In class analysis of IMRaD paper

o   Abstract

§  Identify

·             Introduction: The factor provoking instant and powerful abreaction from a reader, however, is often a perceived error in grammar or usage.
·             Methods: This study tests the extent to which business executives and business communication academics were bothered by selected examples of these questionable usage elements.
·             Results: show usage elements that troubled readers most were basic sentence-structure errors such as run-ons, fragments, nonparallel structure, and danglers
·             Discussion: Several usage errors, such as the use of "disinterested" for "uninterested" and the use of qualifiers with absolutes such as "unique," may be in transition to acceptability. The error of completing a linking verb with an adverbial clause troubled few. Executive readers were bothered less by the questionable usage elements, overall, than academic readers, and younger readers less than older readers. Acknowledging to students that usage changes, clarifying differences between written and spoken dialects, and exemplifying and explaining the most bothersome errors (using a minimum of traditional grammar terminology) can help students overcome some writing weaknesses. 

o   Paper:

§  Identify:

·             They say (writer’s opinion): In their efforts to write Standard English in business messages, business students rather persistently make certain written-English usage errors.

·             However: gap, problem research question?: In the opinions of business communication teachers and executive respondents in large organizations, what rules are important enough to warrant strong emphasis in our classes?

·             Data indicates (What the facts mean): Table 1 presents the 10 items that respondents found most distracting, the general mean for aU respondents, and the means for executives and academics.

·             There many tables that indicate the most bothersome and least bothersome mistakes made in writing, divided by age groups.

·             Others might say (opinion of others): People do not always agree that these problems are as bothersome or as not bothersome as previously stated. People have varying opinions on the research topic.

·             Why should we care? (what does it mean to us, for everyone): If students are taught how to write in a productive and meaningful way then their learning experience would be better and they would get more out of their education. They will also become better writers since they are starting off with different, more correct way of writing.