The Science Of Scientific Writing    Set F      The Discussion: Answers    Two Main Parts    Maps for Discussions    Exercise 1       Final Page .

Course Home

OVERVIEW: The way to well-written science

How to do the Course


PART I: Paragraphs and Sentences

SET A: Paragraphs: The Maps Behind Them

SET B: Paragraphs: Using Maps to Meet Readers' Expectations

SET C: Paragraph Coherence and Cohesion

SET D: Sentences

SET E: Scientific Sections (including Methods)

SET F: Scientific Sections: The Discussion

SET G : Scientific Sections: The Introduction

SET H : The Paper as a Whole

Exercise 1

You are provided with an argument map for Part 1 of the Discussion of a paper. Drag the image below (using Rationale's inline browser) onto the Rationale workspace. Further coverage of this topic is provided in this powerpoint presentation (best viewed by turning off the animation: see Slide Show menu, "Set-up Show" option). This map was composed using the Analysis Mode of Rationale. Like the Reasoning Mode map on the previous page, Analysis Maps can use a double annotation system (depth of colour, number of dots) for assessments of argumentative strength. The main difference between the Analysis and the simpler Reasoning mode of mapping, is that co-reasons (generally taking the form of an assumption or rationale ) can be grouped together in a single box with the primary reason (which, in a group of reasons on a map, is the left-hand most reason).

Your tasks are to:

(1) Annotate boxes and branches of the map for argumentative strength and then use stars to indicate your assessment of the relative "scientific impact " of two main branches (this system is described on the previous page)

(2) Use MS Word to write up a two-part Discussion with a initial Framing Paragraph that provides a guide to BOTH parts.

(a) Part 1 will provide a text-version of the argument above. The sequence of the lines of evidence presented should at least in part be influenced by the argumentative strength and scientific impact of the branches. Do not just cut and paste sentences from the map in writing up your text, this will result in a poorly written text.

(b) Part 2 (much briefer) will discuss the wider implications of the study. In this particular case, what might the conclusions of Part 1 tells us about how to manage the population decline of the Picobar Tree Frog? Refer to the powerpoint presentation for possible ideas, or use your own imagination.