UPTC. Castellanos. Vargas. Tarea No.5
TASK 5
RESULTS AS A “STORY”: THE KEY DRIVER OF AN ARTICLE
Castellanos Juan Sebastián.
Vargas Heiver Ernesto
{sebastian. castellanos02, heiver.vargas}@uptc.edu.co
Universidad Pedagógica y Tecnológica de Colombia.
4/Febrero/2020
I.
Ganci et al. (2012), and identify the parts of the figure legend
described in Section 5.4.
First skim (read quickly) the Results section of your selected
PEA. Count how many instances of separate location
sentences you find. Why do you think the authors chose to
write their Results section as they did?
REQUIREMENTS
1. Answer these four questions, in English even if it is not your
first language, for the results you want to turn into a paper:
1.1. What do my results say? (two sentences maximum, a very
brief summary of the main points, no background!)
1.2. What do these results mean in their context? (i.e. what
conclusions can be drawn from these results?)
1.3. Who needs to know about these results? (i.e. who
specifically form the audience for this paper you are going
to write?)
1.4. Why do they need to know? (i.e. what contribution will
the results make to ongoing work in the field? Or, what will
other researchers be missing if they have not read your
paper?)
2. Examine your PEA for the types of data and how they are
displayed.
2.1. Is the overall picture or trend obvious in the way the data
are presented? Could it have been made more prominent?
2.2. What comparisons between elements interest you, and
does the presentation type and style make these
comparisons easy?
2.3. Are the necessary details of datasets presented to allow you
to make calculations from the data?
2.4. Does the figure have any of the weaknesses described
above and how do these detract from the telling of the
story?
3. Examine the tables in your PEA.
3.1. Are all the data presented in the table necessary, and are
they sorted to make the main results most prominent?
3.2. Is the title descriptive or story-telling? Could a story-telling
title be written for the table?
3.3. Are all numbers calculated to the correct number of
significant figures and rounded to show appropriate
precision?
3.4. Does the table have any of the weaknesses described
above, and how do these detract from the telling of the
story?
4. Read the figure legends below from the Results sections of
Britton-Simmons and Abbott (2008), Kaiser et al. (2003), and
Ing. Oscar Arnulfo Pérez López – Tarea No. 5 Seminario de investigación.
5.
6.
Now do the same exercise for your Selected Article (SA).
Discuss your findings with a colleague, if appropriate.
7.
Read the extract from a Results section below and identify
which verb tenses/verb forms are represented by the
underlined words in each sentence (present, past, or modal
verb). Can you think of a reason for the use of different tenses
in different sentences? (N.B. The past participles used as
adjectives in the passage have not been underlined, only the
finite verbs.).
8. Choose one subsection of the Results section in your SA.
Answer the following questions and discuss your findings
with a colleague.
8.1. For each verb in the subsection, why do you think the
authors chose to use the tense they did?
8.2. Do the authors use tenses in the ways discussed in the
section above? If not, what reasons can you suggest?
9. Begin to draft a Results section for your Own Article (OA),
writing about the tables or figures you have worked on
previously.
II.
PROCESS
1) Answer these four questions, in English even if it is not
your first language, for the results you want to turn into a
paper:
1.1) What do my results say? (two sentences maximum, a very
brief summary of the main points, no background!)
Observing the results do not differ with what has been
planned to be obtained; depending on the time in which the
samples are taken, because the sensors are not linear and
approximations are made or the linearization of them.
1.2) What do these results mean in their context? (i.e. what
conclusions can be drawn from these results?)
UPTC. Castellanos. Vargas. Tarea No.5
With regard to what we are developing you can say, we are
presented of earth which are not equal are not equal; some
are drained faster and others are delayed a little longer,
which all depends on where the sample is taken.
1.3) Who needs to know about these results? (i.e. who
specifically form the audience for this paper you are
going to write?)
These results need us at the time of implementing automatic
irrigation; where it will provide how moisture sensors should be
calibrated for a certain crop; the audience that hosts these results
are agronomists or people who are dedicated to automating the
field.
1.4) Why do they need to know? (i.e. what contribution will
the results make to ongoing work in the field? Or, what
will other researchers be missing if they have not read
your paper?)
It is necessary to know because this will give you the
option of how to calibrate the humidity sensors for your
crop; in order to make irrigation in the crop as accurate
as possible.
2. Examine your PEA for the types of data and how they are
displayed.
2.1) Is the overall picture or trend obvious in the way the data
are presented? Could it have been made more prominent?
By observing the graph of the PEA, it can be inferred that
a visual information is obtained before reading the graph
carefully; by means of the representations on each graph,
you get an idea of what is being treated and you want to
show.
I can contribute that the way the results are presented in the
most optimal way.
2.2) What comparisons between elements interest you, and
does the presentation type and style make these
comparisons easy?
