in the education article, may aim at highlighting the steps the Regression model follows when being put into practice.
As regards the Conclusions, Mora et al. (2007) do not provide a heading to introduce their final comments. It is possible that the last paragraph of this RA confirms the hypothesis stated at the beginning of the research. To put it another way, Mora et al. (2007) claim “In this study, we have identified potential underlying mechanisms…” (Discussions section, para. 7). It is possible that both RAs emphasize the importance of their findings in their last lines of the section so as to clarify readers how the reading of the article empowers them. The writer of the education RA clearly highlights the outcomes obtained after carrying out the research though the usage of bullets under the Conclusions heading. Future impact and recommendations may have been included so as to provide prospective teachers trainers a wider panorama for future implementations of the model been described.
All in all, both RAs’ writers efficiently provide information divided into different sections in order to meet publishing requirements while respecting academic conventions. Had the researchers not developed their reports attending to documentation styles or incorporated figures, tables and comprehensible Literature reviews it would have been difficult to grasp the main concepts related to each field.
References
American Psychological Association. (2009). Publication Manual (6th ed.). British Library Cataloguing –in-Publication Data: Washington , DC
García Laborda, J. (2011). Teacher training through the Regression Model in foreign language education. International Journal of Human Sciences, 8 (1). Retrieved from
Mora, S., Cook, N., Buring, J., Ridker, P., & Lee, M. (2007). Physical activity and reduced risk of cardiovascular events: potential mediating mechanisms. Journal of the American Heart Association. DOI: 10.1161/CIRCULATIONAHA.107.729939
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