what is chapter 4 of a research paper

How To Write The Discussion Chapter

A Simple Explainer With Examples + Free Template

By: Jenna Crossley (PhD) | Reviewed By: Dr. Eunice Rautenbach | August 2021

If you’re reading this, chances are you’ve reached the discussion chapter of your thesis or dissertation and are looking for a bit of guidance. Well, you’ve come to the right place ! In this post, we’ll unpack and demystify the typical discussion chapter in straightforward, easy to understand language, with loads of examples .

Overview: The Discussion Chapter

• What  the discussion chapter is
• What to include in your discussion
• How to write up your discussion
• A few tips and tricks to help you along the way
• Free discussion template

What (exactly) is the discussion chapter?

The discussion chapter is where you interpret and explain your results within your thesis or dissertation. This contrasts with the results chapter, where you merely present and describe the analysis findings (whether qualitative or quantitative ). In the discussion chapter, you elaborate on and evaluate your research findings, and discuss the significance and implications of your results .

In this chapter, you’ll situate your research findings in terms of your research questions or hypotheses and tie them back to previous studies and literature (which you would have covered in your literature review chapter). You’ll also have a look at how relevant and/or significant your findings are to your field of research, and you’ll argue for the conclusions that you draw from your analysis. Simply put, the discussion chapter is there for you to interact with and explain your research findings in a thorough and coherent manner.

What should I include in the discussion chapter?

First things first: in some studies, the results and discussion chapter are combined into one chapter .  This depends on the type of study you conducted (i.e., the nature of the study and methodology adopted), as well as the standards set by the university.  So, check in with your university regarding their norms and expectations before getting started. In this post, we’ll treat the two chapters as separate, as this is most common.

Basically, your discussion chapter should analyse , explore the meaning and identify the importance of the data you presented in your results chapter. In the discussion chapter, you’ll give your results some form of meaning by evaluating and interpreting them. This will help answer your research questions, achieve your research aims and support your overall conclusion (s). Therefore, you discussion chapter should focus on findings that are directly connected to your research aims and questions. Don’t waste precious time and word count on findings that are not central to the purpose of your research project.

As this chapter is a reflection of your results chapter, it’s vital that you don’t report any new findings . In other words, you can’t present claims here if you didn’t present the relevant data in the results chapter first.  So, make sure that for every discussion point you raise in this chapter, you’ve covered the respective data analysis in the results chapter. If you haven’t, you’ll need to go back and adjust your results chapter accordingly.

If you’re struggling to get started, try writing down a bullet point list everything you found in your results chapter. From this, you can make a list of everything you need to cover in your discussion chapter. Also, make sure you revisit your research questions or hypotheses and incorporate the relevant discussion to address these.  This will also help you to see how you can structure your chapter logically.

Need a helping hand?

How to write the discussion chapter

Now that you’ve got a clear idea of what the discussion chapter is and what it needs to include, let’s look at how you can go about structuring this critically important chapter. Broadly speaking, there are six core components that need to be included, and these can be treated as steps in the chapter writing process.

Step 1: Restate your research problem and research questions

The first step in writing up your discussion chapter is to remind your reader of your research problem , as well as your research aim(s) and research questions . If you have hypotheses, you can also briefly mention these. This “reminder” is very important because, after reading dozens of pages, the reader may have forgotten the original point of your research or been swayed in another direction. It’s also likely that some readers skip straight to your discussion chapter from the introduction chapter , so make sure that your research aims and research questions are clear.

Step 2: Summarise your key findings

Next, you’ll want to summarise your key findings from your results chapter. This may look different for qualitative and quantitative research , where qualitative research may report on themes and relationships, whereas quantitative research may touch on correlations and causal relationships. Regardless of the methodology, in this section you need to highlight the overall key findings in relation to your research questions.

Typically, this section only requires one or two paragraphs , depending on how many research questions you have. Aim to be concise here, as you will unpack these findings in more detail later in the chapter. For now, a few lines that directly address your research questions are all that you need.

Some examples of the kind of language you’d use here include:

• The data suggest that…
• The data support/oppose the theory that…
• The analysis identifies…

These are purely examples. What you present here will be completely dependent on your original research questions, so make sure that you are led by them .

Step 3: Interpret your results

Once you’ve restated your research problem and research question(s) and briefly presented your key findings, you can unpack your findings by interpreting your results. Remember: only include what you reported in your results section – don’t introduce new information.

From a structural perspective, it can be a wise approach to follow a similar structure in this chapter as you did in your results chapter. This would help improve readability and make it easier for your reader to follow your arguments. For example, if you structured you results discussion by qualitative themes, it may make sense to do the same here.

Alternatively, you may structure this chapter by research questions, or based on an overarching theoretical framework that your study revolved around. Every study is different, so you’ll need to assess what structure works best for you.

When interpreting your results, you’ll want to assess how your findings compare to those of the existing research (from your literature review chapter). Even if your findings contrast with the existing research, you need to include these in your discussion. In fact, those contrasts are often the most interesting findings . In this case, you’d want to think about why you didn’t find what you were expecting in your data and what the significance of this contrast is.

Here are a few questions to help guide your discussion:

• How do your results relate with those of previous studies ?
• If you get results that differ from those of previous studies, why may this be the case?
• What do your results contribute to your field of research?
• What other explanations could there be for your findings?

When interpreting your findings, be careful not to draw conclusions that aren’t substantiated . Every claim you make needs to be backed up with evidence or findings from the data (and that data needs to be presented in the previous chapter – results). This can look different for different studies; qualitative data may require quotes as evidence, whereas quantitative data would use statistical methods and tests. Whatever the case, every claim you make needs to be strongly backed up.

Step 4: Acknowledge the limitations of your study

The fourth step in writing up your discussion chapter is to acknowledge the limitations of the study. These limitations can cover any part of your study , from the scope or theoretical basis to the analysis method(s) or sample. For example, you may find that you collected data from a very small sample with unique characteristics, which would mean that you are unable to generalise your results to the broader population.

For some students, discussing the limitations of their work can feel a little bit self-defeating . This is a misconception, as a core indicator of high-quality research is its ability to accurately identify its weaknesses. In other words, accurately stating the limitations of your work is a strength, not a weakness . All that said, be careful not to undermine your own research. Tell the reader what limitations exist and what improvements could be made, but also remind them of the value of your study despite its limitations.

Step 5: Make recommendations for implementation and future research

Now that you’ve unpacked your findings and acknowledge the limitations thereof, the next thing you’ll need to do is reflect on your study in terms of two factors:

• The practical application of your findings
• Suggestions for future research

The first thing to discuss is how your findings can be used in the real world – in other words, what contribution can they make to the field or industry? Where are these contributions applicable, how and why? For example, if your research is on communication in health settings, in what ways can your findings be applied to the context of a hospital or medical clinic? Make sure that you spell this out for your reader in practical terms, but also be realistic and make sure that any applications are feasible.

