Writing an Introduction

Gabriella Ekman [email protected]

KI Academic Writing Support [email protected]
Today’s Workshop

 The Function of the Introduction

 The Structure of the Introduction

 Synthesising Sources

 The ”Gap” in the Literature – Preparing for the Aim

 Coherence

 Breaks
The Function of the Introduction

 Discuss!
The Function of the Introduction

The introduction should contextualise your study. Why is your

rather narrow topic important in a larger context?

The introduction should also tell your readers everything they need
in order to:

 Understand your aim…

 Understand why your aim is important, that is, why your study is
worth conducting
Structure of the Master´s Thesis

Introduction
Aim
Method

Results

and

Discussion
(Conclusion)
The Structure of the Introduction
The Structure of the Introduction
Guidelines for the Introduction

From Instructions for the Introduction in the Degree

Project in Bioentrepreneurship, 2018/19

 Introduction This section aims to introduce the reader to what

you are writing about in your thesis and to put your work in a
context. This section should not be more than half a page
long. It will gently guide the reader into your thesis and tell them
what to expect form the rest of your work.

 Background The background section aims to give the reader

all the information that they will need to understand the aim
and importance of your thesis.
Instructions for Introduction, Degree
Project in Bioent, cont.
Background, cont.
 Should consist of an extensive and critical literature review
and should inform the reader about what is already known
about the research topic. The background should include key
references that have especially contributed to the topic and
also introduce key theories and concepts. The reader should
“know what is already known” about the topic after reading the
background. You should aim to verify that your research would
fill a gap in existing knowledge.

 The background will help you to link existing literature to your

own findings in the discussion later on. This section is very
important for the credibility of your project and shows how your
results might contribute to the research field as such.
Instructions for Introduction in Degree
Project, Bioent, cont.

 Connection to bioentrepreneurship This section should clearly

relate your research to the field of bioentrepreneurship. Please
use references to back up your reasoning.

 Problem statement The background section should lead up

to the problem statement of the thesis. The problem
statement clearly identifies the nature of the problem/issue that
is being addressed in the degree thesis and its context and
significance based on the available research literature. The
problem statement should stem from weaknesses in previous
literature that you have identified and should also be based
on and build on that previous research.
Instructions for Introduction in Degree
Project in Bioent, cont.
Problem Statement, cont.
 …Without a well-formulated problem statement, you cannot
formulate a clear and researchable aim. To state that the
problem is interesting for the general public is not a good
enough reason for your research, for example. Rather choose a
smaller well-defined problem to look at than a bigger vague
one. Since this section should be your own description of the
problem that you have identified in your literature review, you do
not need to have references in this part (unless you introduce
new information, which should be avoided).

 Aim of the study The aim should state the desired outcomes of
your research and by that determine all the other text of your
degree thesis.
Instructions for Degree Project, cont.

Aim of the Study, cont.

 …Make sure that the aim is reflected in all other sections of the
thesis and the title. Make sure to have a clear and concise aim that is
researchable and naturally follows from the problem statement.

Research questions
 You should have well-defined research question(s) that are derived
from the aim of the study. You research questions will focus and guide
your research during the degree project. Although there needs to be a
clear link between what you aim to do and your research
questions, they should not be identical. The research questions will
guide your data collection
Delimitations
 The delimitations are conscious choices that you make to set the
boundaries of your study. This is where inclusion and exclusion criteria
are stated, that is, what you will include in your study and what you will
not include and the rationale behind this.
Instructions – recap

 Intro (brief, introduces topic, context)

 Background (extensive and critical lit review – what is already
known)
 Concluding in the research gap (from what is known to what is not
known)
 Here, particularly useful to think about the funnel shape
 Connection to bioentrepreneurship
 Problem statement (based on weaknesses/research gap
identified in the background – something small, definable)
 Aim (aim of your study, should follow from problem statement,
determines everything else in the thesis)
 Research questions (linked to aim, but not the same – more
specific)
 Delimitations (boundaries of study)
The Structure of the Introduction

Questions to consider:

 What information do you need to include?

 What needs to come first?

 What needs to be very detailed?

 What can be presented more generally?

 How can you help your reader follow your argument?

The Structure of the Introduction

 Just remember: information is not inherently ”general” or

”specific.” There is no universal way to structure information.

 You need to consider what you want to achieve with your

introduction. The information should gradually become more
specific to your topic, preparing the reader for your aim and your
research questions.
The Structure of the Introduction

 How broadly should you start?

You start broadly to give your readers a context. Ex., what

field do you wish to contribute to? Why is the field worth
studying? (Your specific topic comes later)

Avoid being too broad – and do not start with a historical

overview (unless it serves your specific topic)
Writing an Introduction

When should you write the introduction?