Looking at the graph showing the curves where cycles of
loading and unloading of the materials are shown, against
the components with which they have been built.
The way this chart is presented turns out to be successful
[1]because you get a lot of information about what you
need to know in this article.
2.3) Are the necessary details of datasets presented to allow
you to make calculations from the data?
If you can say that if you can infer data from the graphs and
perform calculations with them but only for academic
purposes; already for more accuracy, it is necessary to
know the complete data; because there are graphs where
the presented scales of the data are quite dispersed and
there may be an inaccuracy.
2.4) Does the figure have any of the weaknesses described
above and how do these detract from the telling of the
story?
Figure 26 of the PEA, as it presents a broad information
about the electrical charge, but if you already want an exact
load value at a specific value, this is difficult to infer from
the graph.
3.
Examine the tables in your PEA.
Ing. Oscar Arnulfo Pérez López – Tarea No. 5 Seminario de investigación.
4.
5.
6.
in the PEA there are no tables, it is only an article where the
results are presented graphical, therefore the questions posed
for paragraph 3 will not be resolved with the article that has
been provided to us.
Read the figure legends below from the Results sections of
Britton-Simmons and Abbott (2008), Kaiser et al. (2003),
and Ganci et al. (2012), and identify the parts of the figure
legend described in Section 5.4
A legend is information that is provided in the graph or
table, in order to more accurately identify the information
that you want to emit; you can see numbers equations on
the graphs; if the case is too many vats in case of line
graphics; legends can be placed to identify by the legend to
which each curve belongs.
This should be a short and very dicient phrase of the
information presented in the graph.
First skim (read quickly) the Results section of your
selected PEA. Count how many instances of separate
location sentences you find. Why do you think the authors
chose to write their Results section as they did?
As it is an article that is about batteries that have a charge
for quite a while; and that store a large amount of
amperage, they present graphs, where you can see curves
that behave in the most ideal way possible at large scales.
First skim (read quickly) the Results section of your selected
PEA. Count how many instances of separate location
sentences you find. Why do you think the authors chose to
write their Results section as they did?
Eleven separate instances are counted in the results section.
The authors probably chose to write the results section as a
summary, separated by sentences, to make an
understandable account of the article.
7.
Read the extract from a Results section below and identify
which verb tenses/verb forms are represented by the
underlined words in each sentence (present, past, or modal
verb). Can you think of a reason for the use of different tenses
in different sentences? (The past participles used as adjectives
in the passage have not been underlined, only the finite verbs.)
Antibodies were raised in rabbits against the N-terminal 73 amino
acids of GmDmt1;
1 (Figure 1c). This antiserum was used in Western blot analysis of 4week-old total soluble nodule proteins, nodule microsomes, PBS
proteins and PBM, isolated from purified symbiosomes. The anti
GmDMT1 antiserum identified a 67-kDa protein on the PBMenriched nodule protein fraction (Figure 3a), but did not crossreact with soluble nodule proteins, PBS proteins or nodule
microsomes (Figure 3a). Replicate Western blots incubated with preimmune serum (Figure 3b) did not cross-react with the soybean
nodule tissue examined. The protein identified on the PBM-enriched
protein fraction is approximately 10 kDa larger than that predicted
by the amino acid sequence of GmDmt1. The increase in size may be
related to
extensive
post-translational
modification
(e.g.
glycosylation) of GmDmt1, as it occurs in other systems. (Kaiser et al.
2003)
UPTC. Castellanos. Vargas. Tarea No.5
were raised
past tense
was used
past tense
identified
Present tense verb
did not cross-react
past tense
did not cross-react
past tense
may be related
Modal verb
occurs
Present tense verb
7.1) Summarize your findings using the following sentence
starters:
• In Results sections, the past tense is used to talk about
…
In the Results sections, the time spent is used to talk about
events that occurred during the research process or in other
scientific articles
• The present tense is used in sentences that …
The present tense is used in sentences that show some progress
or objective accomplished in the article.
• Modal verbs are used to …
Modal verbs are used to suggest solutions, or are used to
propose some ideas related to the topic
8. Begin to draft a Results section for your Own Article (OA),
writing about the tables or figures you have worked on
previously.
the advances made in digital photography allow to make
irrigation requirements much more efficient. If, together
with this, systems based on neural networks such as those
shown in this article are implemented, much more precise
data is obtained in relation to prescriptions based on
agronomic calculations.
III.
[1]
REFERENCIAS
D. Deng, “Li-ion batteries: Basics, progress, and
challenges,” Energy Sci. Eng., vol. 3, no. 5, pp. 385–
418, 2015.
Ing. Oscar Arnulfo Pérez López – Tarea No. 5 Seminario de investigación.
UPTC. Castellanos. Vargas. Tarea No.5
Ing. Oscar Arnulfo Pérez López – Tarea No. 5 Seminario de investigación.
