emonda trek 2023

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Trek Émonda ALR 5 2023

At road.cc every product is thoroughly tested for as long as it takes to get a proper insight into how well it works. Our reviewers are experienced cyclists that we trust to be objective. While we strive to ensure that opinions expressed are backed up by facts, reviews are by their nature an informed opinion, not a definitive verdict. We don't intentionally try to break anything (except locks) but we do try to look for weak points in any design. The overall score is not just an average of the other scores: it reflects both a product's function and value – with value determined by how a product compares with items of similar spec, quality, and price.

Good scores are more common than bad, because fortunately good products are more common than bad.

• Exceptional
• Not so good

The Trek Emonda ALR 5 uses the latest aluminium alloy Emonda frameset, with aero tweaks and a geometry that matches other high-end performance bikes in Trek’s line-up. It showcases the fact that this material still has a place on the racing scene, offering up the sort of stiffness and ride comfort found with carbon, although this build is far from light.

> Buy now: Trek Emonda ALR 5 for £1,999.99 from Triton Cycles

For more options and for different budgets, check out our guide to the best road bikes , from £300 to over £13,000…

I'm a big fan of aluminium frames. When done well, using the right tubing and wall thicknesses, and with well-thought-out geometry, it can result in a bike with excellent ride feel and great levels of feedback – everything a fast rider or racer wants. Trek has done an excellent job with this new Emonda ALR, which ticks all those boxes.

Even with the 25mm tyres pumped up firm, the aluminum tubing shows no signs of harshness, with an almost steel-like ride feel to it; there is a certain smoothness to it.

The frame is still incredibly stiff. Hard efforts out of the saddle don't show any signs of flex around the bottom bracket area, or anywhere else you might not want it. On the whole, it feels responsive and eager to get a shift on when you ask it to.

The only real fly in the ointment is the slightly lacklustre wheelset and the weighty tyres fitted as standard. Both take the overall shine off the performance, and contribute to the all-up bike weight of 9.1kg on our scales, so it's not exactly nippy off the line compared with bikes a kilo lighter.

Swapping the Bontrager tyres out for some Goodyear Eagle F1 Supersport Rs that were in for review dropped 320g from the overall weight, and helped to show just what this bike is capable of. Not just in terms of weight, either, but also better rolling resistance and grip.

The better grip lets you get the best out of the geometry, which is designed to be on the racy side without being overly aggressive. It's a nice balance.

On fast descents you can fling it into the corners and it'll hold its line without feeling twitchy or nervous. In fact, it feels pretty planted, but not at the cost of responsiveness or nimbleness thanks to the sub-metre wheelbase.

It's a confidence-boosting bike, easy to ride even if you aren't giving things your full attention. You don't have to be 'on it' the whole time to ride the Emonda quickly; it'll just as easily let you cover big miles without issue.

Though the ALR has kammtail tube sections, and Trek makes some aero claims, I wouldn't say it feels exceptionally quick in a straight line; it doesn't have the sort of wind-cheating properties of properly aero carbon bikes.

That said, thanks to the riding position that's achievable given the reasonably low stack height, you can certainly get a shift on if you are trying to get out of the wind. It's certainly a bike you can race on, or just ride quickly without any competition involved.

Frame and fork

Trek uses its own range of aluminium grade tubing, which in the ALR 5's case is "ultralight 300 Series Alpha". And thanks to the hydroformed shapes, and what Trek calls invisible weld technology, it looks very much as smooth and shapely as many carbon frames on the market, especially around the head tube area.

That smoothness is enhanced by the integrated cable routing, directed in through the head tube and headset before passing into the frame and exiting just below the bottom bracket.

The welding only has a smooth appearance around the front area and the top of the seat tube, though; move further down where there are bigger loads being applied, such as at the bottom bracket, and the welds are much more pronounced.

The rear of the frame actually has quite a traditional look about it, with mainly round tubes and seatstays that aren't overly narrow or heavily profiled, like you might find manufactured from carbon.

You won't find any integrated seatclamps either, with the Emonda getting a round post and a clamp that sits externally.

As for finishing touches, it's just bolts for two bottle cage mounts and nothing else. This is a performance race bike after all.