 Many students start with this part – but if you do, remember that
the introduction is not finished until the entire text is.

 Make sure to revisit – and revise – your introduction

continuously as you write your thesis.

 Projects often change along the way, but the thesis should
present a coherent picture.
The Structure of the Introduction

• Try to think in terms of

topic sentences!
The Structure of the Introduction
The Paragraph – topic sentences

• Every paragraph should develop one topic

• Every paragraph should have a specific purpose

• You signal that purpose to your reader through the topic

sentence
 The Structure of the Introduction
The Topic Sentence

• captures the essence of the paragraph

• is often the first (sometimes the first and second) sentence of the
paragraph

All the other sentences in the paragraph should relate to it

Exercise

Raskauskas and Stoltz (2007) find that 85% of cyberbullying

victims were also victims of traditional bullying, and that 94% of
cyberbullies were also traditional bullies. Ybarra et. al (2007)
conclude that 64% of the victims of cyberbullying did not report
being cyberbullied at all.

Source (edited): Låftman, Modin, Östberg. Cyberbullying and subjective health:A large-scale study of students
in Stockholm, Sweden: Children and Youth Services Review. 2013;35(1):112–9
The Structure of the Introduction –
The Topic Sentence, example

 Where the association between cyberbullying and other

forms of bullying is concerned, earlier studies suggest that
there is at least some overlap (9 refs). The extent of the
overlap, however, differs substantially from one study to
another. For instance, Raskauskas and Stoltz (2007) find that
85% of cyberbullying victims were also victims of traditional
bullying, and that 94% of cyberbullies were also traditional
bullies. In contrast, Ibarra et al (2007) conclude that 64% of the
victims of cyberbullying did not report being bullied at school.

Source: Låftman, Modin, Östberg. Cyberbullying and subjective health:A large-scale study of students in
Stockholm, Sweden. Children and Youth Services Review. 2013;35(1):112–9
The Structure of the Introduction –
The Topic Sentence, example

 Where the association between cyberbullying and other

forms of bullying is concerned, earlier studies suggest that
there is at least some overlap (9 refs). The extent of the
overlap, however, differs substantially from one study to
another. For instance, Raskauskas and Stoltz (2007) find that
85% of cyberbullying victims were also victims of traditional
bullying, and that 94% of cyberbullies were also traditional
bullies. In contrast, Ibarra et al (2007) conclude that 64% of the
victims of cyberbullying did not report being bullied at school.

Source: Låftman, Modin, Östberg. Cyberbullying and subjective health:A large-scale study of students in
Stockholm, Sweden: A large-scale study of students in Stockholm, Sweden. Children and Youth Services
Review. 2013;35(1):112–9
Exercise

 Read only the topic sentences in the introduction provided.

 Discuss in pairs.

 Do you get a clear sense of the writers’ main arguments, just based
on the topic sentences?

 Is there a clear funnel shape – evident just in the topic sentences?

 Choose one topic sentence you think is particularly effective – or

one you think could have been improved.
The Structure of the Introduction
Topic Sentences in the Introduction
Adjekum et. al, “Elements of Trust…”

 Digital health broadly refers to the use of information and communication

technologies to improve human health, health care services, and wellness
for both individuals and populations.

 There is currently no consensus on a definition for digital health.

 The US Food and Drug Administration depicts digital health as comprising of

mHealth, wearable devices, telehealth, telemedicine, personalized medicine,
electronic health records (EHRs), and health information technology (IT).

 Beyond economic gains, improved safety and efficacy are among the
anticipated benefits of digital heatlh.

Source: Adjekum A, Blasimme A, Vayena E. Elements of Trust in Digital Health Systems: Scoping Review. Journal of
medical Internet research. 2018;20(12):e11254.
The Structure of the Introduction –
Topic Sentences in the Introduction

 Moreover, as data from digital health tools such as mHealth apps

increasingly inform medical decision making, the issue of medical liability
comes to the fore.
 Trust is an elusive concept that is difficult to pin down in operational terms.
 Within health systems, trust is a prominent component of doctor-patient
relationships.
 Some experts suggest that trust is propelled by contingency rather than
risk, while others maintain that the ability to weigh risks and to choose
between different actions drives trust.
 As health care becomes increasingly dependent on digital technologies,
exploring what determines and what foregoes trust in digital health is of
paramount importance.

Source: Adjekum A, Blasimme A, Vayena E. Elements of Trust in Digital Health Systems: Scoping Review. Journal of medical
Internet research. 2018; 20(12): e11254.
The Structure of the Introduction
Topic Sentences

REMEMBER

If you have worked with topic sentences and you have managed to
find topic sentences that work well, it should be possible to get a
decent idea of your line of argument just by reading the first
sentence of each paragraph!