The next discussion point is the opportunity for future research . In other words, how can other studies build on what you’ve found and also improve the findings by overcoming some of the limitations in your study (which you discussed a little earlier). In doing this, you’ll want to investigate whether your results fit in with findings of previous research, and if not, why this may be the case. For example, are there any factors that you didn’t consider in your study? What future research can be done to remedy this? When you write up your suggestions, make sure that you don’t just say that more research is needed on the topic, also comment on how the research can build on your study.

Step 6: Provide a concluding summary

Finally, you’ve reached your final stretch. In this section, you’ll want to provide a brief recap of the key findings – in other words, the findings that directly address your research questions . Basically, your conclusion should tell the reader what your study has found, and what they need to take away from reading your report.

When writing up your concluding summary, bear in mind that some readers may skip straight to this section from the beginning of the chapter.  So, make sure that this section flows well from and has a strong connection to the opening section of the chapter.

Tips and tricks for an A-grade discussion chapter

Now that you know what the discussion chapter is , what to include and exclude , and how to structure it , here are some tips and suggestions to help you craft a quality discussion chapter.

• When you write up your discussion chapter, make sure that you keep it consistent with your introduction chapter , as some readers will skip from the introduction chapter directly to the discussion chapter. Your discussion should use the same tense as your introduction, and it should also make use of the same key terms.
• Don’t make assumptions about your readers. As a writer, you have hands-on experience with the data and so it can be easy to present it in an over-simplified manner. Make sure that you spell out your findings and interpretations for the intelligent layman.
• Have a look at other theses and dissertations from your institution, especially the discussion sections. This will help you to understand the standards and conventions of your university, and you’ll also get a good idea of how others have structured their discussion chapters. You can also check out our chapter template .
• Avoid using absolute terms such as “These results prove that…”, rather make use of terms such as “suggest” or “indicate”, where you could say, “These results suggest that…” or “These results indicate…”. It is highly unlikely that a dissertation or thesis will scientifically prove something (due to a variety of resource constraints), so be humble in your language.
• Use well-structured and consistently formatted headings to ensure that your reader can easily navigate between sections, and so that your chapter flows logically and coherently.

If you have any questions or thoughts regarding this post, feel free to leave a comment below. Also, if you’re looking for one-on-one help with your discussion chapter (or thesis in general), consider booking a free consultation with one of our highly experienced Grad Coaches to discuss how we can help you.

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

38 Comments

Thank you this is helpful!

This is very helpful to me… Thanks a lot for sharing this with us 😊

This has been very helpful indeed. Thank you.

This is actually really helpful, I just stumbled upon it. Very happy that I found it, thank you.

Me too! I was kinda lost on how to approach my discussion chapter. How helpful! Thanks a lot!

This is really good and explicit. Thanks

Thank you, this blog has been such a help.

Thank you. This is very helpful.

Dear sir/madame

Thanks a lot for this helpful blog. Really, it supported me in writing my discussion chapter while I was totally unaware about its structure and method of writing.

With regards

Syed Firoz Ahmad PhD, Research Scholar

I agree so much. This blog was god sent. It assisted me so much while I was totally clueless about the context and the know-how. Now I am fully aware of what I am to do and how I am to do it.

Thanks! This is helpful!

thanks alot for this informative website

Dear Sir/Madam,

Truly, your article was much benefited when i structured my discussion chapter.

Thank you very much!!!

This is helpful for me in writing my research discussion component. I have to copy this text on Microsoft word cause of my weakness that I cannot be able to read the text on screen a long time. So many thanks for this articles.

This was helpful

Thanks Jenna, well explained.

Thank you! This is super helpful.

Thanks very much. I have appreciated the six steps on writing the Discussion chapter which are (i) Restating the research problem and questions (ii) Summarising the key findings (iii) Interpreting the results linked to relating to previous results in positive and negative ways; explaining whay different or same and contribution to field of research and expalnation of findings (iv) Acknowledgeing limitations (v) Recommendations for implementation and future resaerch and finally (vi) Providing a conscluding summary

My two questions are: 1. On step 1 and 2 can it be the overall or you restate and sumamrise on each findings based on the reaerch question? 2. On 4 and 5 do you do the acknowlledgement , recommendations on each research finding or overall. This is not clear from your expalanattion.

Please respond.

This post is very useful. I’m wondering whether practical implications must be introduced in the Discussion section or in the Conclusion section?

This is very instructive and educative

Sigh, I never knew a 20 min video could have literally save my life like this. I found this at the right time!!!! Everything I need to know in one video thanks a mil ! OMGG and that 6 step!!!!!! was the cherry on top the cake!!!!!!!!!

Thanks alot.., I have gained much

This piece is very helpful on how to go about my discussion section. I can always recommend GradCoach research guides for colleagues.

Many thanks for this resource. It has been very helpful to me. I was finding it hard to even write the first sentence. Much appreciated.

Thanks so much. Very helpful to know what is included in the discussion section

this was a very helpful and useful information

This is very helpful. Very very helpful. Thanks for sharing this online!

it is very helpfull article, and i will recommend it to my fellow students. Thank you.

Superlative! More grease to your elbows.

Powerful, thank you for sharing.

Wow! Just wow! God bless the day I stumbled upon you guys’ YouTube videos! It’s been truly life changing and anxiety about my report that is due in less than a month has subsided significantly!

Simplified explanation. Well done.

The presentation is enlightening. Thank you very much.

Thanks for the support and guidance

This has been a great help to me and thank you do much

I second that “it is highly unlikely that a dissertation or thesis will scientifically prove something”; although, could you enlighten us on that comment and elaborate more please?

Sure, no problem.

Scientific proof is generally considered a very strong assertion that something is definitively and universally true. In most scientific disciplines, especially within the realms of natural and social sciences, absolute proof is very rare. Instead, researchers aim to provide evidence that supports or rejects hypotheses. This evidence increases or decreases the likelihood that a particular theory is correct, but it rarely proves something in the absolute sense.

Dissertations and theses, as substantial as they are, typically focus on exploring a specific question or problem within a larger field of study. They contribute to a broader conversation and body of knowledge. The aim is often to provide detailed insight, extend understanding, and suggest directions for further research rather than to offer definitive proof. These academic works are part of a cumulative process of knowledge building where each piece of research connects with others to gradually enhance our understanding of complex phenomena.

Furthermore, the rigorous nature of scientific inquiry involves continuous testing, validation, and potential refutation of ideas. What might be considered a “proof” at one point can later be challenged by new evidence or alternative interpretations. Therefore, the language of “proof” is cautiously used in academic circles to maintain scientific integrity and humility.

