HOW TO WRITE USING

AIMRADC
All you need to know in writing journal article

Donita-jane B. Canceran
DRTWG Member
 GENERIC
STRUCTURE
GENERIC STRUCTURE
• All scientific articles have general parts
which follow a set of conventions that
have developed over the years from 1665,
when the first issue of Philosophical
Transactions appeared in England (Cargill
and O’Connor, 2009, p. 9).
• The inclusion of general parts in scientific
articles makes scientific papers have a
uniform or rigid format.
VARIATIONS IN FORMAT
(AIMReDCaR)
(1) Abstract;
(2) Introduction;
(3) Materials and Methods;
(4) Results;
(5) Discussion;
(6) Conclusion; and
(7) References
VARIATIONS IN FORMAT
AIRDaM
(Abstract,
Introduction,
Results,
Discussion,
Methods and materials)
VARIATIONS IN FORMAT
AIM(RaD)C
(Abstract,
Introduction,
Materials and methods,
repeated Results and
Discussion, and
Conclusions)
WHAT IS IMRAD?
• A mnemonic for a common format
used in scientific articles.
• The term scientific article is used
interchangeably with manuscript,
scientific paper, journal article,
research paper, or research article.
• IMRAD is simply a more 'defined'
version of the "IBC" [Introduction,
Body, Conclusion] format used for
all academic writing.
CLOSER LOOK ON AIMRADC
(a) The Results and
Discussion are presented
Figure 1: The AIM(RaD)C (Abstract,
Introduction, Materials and methods,
together in a single
repeated Results and Discussion, combined section; each
Conclusions) [Cited from Cargill and result is presented, followed
O’Connor (2009, p. 11)] immediately by the relevant
discussion.
(b) A separate section is
needed at the end to bring
the different pieces of
discussion together; it is
often headed Conclusions.
SECTION 1: ABSTRACT
Purpose Mini-version of the Research Paper
Verb Tense Simple Past – refers to work done
Elements a.Principal Objectives
b.Methods Used
c.Principal Results
d.Main Conclusion (May include
simple recommendations)
e.Keywords
SECTION 1: ABSTRACT
• Use specific words, phrases, concepts,
and keywords from your paper.
• Use precise, clear, descriptive language.
• Write with correct English/Filipino
language grammar and spelling as the
case may be.
• Write from an objective, rather than from
an evaluative, point of view.
• Define unique terms and acronyms the
first time they are used.
SECTION 1: ABSTRACT
• Use complete sentences.
• Use verbs in the active voice.
• KEYWORDS: Immediately after the abstract,
maximum of 5 keywords, minimum of 3
• summary or synopsis of the complete
document, written in one paragraph
• elements: purpose, methods, results,
conclusions and recommendations.
• ranges between 100-200 words.
SAMPLE ABSTRACT
SECTION 2: INTRODUCTION
Purpose Provides the Rationale for the Study

Verb Tense Present Tense – refers to established

knowledge in the literature

Elements a. Nature and scope of the

problem
b.Review of Relevant Literature
c. Your hypothesis/es
SECTION 2: INTRODUCTION
Discusses four (4) relevant ideas:
• TOPIC or subject matter: defines and
elaborates using methods of paragraph
development like classification and
giving examples
• IMPORTANCE of the Topic: cites the
role that the topic plays in your life and
the benefits you derive from it.
(Evidence-based)
SECTION 2: INTRODUCTION
• REASONS for Choosing the
topic: emphasizes what motivated
you to choose the topic (evidenced-
based)
• PURPOSE of the Study:
discusses the objective of the
study.
SECTION 2: INTRODUCTION
a. The Introduction should be relatively
brief; most journals recommend less
than 1000 words.
b. Do not go into an extensive literature
review; two to four most relevant and
recent citations should be adequate to
corroborate a statement.
SAMPLE INTRODUCTION
SAMPLE INTRODUCTION
SECTION 3: METHODS
Purpose Describes what was done
Verb Tense Simple Past – refers to work done
Elements a. Description of Research
Design/Approach
b.Procedures in logical order
- Samples
- Instruments/data gathering
- Data Analysis
SECTION 3: METHODS
• Present in a simple and direct
manner what has been done, how,
and when, and how the data were
analyzed and presented.
• Provide all the information needed
to allow another researcher to
judge the study or actually repeat
the experiment.
SECTION 3: METHODS
• The simplest way to organize this
section is chronologically; include
all necessary information, but avoid
unnecessary details that the
readers are supposed (ought) to
know.
SECTION 3: METHODS
a. Research Approach or Design
b. Participants /sample size/randomization
c. Tools/Research Instruments
- validity/reliability
d. Statistical methods/procedures
* Provide the Limitations of the study
SAMPLE METHODS
SAMPLE METHODS
SECTION 4: RESULTS AND DISCUSSION
Purpose R: Presents data, the facts – what you
found and observed
D: Shows the relationship among the facts
– It puts context of previous research