Tyre clearance is quite limited for a modern road bike at just 28mm. That's not a huge problem for me – 28mm is the maximum I use for this kind of bike – but with many of the opposition being able to take 30mm or even 32mm now, it's a little bit on the back foot.

The carbon fork, an Emonda SL, blends smoothly into the frame and provides all the stiffness required for hard cornering without suffering from any kind of understeer at all.

For the bottom bracket Trek has specced a T47, a switch it made a little while back. In a nutshell, it uses the larger dimensions of a press-fit system, but the bearings are threaded into the frame rather than being pressed. This provides the stiffness and performance benefits of a press-fit system without the creaking issues that can result if dirt gets in between the cups and frame due to poor manufacturing tolerances.

Geometry-wise, the Emonda ALR 5 uses Trek's H1.5 Race measurements, a balance of angles and dimensions that give the bike a performance edge without going too far into the twitchy, hard-to-handle realm of race bikes. It's the same as used on the higher-end carbon Emonda models.

Even though Shimano is 'charging' ahead with its electronic groupsets, and we've seen 105 Di2 become 12-speed, there is still a lot of life left in this mechanical setup. The shifting is great, with crisp and clean gear changes, and the shape of the levers lets your hands sit naturally and comfortably.

In terms of ratios, the ALR 5 comes with a 50/34-tooth compact chainset mated to an 11-30 cassette. That's a good spread of gears for all kinds of performance riding, with a 50x11 giving more top end than most people need, along with plenty of climbing gears at the lower end, providing you are reasonably strong and fit.

The hydraulic braking performance is top notch too. With 160mm rotors front and rear, you can get it to pull up from high speed to zero with just two fingers whenever you want.

Finishing kit

Trek's in-house component and accessories brand, Bontrager, supplies all of the finishing kit found on the ALR.

The handlebar and stem are both standard alloy components with nothing flash when it comes to their design, but they do the job just fine.

The Comp VR-C bar has a 124mm drop, which is shallow enough that it can be used without the bend in your back needing to be too extreme. The overall width is matched to the frame size.

The seatpost is alloy too, 6061 grade, and is 27.2mm in diameter. It comes with 8mm of offset and on this size bike it is 330mm in length.

The Verse Comp saddle is a little too plush for my liking; I prefer something with less padding for fast riding, but saddles are very much a personal choice. You might get on with it just fine.

Wheels & tyres

As for the wheels, the Paradigm SLs are tubeless ready, and for a wheelset on a bike at this price point they aren't too bad in terms of weight at a claimed 1,800g.

Their shallow rim depth doesn't bring a huge amount of speed to the party, but they are stiff enough for spirited riding, and durability doesn't look to be an issue.

As I've already mentioned, the tyres fitted aren't the best from a performance point of view. They are heavy at over 800g a pair, and with a limited thread count they have quite a 'dead' feeling to them.

Durability and reliability aren't an issue, so they are good training tyres, but they just hamper performance. An upgrade here will bring dividends to overall speed, with better rolling resistance and grip.

The ALR 5 is priced at £2,350, which is similar to Cannondale's highly regarded CAAD 13 : an aluminium road bike with a lot of pedigree. (Mat tested the CAAD13 Disc 105 in 2020.)

The latest model is similarly specced with a 105 groupset and alloy mid-depth rims, so it's no surprise to see a price virtually the same either: £2,300.

Specialized's alloy superbike, the Allez Sprint Comp , takes many cues from the carbon fibre Tarmac SL7 . Liam was impressed with it overall when he tested it last year , and Jamie has bought a frameset, which you can see in our YouTube video comparing it against the ALR 5 . It's much higher priced than the Trek, though, at £2,900, with a 105 groupset and DT Swiss wheels.

Merida has a range of aluminium Sculturas, with the 400 being the most expensive. It too comes with a 105 mechanical groupset and an alloy wheelset, but costs much less at £1,775.

The ride quality and geometry of the ALR 5 makes it a bike I'd highly recommend if you want to race but don't have a massive budget, or you just want a bike you can ride fast without getting beaten up, even on long rides. It's priced in line with key competition like the CAAD13 and is cheaper than the Allez Sprint Comp by quite a long way. Some might baulk at that price for an alloy bike, but there is no denying it has the characteristics to back it up.