This is true for the entire text, not just the introduction.
Writing & Thinking Exercise

Consider your own topic.

 What information will you need to include in your introduction?

 What steps will you need to take in order to get from the general
field to your specific topic – that is, how will you prepare your
reader
a) for the research gap?
b) for the aim?

Try to think about topic sentences to get you there!

Please do not hesitate to ask if you have any questions.

Synthesising Sources –
General to specific, known to not known

 You need to indicate that you are familiar with the field – it is not
enough to show that you have read a few sources.

 Therefore, try to find patterns and tendencies

 Think about the field rather than about individual studies.

 As you present the field in writing, similarly try to focus on the

“big picture.” Use sources to strengthen your observations about
the field – as opposed to going through your sources one by
one.
Synthesising Sources

 Always remember: you want to say something – with

the help of sources (as opposed to just listing
information).
Synthesizing Sources

Questions to consider:

 Can your sources be grouped in any way?

 Which sources indicate similar things?
 Which sources indicate different things?
 What do you see if you put all the sources alongside each
other?
Synthesising Sources

 What sources do you find convincing? Why or why not?

 What sources are limited? Why or why not?

Please note: this is not about your own opinion, but rather about
carefully considering the studies in context.
Synthesising Sources

 As you synthesise sources, try to work with

topic sentences or overarching sentences
Synthesising Sources

 “Where the association between cyberbullying and other forms of

bullying is concerned, earlier studies suggest that there is at least
some overlap (Beran and Li, 2007, Hinduja and Patchin,
2008, Juvonen and Gross, 2008, Mishna et al., 2012, Raskauskas
and Stoltz, 2007, Schneider et al., 2012, Smith et al.,
2008, Sourander et al., 2010 and Ybarra et al., 2007). The extent
of the overlap, however, differs substantially from one study to
another. For instance, Raskauskas and Stoltz (2007) find that
85% of cyberbullying victims were also victims of traditional
bullying, and that 94% of cyberbullies were also traditional bullies.
In contrast, Ybarra et al. (2007) conclude that 64% of the victims
of cyberbullying did not report being bullied at school.”

Source: Låftman, Modin, Östberg. Cyberbullying and subjective health:A large-scale study of students in Stockholm, Sweden:
A large-scale study of students in Stockholm, Sweden. Children and Youth Services Review. 2013;35(1):112–9
Synthesising Sources

 Previous results are also inconclusive…

 Numerous studies have suggested…

 There is currently no consensus regarding X, but…

Tip: Use Academic Phrasebank for phrasing suggestions (find via

library website)
Exercise

Study A indicates that there is a clear link between ADHD and

delay aversion (5). Study B (6) and study C (7) report similar
results. One small study has reported that children with ADHD may
not be more delay averse under highly motivating conditions… (8)”
Synthesising Sources

1. The correlation between ADHD and delay aversion in children

remains somewhat unclear. Several studies indicate that there
is a clear link between ADHD and delay aversion (5-7).
However, one small study has reported that children with
ADHD may not be more delay averse under highly motivating
conditions… (8).

2. Scholars generally agree that children with ADHD are more

delay averse than other children (5-7). To the best of our
knowledge, only one small study has reported that children with
ADHD may not be more delay averse under highly motivating
conditions… (8).
Synthesising Sources

Remember: a paragraph seldom starts with a reference to a study,

such as ”In a study by Andersson et al., a correlation between A
and B was observered” – then the reader would assume that

 Andersson is very central

 the entire paragraph is about this research group.

If this is not true, start with something more general – then use
sources to strengthen your claim.
Synthesising Sources

As you synthesise sources, work with

 topic sentences

 Transitional phrases and transition words – how do the different

parts of the text relate to each other?
Synthesizing Sources:
Transition Words

Use transition words to indicate how different paragraphs

or sentences belong together:

• In addition, …
• Similarly, …
• However, …
• By contrast, …
Synthesising Sources

 Where the association between cyberbullying and other forms of

bullying is concerned, earlier studies suggest that there is at
least some overlap ([sources]). The extent of the overlap,
however, differs substantially from one study to another. For
instance, Raskauskas and Stoltz (2007) find that 85% of
cyberbullying victims were also victims of traditional bullying,
and that 94% of cyberbullies were also traditional bullies. In
contrast, Ybarra et al. (2007) conclude that 64% of the victims
of cyberbullying did not report being bullied at school.
Creating Coherence

 Transition words not only help your reader – they also prompt
you to consider how different parts are related, and what you
want to achieve at different moments within your text.

 They help you indicate the complexity of the field.

Different Ways of Using Sources

What is the difference between the following?