This was very helpful, thank you!

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Chapter 3 Dissertation

How to Write Chapter 5 Dissertation?| A Beginner’s Guide

Writing a dissertation is a major undertaking. It requires countless hours of research, writing, and editing. One of the most important chapters in your dissertation is Chapter 4. This chapter should provide a detailed explanation of your methodology, results, and analysis.

Here, we'll provide an overview of the chapter 4 dissertation, how to structure it properly, and tips for writing it effectively. Read on to learn more!

Skimming through these dissertations, you can also check out how to craft Chapter 4 and what to discuss.

Example: 1   The Importance of Health and Safety in Construction Industry

Example:2   influence of different socio-physical attributes on individual’s weight.

Keep going through till the end to have a complete idea of how to compose a well-written and structured chapter 4 dissertation.

Very satisfied students

What is chapter 4.

In an academic dissertation, chapter 4 is the data analysis chapter—the heart of the research project. That is where you will present the results of your research and analyze them in light of existing literature. In other words, this is where you will explain why your findings are significant and what they mean for the field as a whole.

Structure of Chapter 4

The structure of your chapter 4 should depend on the type of data that you collected during your research process. However, several key elements should be included in chapter 4:

• An introduction that explains the aims and objectives of this chapter.
• A detailed description of the approaches utilized to collect and analyze data.
• Results from both qualitative and quantitative analyses.
• Discussion about the implications for future research; and
• Conclusions about your findings as well as potential limitations or challenges faced in completing this research project.

Keep in mind that these are just general guidelines—your specific dissertation may require additional sections based on its own individual requirements. It's always best to check with your professor before starting work on any section of your dissertation. 

Writing an Effective Chapter 4 Dissertation

i.  Outline Your Goals & Objectives

Before you begin writing this chapter, it's important to think about the goals and objectives you want to achieve with it.

• What are the main points you want to make?
• What do you expect your readers to understand after they've read this chapter?

Having clear goals and objectives before you start writing will help ensure that your chapter is focused and organized.

ii.  Explain Your Methodology

When it comes time to discuss your methodology in Chapter 4, include all relevant details about the methods you used during your research process.

It should include information about what kind of data or materials were collected, how they were analyzed, and why those particular methods were chosen for the study.

It's also important to explain any limitations or challenges encountered during data collection so that readers can fully understand the process.

iii.  Discuss Results & Analysis

In Chapter 4 dissertation, it's also essential to discuss the results of your research and any analysis conducted on those results.

It should include detailed descriptions of any patterns or trends in the data collected as well as a discussion on how those patterns or trends may relate to the existing literature in the field or could potentially lead to further research questions in the future.

Make sure that all data presented here is accurate and reliable; If any differences exist between what was anticipated and what was observed, note them here as well.

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Tips for writing your chapter 4.

Here are some suggestions to make the writing process simpler if you have a clear grasp of what should be in your chapter 4;

• Take notes throughout your entire research process so that it's easier for you to compile all relevant information into one cohesive document later on.
• Utilize headings to make it easier for readers to follow along with your arguments.
• Ensure all references are correctly cited using an accepted academic style such as APA, MLA or Harvard.
• Use diagrams or graphs when necessary to visually demonstrate key points or trends among variables.
• Always proofread and edit carefully before submitting each section, so the content is free from errors or inconsistencies.

Writing a dissertation can seem overwhelming at first glance, but with some guidance, knowledge, and practice, it can become much more manageable. This guide provides an overview of everything you need to know about chapter 4 to write an effective dissertation.

Be sure not to forget to discuss both the methodology used during research and any results or analysis obtained from research; these are both integral components of this section that must not be overlooked if an effective Chapter 4 is desired.

To gain more information and academic assistance, check out the following resources:

• How To Write a Report Introduction: A Step-By-Step Guide
• How To Write a Conclusion Good Paragraph: Examples and strategies for an effective conclusion
• Mastering the Art of Academic Writing: Tips and Tricks on How to Write Academically?

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Online Guide to Writing and Research Chapter 4: The Research Process

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• Online Guide to Writing

The Nature of Research

• Why Perform Research?
• When Is Research Needed?
• How Should Research Sources Be Evaluated?
• What Are Research Resources?
• Human Resources
• Print Resources
• Electronic Resources
• Find a Topic and Get an Overview
• Survey the Literature
• Ask a Research Question
• Manage Your Resources
• Work Your Sources into Your Research Writing
• Cite Sources
• Decide Your Point of View, or Role, for Your Research
• Collect Evidence
• Draw Conclusions
• Informal Research Structure
• Formal Research Structure

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Table of Contents: Online Guide to Writing

Chapter 1: College Writing

How Does College Writing Differ from Workplace Writing?

What Is College Writing?

Why So Much Emphasis on Writing?

Chapter 2: The Writing Process

Doing Exploratory Research

Getting from Notes to Your Draft

Introduction

Prewriting - Techniques to Get Started - Mining Your Intuition

Prewriting: Targeting Your Audience

Prewriting: Techniques to Get Started

Prewriting: Understanding Your Assignment

Rewriting: Being Your Own Critic

Rewriting: Creating a Revision Strategy

Rewriting: Getting Feedback

Rewriting: The Final Draft

Techniques to Get Started - Outlining

Techniques to Get Started - Using Systematic Techniques

Thesis Statement and Controlling Idea

Writing: Getting from Notes to Your Draft - Freewriting

Writing: Getting from Notes to Your Draft - Summarizing Your Ideas

Writing: Outlining What You Will Write

Chapter 3: Thinking Strategies

A Word About Style, Voice, and Tone

A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction

Critical Strategies and Writing

Critical Strategies and Writing: Analysis

Critical Strategies and Writing: Evaluation

Critical Strategies and Writing: Persuasion

Critical Strategies and Writing: Synthesis

Developing a Paper Using Strategies

Kinds of Assignments You Will Write

Patterns for Presenting Information

Patterns for Presenting Information: Critiques

Patterns for Presenting Information: Discussing Raw Data

Patterns for Presenting Information: General-to-Specific Pattern

Patterns for Presenting Information: Problem-Cause-Solution Pattern

Patterns for Presenting Information: Specific-to-General Pattern

Patterns for Presenting Information: Summaries and Abstracts

Supporting with Research and Examples

Writing Essay Examinations

Writing Essay Examinations: Make Your Answer Relevant and Complete

Writing Essay Examinations: Organize Thinking Before Writing

Writing Essay Examinations: Read and Understand the Question

Chapter 4: The Research Process

Planning and Writing a Research Paper

Planning and Writing a Research Paper: Ask a Research Question

Planning and Writing a Research Paper: Cite Sources

Planning and Writing a Research Paper: Collect Evidence

Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research

Planning and Writing a Research Paper: Draw Conclusions

Planning and Writing a Research Paper: Find a Topic and Get an Overview

Planning and Writing a Research Paper: Manage Your Resources

Planning and Writing a Research Paper: Outline

Planning and Writing a Research Paper: Survey the Literature

Planning and Writing a Research Paper: Work Your Sources into Your Research Writing

Research Resources: Where Are Research Resources Found? - Human Resources

Research Resources: What Are Research Resources?