The tyres hold it back a bit, but underneath is a comfortable alloy road bike with a great performance

road.cc test report

Make and model: Trek Émonda ALR 5

Size tested: 56cm

About the bike

List the components used to build up the bike.

Hub front Bontrager alloy, sealed bearing, CenterLock disc, 100x12 mm thru axle

Skewer front Bontrager Switch thru-axle, removable lever

Hub rear Bontrager alloy, sealed bearing, CenterLock disc, Shimano 11-speed freehub, 142x12 mm thru axle

Skewer rear Bontrager Switch thru-axle, removable lever

Rim Bontrager Paradigm SL, Tubeless Ready, 24-hole, 21 mm width, Presta valve

Tyre Bontrager R1 Hard-Case Lite, wire bead, 60 tpi, 700x 25 c

Max tyre size 28c

Drivetrain -

Shifter Shimano 105 R7020, 11-speed

Front derailleur Shimano 105 R7000, braze-on

Rear derailleur Shimano 105 R7000, short cage, 30T max cog

*Crank Size: 47

Shimano 105 R7000, 50/34 (compact), 165 mm length

Size: 50, 52

Shimano 105 R7000, 50/34 (compact), 170 mm length

Size: 54, 56, 58

Shimano 105 R7000, 50/34 (compact), 172.5 mm length

Size: 60, 62

Shimano 105 R7000, 50/34 (compact), 175 mm length

Bottom bracket Praxis, T47 threaded, internal bearing

Cassette Shimano 105 R7000, 11-30, 11 speed

Chain Shimano 105 HG601, 11-speed

Max. chainring size 1x: 48T, 2x: 53/39 (Shimano), 48/35 (SRAM)

*Saddle Size: 47, 50, 52

Bontrager Verse Comp, steel rails, 155 mm width

Size: 54, 56, 58, 60, 62

Bontrager Verse Comp, steel rails, 145 mm width

*Seatpost Size: 47

Bontrager Comp, 6061 alloy, 27.2 mm, 8 mm offset, 250 mm length

Size: 50, 52, 54, 56, 58, 60, 62

Bontrager Comp, 6061 alloy, 27.2 mm, 8 mm offset, 330 mm length

*Handlebar Size: 47, 50

Bontrager Comp VR-C, alloy, 31.8 mm, 100 mm reach, 124 mm drop, 38 cm width

Bontrager Comp VR-C, alloy, 31.8 mm, 100 mm reach, 124 mm drop, 40 cm width

Bontrager Comp VR-C, alloy, 31.8 mm, 100 mm reach, 124 mm drop, 42 cm width

Bontrager Comp VR-C, alloy, 31.8 mm, 100 mm reach, 124 mm drop, 44 cm width

Handlebar tape Bontrager Supertack Perf tape

*Stem Size: 47

Bontrager Elite, 31.8 mm, Blendr-compatible, 7-degree, 70 mm length

Bontrager Elite, 31.8 mm, Blendr-compatible, 7-degree, 80 mm length

Size: 52, 54

Bontrager Elite, 31.8 mm, Blendr-compatible, 7-degree, 90 mm length

Size: 56, 58

Bontrager Elite, 31.8 mm, Blendr-compatible, 7-degree, 100 mm length

Bontrager Elite, 31.8 mm, Blendr-compatible, 7-degree, 110 mm length

Brake Shimano 105 hydraulic disc

Brake rotor Shimano RT70, CentreLock, 160 mm

Rotor size Max brake rotor sizes: 160mm front & rear

Tell us what the bike is for and who it's aimed at. What do the manufacturers say about it? How does that compare to your own feelings about the bike?

Trek says, "The Émonda ALR 5 gives you the sleek looks of carbon without the sticker shock. Its advanced alloy frame is built to perform, and pairs with disc brakes and a reliable Shimano 105 drivetrain to give it the race-ready edge."

It's a smooth looking bike with an excellent ride quality, and plenty of stiffness.

Where does this model sit in the range? Tell us briefly about the cheaper options and the more expensive options

The range is topped with the ALR 6 at £3,150 and starts with the ALR 4 at £1,750. A frameset is available too, from £1,150.

