Authors | Editors | Audience | Language | Sources | Advertising | Examples |
---|---|---|---|---|---|---|
Journalists | On staff | General public | Non-technical, brief |
Quotes and facts often attributed in text; citations rare |
Common, diverse | New York Times, Globe & Mail, (Toronto, CA), Chicago Tribune |
Authors | Editors | Audience | Language | Sources | Advertising | Examples |
Journalists | On staff | General public | Non-technical, consumer-focused |
Quotes and facts often attributed in text; citations rare |
Common, diverse | Entertainment Weekly, Time, Good Housekeeping |
Authors | Editors | Audience | Language | Sources | Advertising | Examples |
Practitioners in field | On staff | General public | Moderately technical vocabulary |
Quotes and facts often attributed in text; citations rare |
Selective, industry-focused |
Brandweek, Restaurant Business, Architect, Automotive Industries |
Authors | Editors | Audience | Language | Sources | Advertising | Examples |
Scholars, researchers, experts in field | Referees/ Peer Reviewers | Scholars, researchers, experts in field | Academic language and tone; technical vocabulary |
Bibliographies and reference lists; footnotes and in-text citations |
Rare, focused on related journals and conferences | Journal of African American Studies, Journal of Neuroscience Methods, Active Learning in Higher Education |
Name of Section |
Function |
Relevant to |
---|---|---|
Abstract |
Brief summary of the article. | Readers making decisions about whether the article might apply to their own research. |
Author Bios |
Research Institution and department the author is affiliated with and possibly contact information. | Readers can decide to research other works by a particular author or try to contact the author about their research. |
Introduction |
Gives context and background. | Readers learn more about the authors' reasons for taking on this research. |
Literature Review |
Analyzes, responds to, and/or identifies gaps in related research. | Readers want to learn more about the scholarly conversation to which authors are contributing. |
Methods/Results |
Outlines how the research was done and the results found. | Those who want to validate, replicate, or adapt the authors' research. |
Discussion |
Reflects on the implications of the research. | Readers want to learn about the potential impact of the research. |
In-text Citations/References |
In-Text Citations - References found in the text of the article if sources are quoted, summarized or paraphrased. References -List of works cited by the authors in the article. |
In-text Citations -to help readers easily find sources in the References or Cited Works page that corresponds to the referenced passage (MLA Style Guide). References - Information necessary for the reader to locate and retrieve any source the authors have cited in the body of the article. |
Appendices |
Supplemental materials, including examples of instruments, such as charts, or data-sets that may have been used as part of the research. | Those who may want to adapt these materials for their own uses. |
Source: University of Albany, University Libraries –Common Elements of a Scholarly Article