Research Resources: Where Are Research Resources Found?

Research Resources: Where Are Research Resources Found? - Electronic Resources

Research Resources: Where Are Research Resources Found? - Print Resources

Structuring the Research Paper: Formal Research Structure

Structuring the Research Paper: Informal Research Structure

The Research Assignment: How Should Research Sources Be Evaluated?

The Research Assignment: When Is Research Needed?

The Research Assignment: Why Perform Research?

Chapter 5: Academic Integrity

Academic Integrity

Giving Credit to Sources

Giving Credit to Sources: Copyright Laws

Giving Credit to Sources: Documentation

Giving Credit to Sources: Style Guides

Integrating Sources

Practicing Academic Integrity

Practicing Academic Integrity: Keeping Accurate Records

Practicing Academic Integrity: Managing Source Material

Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source

Practicing Academic Integrity: Managing Source Material - Quoting Your Source

Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources

Types of Documentation

Types of Documentation: Bibliographies and Source Lists

Types of Documentation: Citing World Wide Web Sources

Types of Documentation: In-Text or Parenthetical Citations

Types of Documentation: In-Text or Parenthetical Citations - APA Style

Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style

Types of Documentation: In-Text or Parenthetical Citations - Chicago Style

Types of Documentation: In-Text or Parenthetical Citations - MLA Style

Types of Documentation: Note Citations

Chapter 6: Using Library Resources

Finding Library Resources

Chapter 7: Assessing Your Writing

How Is Writing Graded?

How Is Writing Graded?: A General Assessment Tool

The Draft Stage

The Draft Stage: The First Draft

The Draft Stage: The Revision Process and the Final Draft

The Draft Stage: Using Feedback

The Research Stage

Using Assessment to Improve Your Writing

Chapter 8: Other Frequently Assigned Papers

Reviews and Reaction Papers: Article and Book Reviews

Reviews and Reaction Papers: Reaction Papers

Writing Arguments

Writing Arguments: Adapting the Argument Structure

Writing Arguments: Purposes of Argument

Writing Arguments: References to Consult for Writing Arguments

Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition

Writing Arguments: Steps to Writing an Argument - Determine Your Organization

Writing Arguments: Steps to Writing an Argument - Develop Your Argument

Writing Arguments: Steps to Writing an Argument - Introduce Your Argument

Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition

Writing Arguments: Steps to Writing an Argument - Write Your Conclusion

Writing Arguments: Types of Argument

Appendix A: Books to Help Improve Your Writing

Dictionaries

General Style Manuals

Researching on the Internet

Special Style Manuals

Writing Handbooks

Appendix B: Collaborative Writing and Peer Reviewing

Collaborative Writing: Assignments to Accompany the Group Project

Collaborative Writing: Informal Progress Report

Collaborative Writing: Issues to Resolve

Collaborative Writing: Methodology

Collaborative Writing: Peer Evaluation

Collaborative Writing: Tasks of Collaborative Writing Group Members

Collaborative Writing: Writing Plan

General Introduction

Peer Reviewing

Appendix C: Developing an Improvement Plan

Working with Your Instructor’s Comments and Grades

Appendix D: Writing Plan and Project Schedule

Devising a Writing Project Plan and Schedule

Reviewing Your Plan with Others

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Research Guide

Chapter 4 research writing, 4.1 structure.

In this section, I focus on the main stages of the research writing process. Most of these concepts have been beautifully explained by Varanya Chaubey (2018) .We will be focusing on the book, but in this section, I compile some of the most interesting ideas and link them to other important aspects to consider when structuring an argument. Some of this material is structured with more detail on Laura Belcher’s book Writing your Journal Article in Twelve Weeks .

4.2 The Three Layer Method

Once we have found our research question and we obtained and processed the data we need to conduct our analysis, we need to write our results.

This method asks us to work from the general ideas to the details, using a descending structure , or a Three layer method .

This method is a 3-step process in which we start working by laying a foundation of the main project and build upon it. The concept is simple: we need to understand what we are doing, why and how before even immersing in the writing process. Otherwise, we will lose sight of the main objective. The process is straightforward and quite intuitive. I introduce the three stages of the process here and explain each of them below.

• Step 1: What are you saying?: This is the main argument that you are making. It is important to figure out if you actually have an argument. But I’ll come back to this point.
• Step 2: Express with an outline. You need to include additional information surrounding your argument, so the readers can answer follow-up questions and have additional details linked to your research question.
• Step 3: Develop your ideas in a draft. Once you have identified your main argument and have an outline, you need to structure the paragraphs in each section.

4.2.1 The Argument

Belcher (2019) defines an argument as: “your article’s most important idea sated in one or two sentences early and clearly in your article […], emerging from a theory and supported with evidence to convince the reader of its validity.”

This may sound trivial, but it is harder than it seems. Many times, we believe we already have an argument, but we really do not. Instead, we have sentences that are tautological or we are simply rephrasing a fact that is accepted by everyone. Therefore, Belcher proposes a set of tests to ensure that you actually have an argument (I am adapting the list for the purposes of this Guide):

Agree/disagree : Do we need evidence to agree or disagree with a particular statement? For instance, we do not need further evidence to the statement ‘The Earth is round’. But we may need evidence on the statement “Prep school is fundamental to children’s cognitive development.”

Dispute test : When a given statement can be the source of disagreement, then it seems that you may indeed have an argument. For instance, “Poorer people are less supportive of redistribution” (AEP, 2021)

Puzzle answer test : If your statement is providing a response to a question that people have about the world or their environment, you may have an argument.

Another important element is to differentiate your argument from your topic. The topic is the major issue you are interested in, whereas your argument explains the main finding (or initially, the hypothesis) of your paper.

Following the research question, an argument needs to be puzzling. It needs to provide relevant information that help us understand the world a little bit more. This is why your argument (as well as your research question) needs to go beyond the basic facts. It needs to provide enough detail as to make it interesting for a larger audience. This also entails that you need to provide more information than naming the main variables in your analysis (x causes Y). You need to specify the conditions and context that make this statement to hold.