Tell us about the build quality and finish of the frame and fork?

It's a high-quality aluminium frame that looks smooth, just like a carbon fibre offering, and the fork is stiff enough for hard riding.

Tell us about the materials used in the frame and fork?

The frame is made from Trek's 300 Series Alpha aluminium while the fork is full carbon fibre.

Tell us about the geometry of the frame and fork?

The geometry is on the racy side, but just backed off enough to not create a twitchy speed machine.

How was the bike in terms of height and reach? How did it compare to other bikes of the same stated size?

The height and reach figures are fairly typical for a race bike of this size.

Riding the bike

Was the bike comfortable to ride? Tell us how you felt about the ride quality.

Yes, the alloy frame has a great ride quality.

Did the bike feel stiff in the right places? Did any part of the bike feel too stiff or too flexible?

With the oversized bottom bracket shell, and stiff tubing where it needs to be, all is fine in this respect.

How did the bike transfer power? Did it feel efficient?

Power transfer is good throughout the frame and fork.

Was there any toe-clip overlap with the front wheel? If so was it a problem?

How would you describe the steering? Was it lively neutral or unresponsive? On the quick side.

Tell us some more about the handling. How did the bike feel overall? Did it do particular things well or badly?

It has fast handling, but not so much so that it becomes twitchy or difficult.

Which components had the most effect (good or bad) on the bike's comfort? would you recommend any changes?

I wasn't a huge fan of the amount of padding on the saddle, although it is a decent shape.

Which components had the most effect (good or bad) on the bike's stiffness? would you recommend any changes?

I found the wheels fine for out of the saddle efforts, and the same with the handlebar – I didn't detect any flex when really pulling on it.

Which components had the most effect (good or bad) on the bike's efficiency? would you recommend any changes?

A change of tyres would improve overall efficiency a lot, by dropping weight and improving grip.

The drivetrain

Tell us some more about the drivetrain. Anything you particularly did or didn't like? Any components which didn't work well together?

Mechanical Shimano 105 is still an excellent groupset, with awesome shifting performance and braking power.

Wheels and tyres

Tell us some more about the wheels.Did they work well in the conditions you encountered? Would you change the wheels? If so what for?

Decent enough wheels for the budget, and not too bad a weight overall.

Tell us some more about the tyres. Did they work well in the conditions you encountered? Would you change the tyres? If so what for?

Entry-level tyres from Bontrager; an upgrade would benefit the bike immensely.

Tell us some more about the controls. Any particularly good or bad components? How would the controls work for larger or smaller riders?

Personally, I'd change the saddle for something less padded, but on the whole, for the money it's a decent spec.

Your summary

Did you enjoy riding the bike? Yes

Would you consider buying the bike? Yes

Would you recommend the bike to a friend? Yes

How does the price compare to that of similar bikes in the market, including ones recently tested on road.cc?

The similarly specced Cannondale CAAD13 Disc comes in a few quid cheaper at £2,300, but Merida's aluminium Scultura range stops at £1,775 even though you get a 105 mechanical groupset and a spec similar to that of the Trek. Specialized's Allez Sprint is considerably more, though.

Use this box to explain your overall score

Thanks to the quality that can now be achieved by modern aluminium frames, this is a lovely bike to ride, with easily enough stiffness to match that of carbon machines in the real world. It is weighty, and it could do with a few component tweaks, but for the performance it delivers, for the money, it's very good.

Overall rating: 8 /10

About the tester

Age: 44   Height: 180cm   Weight: 76kg

I usually ride: This month's test bike   My best bike is: B'Twin Ultra CF draped in the latest bling test components

I've been riding for: Over 20 years   I ride: Every day   I would class myself as: Expert

I regularly do the following types of riding: time trialling, commuting, club rides, sportives, fixed/singlespeed,

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As part of the tech team here at F-At Digital, senior product reviewer Stu spends the majority of his time writing in-depth reviews for road.cc, off-road.cc and ebiketips using the knowledge gained from testing over 1,500 pieces of kit (plus 100's of bikes) since starting out as a freelancer back in 2009. After first throwing his leg over a race bike back in 2000, Stu's ridden more than 170,000 miles on road, time-trial, track, and gravel bikes, and while he's put his racing days behind him, he still likes to smash the pedals rather than take things easy. With a background in design and engineering, he has an obsession with how things are developed and manufactured, has a borderline fetish for handbuilt metal frames and finds a rim braked road bike very aesthetically pleasing!