 The moon is made of cheese (1)

 Brie claims that the moon is made of cheese (1)

These two ways of using sources are used for different

purposes – and the frequency of each is different in different
parts of the academic text
Different Ways of Using Sources
Summary markers:

 Show
 Prove
 Suggest
 Indicate
 Claim
 Demonstrate
 Reveal
 Establish These words all have different meanings –
using summary markers is a subtle way of
 Maintain indicating to your reader how the material
should be considered
Establishing the ”Gap” in the Literature –
Preparing for the Aim

 To prepare the reader for the aim

 Move from the general to the specific
 From what is known to what is not known (but needs to be)
Establishing the ”Gap” in the Literature –
Preparing for the Aim

You need to indicate two things:

 that there is missing information, something that we do not know

– and be specific about what it is.

 that it appears be fruitful to fill this “gap”.

Preparing for the Aim

Exercise
 Read the sample introduction + aim. Then discuss the following
questions with the person next to you.

 Did you feel prepared for the aim? Why or why not? What do you
think the writer did to prepare you for the aim? Alternately, what could
the writer have done to prepare you for the aim better?

 Were you convinced of the necessity of the study, by the time the
aim was introduced? Why or why not?

 Was there a clear funnel shape?

 Is the text generally well-structured, with well-developed paragraphs,

topic sentences and clear, concise sentences? If not, what could be
improved?
Exercise: preparing for the aim

 Consider your own topic.

 How might you establish the “research gap” for your own topic?

 What is known (lit review, intro) and what is not known (“research
gap”) about your topic?

 Why would it be interesting to fill this “research gap”?

Writing an Introduction

REMEMBER:

 Projects often change along the way, but the thesis should
present a coherent picture – so the introduction needs to suit the
rest of the text.

 Make sure to revisit – and revise – your introduction

continuously as you write your thesis.
Writing an Introduction

REMEMBER:

 Go back to the instructions and any checklists you have been

given and consider your text. Have you included everything you
need to?
Working on Your Texts

You can choose: work on your own text, work with another student
– or a combination of the two.

But first – some resources…

KIB Master’s Workshops – spring 2019

 Writing Popular Science March 4

 Writing Clearly March 18
 Writing Clearly – Webinar April 11
 Writing a Discussion April 12
 Writing a Discussion – Webinar April 15
 Writing an Abstract April 24
 Effective Peer Review May 16
 How to Transform your Master’s
Thesis into a Publishable Article June 4
 Academic Writing Support
 Receive individualised professional feedback on the structure, style
and grammar of your text. Feedback is designed to help you improve
both the text in question and your writing overall.

 45 minutes per session, 2 sessions per text, more available in

consultation with your writing instructor

 Solna and online

 Make an appointment at kib.ki.se/en or go directly to
tools.kib.ki.se/en

 Drop-in Solna 12-13 every Wednesday – at KIB-labb

 Flemingsberg by appointment: [email protected]

21 februari 2019 53
 Additional resources
 Ask your program director or advisor for samples of well-written
Master’s theses from former students
 Also check the KI Open Archive (discontinued)
 KIB-Labb – for all your reference and search-related questions
 Academic Phrasebank (see the library website)
 Academic Writing Support’s website: video tutorials on topic
sentences, structure and creating cohesion in your text (see the
library website)

Writing-related resources
 Maria Estling Vannestål’s Essential English Grammar
 Joseph Williams’s Style: Ten Lessons in Clarity and Grace
 Angelica Hofmann’s Science Writing and Communication

Namn Efternamn 21 februari 2019 54

 Questions?

21 februari 2019 21 februari 2019 Namn55

Efternam
Working on Your Texts

 If you read the entire text, can you follow the argument? If not,
why do you think that is? What could be done to make the text
clearer?

 Go through the outline of your text. Check the first and second
sentences of each paragraph in your introduction. Is it possible
to follow your argument? If not, what does not work? How could
that be changed?

 Are there missing steps?

Working on Your Texts

 Do you jump back and forth between issues, either between

different paragraphs or within paragraphs?

 Is there perhaps unnecessary repetition?

 Are subheadings informative (and necessary)? Is everything

under a subheading related to it? Is there any overarching
information in the beginning of the section beneath the
subheading which helps the reader navigate the rest of the text?
Working on Your Texts
Checking Paragraphs
 1. What is the most central aspect of the paragraph?
 Formulate a topic sentence.

 2. Is the whole paragraph about the same thing?

 Consider each sentence in light of the topic sentence.

 3. Are the sentences clearly linked to one another within the

parapraph?
 Try to group the sentences in a logical manner. Related
sentences should appear close to each other.
 Use transition words to indicate how different parts relate to
each other
 Start with what is already known to your reader – then
introduce new information.
Working on Your Texts –
Sources

How are sources used?

 Is the focus on the field, or primarily on individual sources? How

can that be seen?

 Does anything need to be adjusted? If yes, how could that be

done?