Some other elements to consider when structuring your argument is to avoid including normative statements and speculations, More specifically, for quantitative papers:

Avoid including causal claims when the evidence does not allow you to do that . Causal analysis is key in our field, but correlations are important as well and they provide a value to understand our context a little bit more.

4.2.1.1 Finding your RAP

R : Have different versions of your research question to see what is the clearest way to introduce it to your readers.

P : This represents how you position the paper in the literature. This is constructed based on your literature review and the theory behind your question.

These three elements are interconnected. You need to find the best way to bring them all together and work with them to convey your argument.

4.2.2 Express your Ideas using an Outline

An empirical, quantitative, paper in economics (and political science) usually contains the following sections:

• Introduction
• Context (Literature Review) 4a. Theoretical papers contain mathematical models (we will not use those) 4b. Empirical Strategy
• Robustness checks and potential mechanisms (we will not focus on those)
• Final discussion (Conclusion)

We will talk more about each of these sections, but here, the main point to consider is that you need to create an outline that conveys the most important points of each section.

This is, after you have a clear argument, now you need to provide an answer to different questions that the readers may have. This is done by creating the headings and subheadings of each section. For instance, in a paper on mining in the Democratic Republic of the Congo (DRC), readers may be interested in learning why is mining important in the country and what types of mining take place in the country. This means that I need a general section on the context of mining in the DRC and then include subheadings explaining the different types of mining that I analyze.

You will do that for each section. In your outline, include the headings and subheadings, and a short paragraph indicating the main message of the section. This will then be enriched by secondary paragraphs.

Having this structure will allow you to include those sections that add value to your final paper and remove any additional information that is not key to support your main argument.

4.2.2.1 Drafting

Once you have your headings and subheadings, as well as the most important takeaways, it is time for you to start populating your paper. In the next section, I mention some of the elements that you need to include in the research paper. Here again, it is important that you plan the information that you will include and that each paragraph has a purpose, answering a question that is relevant to further your argument. Go for the general to the particular details.

The main thing to consider is that readers have very limited time and span of attention. You need to convey the main message at the beginning of the paper. Then, for each section, the main idea needs to be included in the first paragraph(s). Develop just one idea per paragraph and ensure that the main message is contained at the beginning.

Writing is an iterative process and you probably will spend more time rewriting a section than what you spent writing it for the first time. Don’t despair! We all go through the same process and you will get there. Just ensure that you structure and organize your process.

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• Knowledge Base
• Research paper

Writing a Research Paper Introduction | Step-by-Step Guide

Published on September 24, 2022 by Jack Caulfield . Revised on September 5, 2024.

The introduction to a research paper is where you set up your topic and approach for the reader. It has several key goals:

• Present your topic and get the reader interested
• Provide background or summarize existing research
• Position your own approach
• Detail your specific research problem and problem statement
• Give an overview of the paper’s structure

The introduction looks slightly different depending on whether your paper presents the results of original empirical research or constructs an argument by engaging with a variety of sources.

The five steps in this article will help you put together an effective introduction for either type of research paper.

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Table of contents

Step 1: introduce your topic, step 2: describe the background, step 3: establish your research problem, step 4: specify your objective(s), step 5: map out your paper, research paper introduction examples, frequently asked questions about the research paper introduction.

The first job of the introduction is to tell the reader what your topic is and why it’s interesting or important. This is generally accomplished with a strong opening hook.

The hook is a striking opening sentence that clearly conveys the relevance of your topic. Think of an interesting fact or statistic, a strong statement, a question, or a brief anecdote that will get the reader wondering about your topic.

For example, the following could be an effective hook for an argumentative paper about the environmental impact of cattle farming:

A more empirical paper investigating the relationship of Instagram use with body image issues in adolescent girls might use the following hook:

Don’t feel that your hook necessarily has to be deeply impressive or creative. Clarity and relevance are still more important than catchiness. The key thing is to guide the reader into your topic and situate your ideas.

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This part of the introduction differs depending on what approach your paper is taking.

In a more argumentative paper, you’ll explore some general background here. In a more empirical paper, this is the place to review previous research and establish how yours fits in.

Argumentative paper: Background information

After you’ve caught your reader’s attention, specify a bit more, providing context and narrowing down your topic.

Provide only the most relevant background information. The introduction isn’t the place to get too in-depth; if more background is essential to your paper, it can appear in the body .

Empirical paper: Describing previous research

For a paper describing original research, you’ll instead provide an overview of the most relevant research that has already been conducted. This is a sort of miniature literature review —a sketch of the current state of research into your topic, boiled down to a few sentences.

This should be informed by genuine engagement with the literature. Your search can be less extensive than in a full literature review, but a clear sense of the relevant research is crucial to inform your own work.

Begin by establishing the kinds of research that have been done, and end with limitations or gaps in the research that you intend to respond to.

The next step is to clarify how your own research fits in and what problem it addresses.

Argumentative paper: Emphasize importance

In an argumentative research paper, you can simply state the problem you intend to discuss, and what is original or important about your argument.

Empirical paper: Relate to the literature

In an empirical research paper, try to lead into the problem on the basis of your discussion of the literature. Think in terms of these questions:

• What research gap is your work intended to fill?
• What limitations in previous work does it address?
• What contribution to knowledge does it make?

You can make the connection between your problem and the existing research using phrases like the following.

Now you’ll get into the specifics of what you intend to find out or express in your research paper.

The way you frame your research objectives varies. An argumentative paper presents a thesis statement, while an empirical paper generally poses a research question (sometimes with a hypothesis as to the answer).

Argumentative paper: Thesis statement

The thesis statement expresses the position that the rest of the paper will present evidence and arguments for. It can be presented in one or two sentences, and should state your position clearly and directly, without providing specific arguments for it at this point.

Empirical paper: Research question and hypothesis

The research question is the question you want to answer in an empirical research paper.

Present your research question clearly and directly, with a minimum of discussion at this point. The rest of the paper will be taken up with discussing and investigating this question; here you just need to express it.

A research question can be framed either directly or indirectly.

• This study set out to answer the following question: What effects does daily use of Instagram have on the prevalence of body image issues among adolescent girls?
• We investigated the effects of daily Instagram use on the prevalence of body image issues among adolescent girls.

If your research involved testing hypotheses , these should be stated along with your research question. They are usually presented in the past tense, since the hypothesis will already have been tested by the time you are writing up your paper.

For example, the following hypothesis might respond to the research question above:

The final part of the introduction is often dedicated to a brief overview of the rest of the paper.

In a paper structured using the standard scientific “introduction, methods, results, discussion” format, this isn’t always necessary. But if your paper is structured in a less predictable way, it’s important to describe the shape of it for the reader.

If included, the overview should be concise, direct, and written in the present tense.

