Thesis and Dissertation Writing in a Second Language: a handbook for Supervisors

Move 2 – presenting results
This move is included in all Results/Findings chapters. In both Boxes 9.3
and 9.4 on pp. 139 and 140, the writer’s use of the passive voice and the
past tense in the descriptions of data-collecting procedures are italicized.
Refers back to
Inherent in this question is the assumption that male 
theoretical
experiences are different from female experiences and 
framework
that women from culturally and linguistically 
diverse backgrounds have different experiences than
those from Anglo-Australian backgrounds. The 
notion of ‘difference’ recognises that there is more 
than one valid form of representing human 
experience and through investigations of behaviours, 
activities, experiences, perspective, insights and 
priorities a better understanding of these differences 
can be achieved (Ross-Smith, 1999). This notion is 
explored in the subsidiary question:
What are the sports experiences and perceptions of women 
from culturally and linguistically diverse backgrounds; 
and are these perceptions and experiences different from 
those of other women?
Refers back to
Survey research and interviews were utilised to 
methodology to
investigate these questions. The surveys were 
introduce 
designed to address the subsidiary question, that is, 
results: reminds
to ascertain if females from diverse cultural and 
reader of mixed
linguistic backgrounds had different sporting
quantitative participation patterns from females of English-
speaking backgrounds. The central question was
and qualitative
qualitative in nature therefore interviews were 
methodology
used to address its concerns.
The empirical research component of this thesis 
encompassed four distinct phases that were detailed
in the preceding methodology chapter. This chapter 
outlines the findings of the broad level investigations
into women, ethnicity and sports.
Source:Taylor 2000: 173–174

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138
Writing the Results chapter
This usage is quite common and has the effect of focusing attention on the
processes and procedures carried out. Both writers, from different disci-
plines, make use of tables to display data visually. These examples serve as
evidence of the data collected and also allow the writer to highlight infor-
mation for the reader’s attention. Writers must refer to tables, figures and
any other visuals in their text as shown in the annotated extracts in Boxes
9.3 and 9.4. It is essential to ensure that tables and figures are numbered
sequentially throughout the thesis – e.g. Figure 3.1, Figure 3.2, etc., where
the first number refers to the chapter and the second refers to the figure
itself. Tables and figures must have legends that are self-explanatory and
which define any abbreviations and symbols used in the table or figure. All
columns in tables must have headings and units stated. All figures should
be clearly labelled.