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>£2k for an aluminium frame?! In the same price bracket, actually cheaper, you can get a carbon frame for that money. Trek seems to be poor vfm really....

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Or steel (if you want). Having become quite inured to these prices, I was slightly shocked recently to see you can get a well-regarded steel-framed 105-equipped ride for £1000 less than this Trek. Not exactly the same sort of bike but - hydraulic brakes apart - you have to wonder where the price difference comes from. www.cyclinguk.org/cycle-magazine/bike-test-cannondale-synapse-sora-and-s...

Coming back to cycling after a number of years off I was shocked at the cost of bikes and in the end plumped for a £500 Triban RC500 from Decathlon, which I'm sure a lot of folks will turn their noses up at, but it's a great bike and does everything I need. But now I'm looking at a better bike the vfm range is incredible. Have to say Ribbles range is looking very attractive.....

I tried one in Decathlon couple of weeks ago and thought it was a great bike especially for the price, now 600 quid I think.

Hornet99 wrote: which I'm sure a lot of folks will turn their noses up at

Anyone who does that is a fool. https://road.cc/content/review/decathlon-triban-rc-500-disc-road-bike-25...

Hornet99 wrote: >£2k for an aluminium frame?! In the same price bracket, actually cheaper, you can get a carbon frame for that money. Trek seems to be poor vfm really....

Your starting point is that aluminium is necessarily inferior to carbon. I'm not sure that's always true.

While this seems expensive for a 105 11-speed bike, it's a Trek and they don't sell bikes cheaply. The ALR 4 with Tiagra is currently £1,575 (reduced from £1,750). That's quite a difference for one extra cog on the cassette. The frameset is £1,150. A Specialized Allez Sprint frameset is £1,800.

These brands spend a lot on marketing, sponsorship and R&D and that money has to come from somewhere. I wonder how the Trek ALR compares to a Giant Contend SL, Cannondale Synapse or Ribble Endurance AL.

If you compare it with the £4,500 Cervelo Soloist reviewed last week which has a low-spec wheelset, so you're looking at £800 or more on top to get something it deserves (no-one buying a Soloist will want those stock wheels). I'd suggest that is a far bigger rip-off.

There is talk of an oversupply of some models so there may be discounts if you shop around.

No mention of that colour scheme! 

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Trek Émonda SL 7

• AUS $ NZD $ USD $ CAD $ GBP £ EUR €

Size / 50cm, 52cm, 54cm, 56cm, 58cm, 60cm, 62cm

At a glance

Where to buy.