• This paper will first discuss several examples of survey-based research into adolescent social media use, then will go on to …
• This paper first discusses several examples of survey-based research into adolescent social media use, then goes on to …

Scribbr’s paraphrasing tool can help you rephrase sentences to give a clear overview of your arguments.

Full examples of research paper introductions are shown in the tabs below: one for an argumentative paper, the other for an empirical paper.

• Argumentative paper
• Empirical paper

Are cows responsible for climate change? A recent study (RIVM, 2019) shows that cattle farmers account for two thirds of agricultural nitrogen emissions in the Netherlands. These emissions result from nitrogen in manure, which can degrade into ammonia and enter the atmosphere. The study’s calculations show that agriculture is the main source of nitrogen pollution, accounting for 46% of the country’s total emissions. By comparison, road traffic and households are responsible for 6.1% each, the industrial sector for 1%. While efforts are being made to mitigate these emissions, policymakers are reluctant to reckon with the scale of the problem. The approach presented here is a radical one, but commensurate with the issue. This paper argues that the Dutch government must stimulate and subsidize livestock farmers, especially cattle farmers, to transition to sustainable vegetable farming. It first establishes the inadequacy of current mitigation measures, then discusses the various advantages of the results proposed, and finally addresses potential objections to the plan on economic grounds.

The rise of social media has been accompanied by a sharp increase in the prevalence of body image issues among women and girls. This correlation has received significant academic attention: Various empirical studies have been conducted into Facebook usage among adolescent girls (Tiggermann & Slater, 2013; Meier & Gray, 2014). These studies have consistently found that the visual and interactive aspects of the platform have the greatest influence on body image issues. Despite this, highly visual social media (HVSM) such as Instagram have yet to be robustly researched. This paper sets out to address this research gap. We investigated the effects of daily Instagram use on the prevalence of body image issues among adolescent girls. It was hypothesized that daily Instagram use would be associated with an increase in body image concerns and a decrease in self-esteem ratings.

The introduction of a research paper includes several key elements:

• A hook to catch the reader’s interest
• Relevant background on the topic
• Details of your research problem

and your problem statement

• A thesis statement or research question
• Sometimes an overview of the paper

Don’t feel that you have to write the introduction first. The introduction is often one of the last parts of the research paper you’ll write, along with the conclusion.

This is because it can be easier to introduce your paper once you’ve already written the body ; you may not have the clearest idea of your arguments until you’ve written them, and things can change during the writing process .

The way you present your research problem in your introduction varies depending on the nature of your research paper . A research paper that presents a sustained argument will usually encapsulate this argument in a thesis statement .

A research paper designed to present the results of empirical research tends to present a research question that it seeks to answer. It may also include a hypothesis —a prediction that will be confirmed or disproved by your research.

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CHAPTER FOUR DATA PRESENTATION, ANALYSIS AND INTERPRETATION 4.0 Introduction

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Presenting your qualitative analysis findings: tables to include in chapter 4.

The earliest stages of developing a doctoral dissertation—most specifically the topic development  and literature review  stages—require that you immerse yourself in a ton of existing research related to your potential topic. If you have begun writing your dissertation proposal, you have undoubtedly reviewed countless results and findings sections of studies in order to help gain an understanding of what is currently known about your topic. 

In this process, we’re guessing that you observed a distinct pattern: Results sections are full of tables. Indeed, the results chapter for your own dissertation will need to be similarly packed with tables. So, if you’re preparing to write up the results of your statistical analysis or qualitative analysis, it will probably help to review your APA editing  manual to brush up on your table formatting skills. But, aside from formatting, how should you develop the tables in your results chapter?

In quantitative studies, tables are a handy way of presenting the variety of statistical analysis results in a form that readers can easily process. You’ve probably noticed that quantitative studies present descriptive results like mean, mode, range, standard deviation, etc., as well the inferential results that indicate whether significant relationships or differences were found through the statistical analysis . These are pretty standard tables that you probably learned about in your pre-dissertation statistics courses.

But, what if you are conducting qualitative analysis? What tables are appropriate for this type of study? This is a question we hear often from our dissertation assistance  clients, and with good reason. University guidelines for results chapters often contain vague instructions that guide you to include “appropriate tables” without specifying what exactly those are. To help clarify on this point, we asked our qualitative analysis experts to share their recommendations for tables to include in your Chapter 4.

Demographics Tables

As with studies using quantitative methods , presenting an overview of your sample demographics is useful in studies that use qualitative research methods. The standard demographics table in a quantitative study provides aggregate information for what are often large samples. In other words, such tables present totals and percentages for demographic categories within the sample that are relevant to the study (e.g., age, gender, job title). 

If conducting qualitative research  for your dissertation, however, you will use a smaller sample and obtain richer data from each participant than in quantitative studies. To enhance thick description—a dimension of trustworthiness—it will help to present sample demographics in a table that includes information on each participant. Remember that ethical standards of research require that all participant information be deidentified, so use participant identification numbers or pseudonyms for each participant, and do not present any personal information that would allow others to identify the participant (Blignault & Ritchie, 2009). Table 1 provides participant demographics for a hypothetical qualitative research study exploring the perspectives of persons who were formerly homeless regarding their experiences of transitioning into stable housing and obtaining employment.

Participant Demographics

Tables to Illustrate Initial Codes

Most of our dissertation consulting clients who are conducting qualitative research choose a form of thematic analysis . Qualitative analysis to identify themes in the data typically involves a progression from (a) identifying surface-level codes to (b) developing themes by combining codes based on shared similarities. As this process is inherently subjective, it is important that readers be able to evaluate the correspondence between the data and your findings (Anfara et al., 2002). This supports confirmability, another dimension of trustworthiness .

A great way to illustrate the trustworthiness of your qualitative analysis is to create a table that displays quotes from the data that exemplify each of your initial codes. Providing a sample quote for each of your codes can help the reader to assess whether your coding was faithful to the meanings in the data, and it can also help to create clarity about each code’s meaning and bring the voices of your participants into your work (Blignault & Ritchie, 2009).

Table 2 is an example of how you might present information regarding initial codes. Depending on your preference or your dissertation committee’s preference, you might also present percentages of the sample that expressed each code. Another common piece of information to include is which actual participants expressed each code. Note that if your qualitative analysis yields a high volume of codes, it may be appropriate to present the table as an appendix.

Initial Codes

Tables to Present the Groups of Codes That Form Each Theme

As noted previously, most of our dissertation assistance clients use a thematic analysis approach, which involves multiple phases of qualitative analysis  that eventually result in themes that answer the dissertation’s research questions. After initial coding is completed, the analysis process involves (a) examining what different codes have in common and then (b) grouping similar codes together in ways that are meaningful given your research questions. In other words, the common threads that you identify across multiple codes become the theme that holds them all together—and that theme answers one of your research questions.