Verb Tense Present/Past Tense – emphasis on

established knowledge, results
Elements a. Translate the meaning of the data
gathered/observed
b. How results agree or disagree with
previous studies and WHY
SECTION 4: RESULTS AND DISCUSSION
• It is the core or heart of the paper
• It needs to be clearly and simply
stated since it constitutes the new
knowledge contributed to the world
• Summarize and illustrate the
findings in an orderly and logical
sequence
• The text should guide the reader
through the findings, stressing the
major points.
SECTION 4: RESULTS AND DISCUSSION
• Methods of presenting the data could be
directly in the text, in a table or in a figure
• All figures and tables must be
accompanied by a textual presentation of
the key findings
• Never have a table or figure that is not
mentioned in the purpose or objective of
the study
SECTION 4: RESULTS AND DISCUSSION
• Avoid verbose expressions: e.g.,
instead of saying ‘‘It is clearly shown in
Table 2 that the presence of tree
canopy reduced light transmission to
ground …,’’ say ‘‘Light transmission to
ground was reduced by the presence
of tree canopy (Table 2).’’
SECTION 4: RESULTS AND DISCUSSION
• Do not report large masses of data;
reduce them to statistically analyzed
summary forms and present in tables or
figures along with essential statistical
information to facilitate understanding
and comparing them.
SAMPLE METHODS
SECTION 5: CONCLUSIONS AND RECOMMENDATIONS
Purpose Summarizes principal findings and its
implications
Verb Tense Present Tense – emphasis on what should
be now be accepted as established
knowledge
Elements a. Should relate back to the Introduction,
hypothesis
b. Implications, the significance of your
results or any practical applications
SECTION 5: CONCLUSIONS AND RECOMMENDATIONS
• Conclusions are inferences, deductions,
abstractions, implications, interpretations,
general statements, and/or generalizations
based upon the findings.
• Conclusions should appropriately answer
the specific questions raised at the
beginning of the investigation in the order
they are given under the statement of the
problem.
SECTION 5: CONCLUSIONS AND RECOMMENDATIONS

• Conclusions should point out what were

factually learned from the inquiry.
• Conclusions should be formulated
concisely, that is, brief and short, yet
they convey all the necessary
information.
SECTION 5: CONCLUSIONS AND RECOMMENDATIONS

• A recommendation is a suggested action

the researcher should take based on the
conclusions (conclusions were based on
the findings) and answers the problem
statement.
• Recommendations answer WHAT NOW.
SECTION 5: CONCLUSIONS AND RECOMMENDATIONS
• The suggested action should be explicit
(use action verbs such as purchase,
implement, explore, retool, etc.) and
detailed.
• Included a brief “how” to implement or
the next step the concerned
people/organization should take.
SAMPLE
REFERENCES
Brandt, C. (2010). Competition and collaboration in initial teacher
education in TESOL: A Case of a Classic Double Bind.
Asian EFL Journal. 12(3),8-39. https://www.asian-efl-
journal.com
Kaufman, K. A., Glass, C. R., & Pineau, T. R. (2018). Mindful sport
performance enhancement: Mental training for athletes and
coaches. American Psychological Association.
https://doi.org/10.1037/0000048-000
Latimier, A., Peyre, H., & Ramus, F. (2020). A meta-analytic review
of the benefit of spacing out retrieval practice episodes on
retention. PsyArXiv. https://psyarxiv.com/kzy7u/
Reynolds, G. (2019, April 9). Different strokes for athletic hearts.
The New York Times, D4.
REFERENCES
https://tinyurl.com/e2vrjhn5
“Nothing has such power to broaden the mind as
the ability to investigate systematically and truly
all that comes under thy observation in life.”
- Marcus Aurelius