At this stage, students collaboratively generate ideas about the key elements and structure of the Findings and Discussion section in a research article. The lecturer facilitates a class discussion to help students understand what information should be presented, how to interpret results, and how to connect findings with research objectives and literature.

Activities:

1. Pose trigger questions to guide brainstorming:
   • “What is the difference between findings and discussion?”
   • “What types of data and results are typically reported in the Findings section?”
   • “How can findings be clearly presented using tables, figures, or charts?”
   • “How should the Discussion section link findings to previous studies, theoretical frameworks, or practical implications?”
   • “How do researchers address limitations and suggest future research?”

T 6.1 Brainstorming (YIELD STAGE)

BRAINSTORMING

Specifically, the Findings and Discussion section comprises four main rhetorical moves: (1) providing background information, (2) reporting results, (3) summarizing results, and (4) commenting on results.  According to Stoller and Robinson (2013), there are three common typologies or generic structures of the findings and discussion section of a research article. Table 6 displays the typologies.

Table 6. Typologies of Research Article Findings and Discussion Section

Each typology determines how the rhetorical structure is organized. The blocked typology first presents a detailed description and explanation of the findings, followed by a separate discussion section where the authors interpret the results, compare them with previous studies, and explain any expected or unexpected outcomes. In contrast, the iterative typology integrates the findings and discussion, requiring authors to not only report the results but also critically analyze them immediately after presentation. The integrated typology, being the most randomized form of the Findings & Discussion (F&D) section, can make it difficult to distinguish between the findings and discussion elements. The description of each typology can be seen in the following table:

Worksheet 6. 1 Identifying the Typology of Findings & Discussion (F&D)

Instructions:

1. Open each journal link provided in Column Journal Article Link.
2. Carefully read the Findings & Discussion (F&D) section of each article.
3. Identify the typology used in the F&D section:
4. Briefly explain your reasoning for choosing that typology based on the structure and flow of the F&D section.

Table for Student Response

T 6.2 Individual Exploration

At this stage, students begin to develop their own draft of the Findings and Discussion sections based on their research objectives and questions defined in earlier stages.

Worksheet 6.2 Drafting Findings and Discussion Section

Instructions

1. Draft your Findings and Discussion sections using the table below as a guide:
2. Present quantitative data with tables, charts, or graphs.
3. Present qualitative data as themes, categories, or illustrative quotes.
4. Interpret results, link to previous studies or theories, and highlight implications or limitations.
5. Use appropriate transition phrases to ensure cohesion.

T 6.3 Sharing and Discussion

At this stage, students share their draft Findings and Discussion sections with peers to receive feedback and refine their work. The focus is on improving clarity, cohesion, data presentation, and alignment with research objectives.

Worksheet 6.3 Peer Review

T 6.4 Drafting and Refining

At this stage, students revise and refine their draft Findings and Discussion sections based on peer feedback and lecturer comments. The focus is on producing a clear, cohesive, and well-structured final draft that aligns with research objectives and demonstrates effective use of data presentation and Swales’ structural moves.

Worksheet 6.4