As with initial coding, grouping codes together into themes involves your own subjective interpretations, even when aided by qualitative analysis software such as NVivo  or MAXQDA. In fact, our dissertation assistance clients are often surprised to learn that qualitative analysis software does not complete the analysis in the same ways that statistical analysis software such as SPSS does. While statistical analysis software completes the computations for you, qualitative analysis software does not have such analysis capabilities. Software such as NVivo provides a set of organizational tools that make the qualitative analysis far more convenient, but the analysis itself is still a very human process (Burnard et al., 2008).

Because of the subjective nature of qualitative analysis, it is important to show the underlying logic behind your thematic analysis in tables—such tables help readers to assess the trustworthiness of your analysis. Table 3 provides an example of how to present the codes that were grouped together to create themes, and you can modify the specifics of the table based on your preferences or your dissertation committee’s requirements. For example, this type of table might be presented to illustrate the codes associated with themes that answer each research question. 

Grouping of Initial Codes to Form Themes

Tables to Illustrate the Themes That Answer Each Research Question

Creating alignment throughout your dissertation is an important objective, and to maintain alignment in your results chapter, the themes you present must clearly answer your research questions. Conducting qualitative analysis is an in-depth process of immersion in the data, and many of our dissertation consulting  clients have shared that it’s easy to lose your direction during the process. So, it is important to stay focused on your research questions during the qualitative analysis and also to show the reader exactly which themes—and subthemes, as applicable—answered each of the research questions.

Below, Table 4 provides an example of how to display the thematic findings of your study in table form. Depending on your dissertation committee’s preference or your own, you might present all research questions and all themes and subthemes in a single table. Or, you might provide separate tables to introduce the themes for each research question as you progress through your presentation of the findings in the chapter.

Emergent Themes and Research Questions

Bonus Tip! Figures to Spice Up Your Results

Although dissertation committees most often wish to see tables such as the above in qualitative results chapters, some also like to see figures that illustrate the data. Qualitative software packages such as NVivo offer many options for visualizing your data, such as mind maps, concept maps, charts, and cluster diagrams. A common choice for this type of figure among our dissertation assistance clients is a tree diagram, which shows the connections between specified words and the words or phrases that participants shared most often in the same context. Another common choice of figure is the word cloud, as depicted in Figure 1. The word cloud simply reflects frequencies of words in the data, which may provide an indication of the importance of related concepts for the participants.

As you move forward with your qualitative analysis and development of your results chapter, we hope that this brief overview of useful tables and figures helps you to decide on an ideal presentation to showcase the trustworthiness your findings. Completing a rigorous qualitative analysis for your dissertation requires many hours of careful interpretation of your data, and your end product should be a rich and detailed results presentation that you can be proud of. Reach out if we can help  in any way, as our dissertation coaches would be thrilled to assist as you move through this exciting stage of your dissertation journey!

Anfara Jr., V. A., Brown, K. M., & Mangione, T. L. (2002). Qualitative analysis on stage: Making the research process more public.  Educational Researcher ,  31 (7), 28-38. https://doi.org/10.3102/0013189X031007028

Blignault, I., & Ritchie, J. (2009). Revealing the wood and the trees: Reporting qualitative research.  Health Promotion Journal of Australia ,  20 (2), 140-145. https://doi.org/10.1071/HE09140

Burnard, P., Gill, P., Stewart, K., Treasure, E., & Chadwick, B. (2008). Analysing and presenting qualitative data.  British Dental Journal ,  204 (8), 429-432. https://doi.org/10.1038/sj.bdj.2008.292

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• New Fourth Wing Bonus Chapter: Xaden POV Chapter Twenty Seven

Last updated:

Written by: Cory

Today is the day of the Fourth Wing Special Edition paperback release in the USA, and with it, we are getting a brand new bonus chapter from Xaden’s POV.

And let me tell you, this bonus chapter has not been released or seen before. Unlike the previous Xaden POV bonus chapters, which cover chapters 9 and 16 , this is about chapter 27!

Warning: Spoilers ahead! If you haven’t read the new bonus chapter, please do so first, as this article will go into heavy spoilers.

To access the bonus chapter, you need to order the new paperback from Amazon-> https://amzn.to/4dpMC1F

The bonus chapter will also become available free for all on Rebecca Yarros’ official site sometimes later in the year.

What is Fourth Wing Chapter 27 about?

If you don’t have Fourth Wing handy, here’s the highlight of chapter 27. It’s during the battle brief in Montserrat . Remember that one? It’s the time Xaden kisses Violet…for the second time.

It all starts with battle brief simulation led by Mira Sorrengail . The exercise simulates an enemy fortification near their border, prompting the team to brainstorm and plan a hypothetical response. Amidst this, there are undercurrents of personal conflicts and power dynamics, particularly involving Xaden , whose presence and actions generate friction.

It’s also the first time we see Xaden communicate with Violet via their bond.

Xaden’s POV Chapter 27 – What do we learn?

At first, I was quite puzzled as to why Rebecca Yarros decided to pick this chapter for us. But after reading it fully, I totally get it.

Here are the highlights that you need to know about. And keep on learning because I think we get a small clue as to Violet’s second signet !!!

Why Imogen was missing from the battle brief ?

Let’s face it, it bothered us a lot that we didn’t really understand why Imogen was missing. Where was she? Was she using her signet on everyone? We finally find out that she was indeed on a mission.

Xaden dragged Sgaeyl across the continent and not the other way around

Oh, this was good. We assumed that Sgaeyl and Tairn couldn’t be apart for longer than 3 days, but it turns out, that’s not quite the case. They seemed to have quite a grip on their emotions. Xaden , on the other hand, not so much. It was his emotions that pretty much made Sgaeyl take him to Violet . I think this little detail was so cute and much needed for all of us, so want Xaden and Violet together forever. Besides, Xaden is cool and all, but clearly not when it comes to Violet . Perfect book boyfriend.

Sgaeyl is perpetually annoyed

As the series progresses, one thing is for certain: we’re loving Sgaeyl more and more. She is always annoyed and inconvenienced by everyone, including Xaden . In this bonus chapter, we get a little more about how she communicates with Xaden . She sure is ruthless, but oddly…adorable. However, it’s clear that Tairn and Sgaeyl are a match made in heaven. Grumpy and fed up Tairn with ruthless and perpetually annoyed Sgaeyl .

Xaden uses the mental connection with Violet for the first time

We already know this one but from Violet’s perspective. So what is special about this? Well, we learn that Violet pushes emotions through the bond and not just thoughts. We learn that Xaden sees her as silver, so Tairn’s nickname for Violet “Silver One” is reinforced here.

