The method describes the steps that you followed in conducting your study and the materials you used in each step. The method describes the steps that you followed in conducting your study and the materials you used in each step. The methods section of the report clearly describes these materials and procedures. It should show your reader that your reserach has been carried out appropriately and, therefore, that the results can be believed. The elements included in the method section and the order in which they are presented may differ from department to department. However, the list in the following box is typical and provides you with a good model weissberg amp s.

Read the following example of a method section from the field of computer assisted language learning and teaching. The study investigated the use of the world wide web for teaching writing in a british university. Use of a writing web site by pre masters students on an english for academic purposes course.

Gillett, university of hertfordshire 1 the aim of the research was to compare the success of students using on line teaching compared to students taught in the traditional classroom context. 2 this experimental approach adopted a positivist position by collecting primary quantitative data from the students’ performance on an objective test taken after the teaching process has ended. 3 it then compare the observed results and came to conclusions regarding the effectiveness of on line teaching. 4 two groups of international students on a one year pre masters english for academic purposes course, each comprising 50 students were taught academic writing by different methods and compared.

5 in each group there were 50 students from five different academic departments computer science, business, engineering, life sciences and law. 6 the subjects were selected from the second semester semester b of the university of hertfordshire international bridging programme in the 2004 2005 academic year. 7 this programme accepts only students from a narrow english language proficiency band ielts 5.00 5.5. 9 the subjects were selected from the 250 students on the international bridging programme on the basis of performance at a satisfactory level in the semester a examination.

10 students who had performed below the minimum level on the semester a examination were excluded. 11 this criterion was employed to ensure competent understanding of the tasks and adequate motivation. 12 one group group a studied english writing in the traditional way in a class with a teacher. 13 this class met for 2 hours each week in a classroom for 12 weeks and was supplemented with written homework assignments given by the teacher each week. 14 the second group group b met together in a class with a teacher for one hour per week for 12 weeks and were assigned a homework task of spending one hour per week doing exercises from the uefap web site gillett, 2005. 15 the test instrument employed in this study was a revised version of the university of hertfordshire english language writing test roberts, 1997 , which permits the assessment of academic written language performance.

16 it consists of an academic reading text and comprehension questions, followed by a discursive essay on the subject of the reading text. 17 both groups a and b were given the same written examination at the end of the semester. 18 the students took the examination under standard university examination conditions as part of their end of semester examination. 19 the tests were marked using the following categories: task achievement communicative quality organisation ideas, content and relevance and grammar and vocabulary, by two experienced writing examiners and moderated in the standard way to ensure reliability. 20 in this way it was possible to see the relationship between the students' main academic subjects, and the improvement in their writing ability depending on the teaching method. 21 a 3 x 5 analysis of variance was used to test for academic department, method of teaching and language achievement differences.

how to write a methodology is an issue always faced by every college student or research who intends putting up an academic work that needs to be appraised by others. This is very particular in the cases of writers wishing to begin their research project with a research proposal. Most students of writers will face problems with this because they are not well versed with what it takes to know to how to write a research proposal or a methodology and they also lack the knowledge to know what it take to write and differentiate between the various methodologies in academic writing. Knowing the right dissertation research methods is something that will not only enable your research to go smooth, but which will make it look superb.

If you want to come up with the best methodology, begin by knowing and making a precise explanation of the aims of your methods. For example, you will have to let the reader know about the manner in which you came up with information and most of your dissertation ideas. This will equally mean that you will have to present this information in a particular manner. Remember that when going through what you have written, a critical reader should be able to know the soundness of what you have written. Keep in mind that your paper will either confirm hypothesis or disprove it and this will best be done through your methodology. However, if you seek to confirm or disprove anything, you should make sure that your methodology does not analyze it. Remember that most readers who pay particular attention to methodologies will waive the analysis and go straight to the results.

Academic Writing Methodology Text

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