Appendix B: Writing Up Your Research

A. Introduction

1. Identify yourself and your setting

a. Your role

b. Your locality

c. The type of program in which you work d. Your class (part time, rural, hours per week etc.)

e. Your students (multi-level, age range, interests, etc.)

2. State your connection with the Research Network

3. Describe the events which led you to want to do this particular research project.

a. State your research question

4. List a background of research literature

a. If you have done a literature review include a summary of your findings here.

B. Methods

1. Describe what you did and how you gathered data

a. Be specific; include the number of people you spoke to, the number of surveys sent and returned, etc.

b. Discuss any problems you had with your methods - it will be helpful to others who read your report

C. Findings

1. Create a graphic representation of your findings, if possible

a. Charts, lists, pie graphs, etc. are just some of the designs you might use

2. Discuss your findings

a. Point out possible relationships or inconsistencies in your data. Look for trends or patterns in the information you collected.

b. Indicate what you feel is significant, but - at this point - avoid any interpretation (for example, don't say "I think this means that students want..." or " This must mean that teachers are frustrated.") Just give the facts.

c. Avoid value judgements about your data (e.g., don't say "I think this is a good trend" or "I think this is a major problem with ABE.")

D. Discussion and Recommendations

1. Interpretation - what you think your findings mean

a. Be careful not to go beyond what you can reasonably state from your findings.

b. You can give your opinion but make sure you identify this as your opinion.

2. Suggestions for practice based on what you've learned a. What changes will you incorporate into your own practice?

b. What changes do you recommend for your program, for state policy makers or adult educators in general?

3. Suggestions for further research a. Interesting research produces more good questions. What is still left unanswered after your project? How would you direct future researchers who wish to follow up on your work?

Notice that we didn't call the last step "conclusion." If you can't say anything conclusive about your study, then you can't really write a conclusion. That's OK. Harry Wolcott gives this advice:

Work toward a conservative closing statement that reviews succinctly what has been attempted, what has been learned, and what new questions have been raised. I remind [graduate] students that it is not necessary to push a canoe into the sunset at the end of every paper.
(Wolcott, 1990, p. 56)

E. Appendices

At the end of your report, include an appendix with samples of all the "instruments" you used, e.g., a survey, a list of questions you asked during phone interviews, etc.

F. Author

Assuming you are willing to be contacted by people who want to ask you more questions about your research, make sure you include your address and phone number somewhere in the report.

G. Acknowledgements

You can include an "Acknowledgements" page in the beginning of your report (just after the title page). This is a good place to say "thank you" to all the folks you interviewed, or who helped analyze data, arranged meetings, gave you release time to do this, etc. You can name names or be more general in your acknowledgements - whatever seems appropriate.

Throughout the report, keep the style and tone appropriate to your audience. In most cases, this will be fellow teachers, tutors, or administrators. Don't imitate professional journal style if you are not writing for a journal. Again, Wolcott has words of wisdom for us:

Content is paramount - what you have to say, not how you say it. Style is critical but auxiliary in reporting qualitative research, necessary but not sufficient....No one can teach you to write; people can help you write a bit better.
(Wolcott, 1990 p. 48)

Qualitative research reports use appropriate quotes from the data. This makes the report much more interesting. Use quotation marks to identify these quotes, but change the name of the person to preserve confidentiality.

Be careful not to state as fact that which is only suggested in your data. This isn't as easy to avoid as it may seem. A good way to test for this is to have other people read your report. Ask people from a variety of backgrounds who hold different opinions about the topic. It is also helpful to talk with another researcher to get objective comments. The Research Network can suggest a researcher who would be willing to read and critique your report.

Bear up! Writing is strenuous exercise. It takes time and effort to explain something well in writing and most people find it difficult to "expose" their ideas by putting them on paper for all to see. Although writing your report may seem time-consuming and bothersome, experience shows that it is a necessary final step in conducting research. As you struggle to find words, you will find new insights and ideas. The process of writing will bring your findings into focus and add meaning to your interpretations. The finished report is not only a testimony of your endurance and a vehicle for sharing your experience with others; it is an elegant finale to a worthwhile endeavor.