Besides, we get to learn a little more about how he reacts to her at all times. It’s pretty great.

Xaden loves Violet…yes, already

When you read this part, you are going to giggle to yourself because yes, Xaden admits to himself that he loves Violet . So good. Of course, we already knew that he fell for her a long time ago but it’s really nice to know that by chapter 27 he already uses the word “love” when thinking about Violet .

Xaden HATES Dain

Oh wow, it’s so fun to read that Xaden literally cannot stand the dude. Everything Dain says makes Xaden’s blood boil. It’s quite fun to read, especially given how much we dislike Dain too.

Xaden is a morally gray character

Well, I did tell you this before, Xaden is morally gray , but only when it comes to Violet . He admitted in this bonus chapter that he chose Violet over his mission and responsibilities.

We get more of Liam

Honestly, I hope we get a whole Fourth Wing from Xaden’s point of view, just so we get more of Liam . I love that we learn more about Liam and Xaden as kids and brothers. We learn a bit about their training. We also learn that they are seriously tight as “brothers”. But we get to witness an interesting squabble between Liam and Xaden . Well, it might be a harsh word, but we basically get to see Liam raise his voice at Xaden . Yup, it’s all behind closed doors. Don’t worry, it all gets cleared out immediately.

There are unfriendly gryphons

Not all gryphons are friendly and have a working relationship with marked ones . In fact, not all gryphon squads like each other either. When the wards fall in Montserrat , at the end of the chapter, we learn that it’s not a hoax. It’s a very real threat from unfriendly fliers .

We learn what was in Xaden’s backpack

You know how we were wondering “what he left behind” according to Violet ? Yeah, it was all weapons. So it is true, he arrived with a heavy backpack full of weapons, Imogen took them to the friendly fliers and in turn, Xaden left Montserrat with a less heavy backpack.

We learn how Xaden’s second signet works

The most interesting and special part of this bonus chapter is that we understand how Xaden’s signet works.

We learn how he reads her and how he doesn’t read her mind per se, but he clearly reads her intentions. And in that instance, he reads emotions and how she intends to bolt.

This is super interesting because we might just realise that his signet as a mind reader is more different than we imagined. He could sense all emotions and the resulting chemistry of all emotions that kinda show raw intention. Either way, there is a lot more for us to discover.

Xaden’s kiss has so much more meaning

Sure, we know that Xaden was stalling so Violet doesn’t run away towards Mira. But we also learn that he wants that kiss so much. He risks being hated by Violet to keep her safe.

We also learn that the kiss was a dual distraction. One to keep Violet from running, but also to keep her from feeling…apprehensive about the way Tairn needs to pick her up. Remember how we learn that she’s fragile and not great at special flight maneuvers? Well, for her to jump on Tairn required some pretty special maneuvers.

Turns out, Tairn went to Xaden using a private mental pathway to tell him that he needs to scoop her up and won’t be a dignifying moment. Lucky for Violet , she barely even noticed that, given her focus on Xaden , their kiss and her immediate intense reaction when she realized that he was indeed…stalling.

Oh, the beauty of young love.

Finally…a clue to Violet’s signet

There is a paragraph:

“[…]I shrug. Lying is easy, except when it comes to Violet . I haven’t quite figured that one out yet”

It could be just a paragraph. It could be that Xaden simply doesn’t want to lie to her. Or something could stop him from doing so. Could it be Violet’s second signet as a truth sayer? That by using his signet , he can anticipate a lot and realise that she catches on…fast.

This would be interesting to explore further. After all, we do know that Violet’s second signet will be something rather underwhelming. And we did learn about truth sayers in Iron Flame…chances are, given that she always needs the truth, she might just about have a signet related to it.

Is worth buying the special edition book?

YES! Every new chapter is totally worth it, and Rebecca Yarros did an amazing job with it all. We got to learn so much more about Xaden , his connection to Sgaeyl , his love for Violet and even his connection with Tairn . It’s clear that we need the full book from his POV but for now we’re happy with the little extra we can get.

If you haven’t already, please make sure to order the book -> https://amzn.to/4dpMC1F

Over to you, what do you think about it all? Did you enjoy the Fourth Wing chapter 27 from Xaden’s POV? Let me know in the comments section below.

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4 responses to “New Fourth Wing Bonus Chapter: Xaden POV Chapter Twenty Seven”

You forgot that Violet smells like citrus, and together with Xaden’s mint, they make a great mate Mojito combo 😆

My favorite combo! Maybe … Rebecca Yarros too? XD

I Saw RY Instagram the release day, before reading the bonus chapter… And my hearts jumped with the quote of Xaden “leave It to me to fall for the ones woman on the continent I can never fucking”. Then I though that was a confidence with Sgaeyl or Liam/Garrick. I’ve been shocked when i read the chapter and sentence is simply and un any other way very deep tought.. I love to see how early and harsh he bet all on Violet.

I agree with this! I really want to see the whole book from Xaden’s POV

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Knowledge Management in the Context of the Global South: the Case of Chile

• First Online: 21 September 2024

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• Gregorio Pérez-Arrau   ORCID: orcid.org/0000-0002-3592-3847 25  

Part of the book series: Information Systems Engineering and Management ((ISEM,volume 8))

Like almost all Latin American countries, Chile has had a slow development in the field of knowledge management, both in the private and public sectors, as well as in universities. In recent years, several organisations of different sizes and economic and productive sectors have begun to develop knowledge management initiatives, motivated by a wide range of information and knowledge-related issues. The aim of this research is to analyse twenty-four cases of organisations that have carried out KM initiatives from 2010 onwards, seeking to identify common elements in their development, implementation process, tools used, barriers faced, teams and units that led these projects and the perceived results. The findings of this study reveal a very peculiar social and cultural context for knowledge management in Chilean organisations.

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The term “social outbursts” o “estallido social” refers to the massive demonstrations and riots that took place throughout Chile from 18 October 2019 to 2020. Although the origin of the protest was the increase in public transport fares, it soon included a series of long-delayed social demands such as access to health, housing, education, the problem of low pensions, gender inequalities, the cost and quality of public transport, the charge for driving on privatized roads, the over-indebtedness of the population, the environmental problem, etc. During the revolt there were 32 deaths, 3400 people were hospitalized because of clashes between demonstrators and police and clashes between civilians, not to mention the damage to private property and public infrastructure.

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Pérez-Arrau, G. (2024). Knowledge Management in the Context of the Global South: the Case of Chile. In: Bianchi, I., Dávila, G.A. (eds) Knowledge Management and Artificial Intelligence for Growth. Information Systems Engineering and Management, vol 8. Springer, Cham. https://doi.org/10.1007/978-3-031-65552-4_3

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