1. Writing the Introduction
Barbara Gastel
INASP Associate

2. Overview Purposes of the introduction
Gearing the introduction to the audience
Structure of the introduction
When to write the introduction
Suggestions:
- Note the topics that the module will address.
- Note the module’s aim. (Feel free, of course, to frame it in the way that the group is likely to find most relevant.)

3. Purposes of the Introduction
To provide background
In order to help readers understand the paper
In order to help readers appreciate the importance of the research
To do one or both of the following:
Identify the question or questions that the research addressed
State the hypothesis or hypotheses that the research tested
Note that although the importance of the research may be obvious to the author, it might not be obvious to readers—and that therefore an introduction needs to provide context.
Emphasize the importance of making clear by the end of the introduction what the researchers were trying to find out.

4. Length of Introduction
Articles in biomedical journals: tend to have a short introduction (a few paragraphs or less)
Articles in some other journals: tend to have a long introduction (or an introduction and a literature review section)
How about introductions to articles in your research area?
Perhaps mention that articles in the social sciences often have relatively long introductions.
Ask participants whether introductions to articles in their research fields tend to have short or long introductions. One option is to informally survey the group in this regard. Another option is to have the participants discuss the question in pairs or small groups.

5. Gearing the Introduction to the Audience
Papers in relatively general journals: Introduction must provide basic background information.
Papers in specialized journals: Introduction can assume that readers have more knowledge about the research topic.
Now is a good time to re-emphasize choosing one’s target journal before starting to write. Knowing one’s target journal helps in identifying the audience and thus in gearing the introduction appropriately.
Perhaps note that keeping the audience in mind may be especially important in reporting interdisciplinary research. The introduction may need to be geared quite differently depending on whether the research is being reported in a journal in one of the fields, a journal in another of the fields, or a journal that spans the fields and perhaps some other fields too.

6. Structure of the Introduction
Introduction typically should be funnel-shaped, moving from general to specific
A common structure:
Information on importance of topic
Highlights of relevant previous research
Identification of unanswered question(s)— in other words, the gap in existing knowledge
Approach you used to seek the answer(s)
(In some cases, the main findings)
Note the structure indicated on the slide.
If possible, show one or more examples of introductions that have this structure.
Mention that sometimes variants of this structure are used. Perhaps show an introduction in a variant of this structure.
Emphasize the importance of making clear in the introduction what knowledge gap the current research is intended to fill.
Note that in some journals but not others, the main findings are stated at the end of the introduction. Perhaps ask participants what seems to be the norm in that regard in their fields.
Note that the introduction typically cites references, both in presenting background information and in discussing previous research.

7. Overall Structure of a Paper: Like an Hourglass
The top part of the hourglass is the introduction, which, as noted, is funnel-shaped: beginning broad (with general context), then narrowing down somewhat (to research related to the current research), and then focusing narrowly on the current research.
The narrow middle of the hourglass consists of the methods and results sections, both of which focus narrowly on the current research.
The lower part of the hourglass is the discussion, which generally is like an inverted funnel, starting narrow (by focusing on the current research), then broadening somewhat (by relating the current research to previous research), and ending broadly (for example, by noting overall implications of the research).

8. When to Write the Introduction
Sometimes good to write the introduction last
“Until you know what you’re introducing, you can’t introduce it.”
Sometimes good to write it first, to help provide focus
After writing all the sections of the paper, revise the paper as a whole (typically several times).
Reinforce the point that the sections of a journal article can be drafted in any order.
Emphasize the need for revision, both to ensure the quality of each section and to ensure that the paper as a whole is cohesive.

9. Exercise
Look at the instructions to authors from your target journal. Notice what, if anything, it says about writing the introduction.
Look at the introduction to your model paper. Notice items such as the following:
Length
Types of content
Organization
Citation of references
Be ready to report to the full group.
Have the participants do this exercise in small groups.
Then bring the full group together for discussion.

10. Another exercise
Share the draft of your introduction with the rest of your small group.
Write comments on each other’s drafts. Both identify strengths and suggest improvements.
Discuss each member’s draft, first noting strengths and then suggesting potential improvements. If parts of the writing seem to need clarification, identify them.
Share the commented-on copies with the authors.
If most or all of the participants have brought drafts of their introductions, do this exercise.
Another option is to have participants draft their introductions after this module and then do this exercise at a later session.
This exercise is well suited for groups of about three or four members.
If feasible, have the full group come together for discussion at the end of this exercise. One option is to proceed as follows: (1) Have participants note some strengths that they observed in other group members’ introductions (example: “She made very clear what gap this research was intended to fill”). (2) Have participants wishing to do so identify some helpful guidance that they received during the exercise (example: “I now realize that, given my target audience, I should define more of the terms in my introduction.”). (3) Answer any questions, either along the way or at the end.
If this session will be the first one in which participants provide feedback on each other’s drafts, perhaps precede this exercise with some discussion of giving feedback. Suggestions for giving feedback appear at and Also, suggestions for receiving feedback appear at Of course, some facilitators might need to adapt the advice on giving feedback to the cultural context.
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11. In Conclusion Questions and answers Wrap-up
If time permits, include a question-and-answer session before ending.
Perhaps do one or both of the following:
Have participants note points to remember.
Summarize the session.
If the workshop or course will include later modules, note the topic of the next module. Perhaps also note more generally what will follow.
Perhaps encourage group members to share points from this session with others.
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18/01/2019