Specifications

• Frame Ultralight 500 Series OCLV Carbon, Ride Tuned performance tube optimization, tapered head tube, internal routing, DuoTrap S compatible, flat mount disc, 142x12mm thru axle
• Battery Shimano BT-DN300
• Wheels Front: Bontrager Aeolus Pro 37, OCLV Carbon, Tubeless Ready, 37mm rim depth, 100x12mm thru axle Rear: Bontrager Aeolus Pro 37, OCLV Carbon, Tubeless Ready, 37mm rim depth, Shimano 11 speed freehub, 142x12mm thru axle
• Tires Bontrager R2 Hard-Case Lite, aramid bead, 60 tpi, 700x25c
• Chain Shimano Ultegra/XT M8100, 12 speed
• Crank Size: 50, 52, Shimano Ultegra R8100, 52/36, 170mm length; Size: 54, 56, 58, Shimano Ultegra R8100, 52/36, 172.5mm length; Size: 60, 62, Shimano Ultegra R8100, 52/36, 175mm length
• Bottom Bracket Praxis, T47 threaded, internal bearing
• Front Derailleur Shimano Ultegra R8150 Di2, braze-on, down swing
• Rear Derailleur Shimano Ultegra R8150 Di2, 34T max cog
• Shifters Shimano Ultegra R8170 Di2, 12 speed
• Brakeset Shimano Ultegra hydraulic disc, BR-R8170 flat mount caliper, resin pad w/fin
• Handlebar Size: 50, Bontrager Pro VR-C, OCLV Carbon, 31.8mm, Di2 routing, 100mm reach, 124mm drop, 38cm width; Size: 52, Bontrager Pro VR-C, OCLV Carbon, 31.8mm, Di2 routing, 100mm reach, 124mm drop, 40cm width; Size: 54, 56, 58, Bontrager Pro VR-C, OCLV Carbon, 31.8mm, Di2 routing, 100mm reach, 124mm drop, 42cm width; Size: 54, 56, 58, Bontrager Pro IsoCore VR-SF, 42cm; Size: 60, 62, Bontrager Pro VR-C, OCLV Carbon, 31.8mm, Di2 routing, 100mm reach, 124mm drop, 44cm width; Size: 60, 62, Bontrager Pro IsoCore VR-SF, 44cm
• Saddle Bontrager Aeolus Comp, steel rails, 145mm width
• Seatpost Size: 50, 52, 54, Bontrager carbon seatmast cap, 20mm offset, short length; Size: 56, 58, 60, 62, Bontrager carbon seatmast cap, 20mm offset, tall length
• Stem Size: 50, Bontrager Pro, 31.8mm, Blendr compatible, 7 degree, 80mm length; Size: 52, 54, Bontrager Pro, 31.8mm, Blendr compatible, 7 degree, 90mm length; Size: 56, Bontrager Pro, 31.8mm, Blendr compatible, 7 degree, 100mm length; Size: 58, 60, 62, Bontrager Pro, 31.8mm, Blendr compatible, 7 degree, 110mm length

Q: How much is a 2023 Trek Émonda SL 7?

A 2023 Trek Émonda SL 7 is typically priced around $6,199 USD when new. Be sure to shop around for the best price, and also look to the used market for a great deal.

Q: Where to buy a 2023 Trek Émonda SL 7?

The 2023 Trek Émonda SL 7 may be purchased directly from Trek .

Q: What size 2023 Trek Émonda SL 7 should I get?

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Trek Emonda SL6 Pro review

Trek's latest GC/climbing bike has undergone an aero transformation, but has it helped?

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The radical changes brought about in this new Emonda frame are somewhat hampered within the SL range owing to the heavier nature of the frame and subsequent ride quality of the 500 Series OCLV carbon. It is a solid all-round performer and there's no getting away from the fact the ride quality provides a good balance of efficiency and ride comfort. It's just if you were looking for an improvement on the ride of the previous model you'll need to hold off and get one of the higher level SLR models to truly see improvements.

Efficient power transfer

Excellent handling prowess

Compliant ride

New SL frame has lost some of the excitement of the existing Émonda

Heavy for a 'climbing' bike

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Trek recently released a brand new re-imagining of the Emonda, the brand's lightweight climbing/GC model platform, featuring a drastically aero-ised chasis. The model family is split into a higher tier SLR and the lower SL range that this SL6 Pro sits in, the critical difference is in the carbon layup and the enhanced integration sported by the SLR range.

The frame on the Emonda SL6 Pro is constructed of Trek's own 500 Series OCLV carbon fibre. This carbon layup might be heavier than the newly showcased ultra light 800 Series OCLV of the top level SLR Émonda's but is considerably more economical to produce, helping keep the SL range prices in a much more affordable tier.

>>> The Trek Madone gets an update, but you won't spot it

The new Emonda features a completely new set of tube shapes, most of which have gone down the aero route. But Trek is at pains to keep the comparisons to the Madone aero race bike to a minimum; this isn’t simple a ‘Madone Lite’. Rather than being the same elongated shapes as found on a proper aero race bike, the aero shaping of the Emonda’s tubes is much more subtle and is based around the principle of unsteady aerodynamics.

>>> Best road bikes reviewed

In this case it’s more about how drag is affected through wind gusts and other factors at slower speeds than the usual 45km/h, after all, not even pros climb at these speeds. There are still the characteristic truncated airfoil shapes that we associate with aero frames but the effect is far less dramatic and produces a frame that still has a traditional look.

Trek Madone SLR9 Disc review

Trek hasn’t jumped on the dropped seatstay bandwagon with the new frame either, preferring to stick to a set of widely spaced yet aero shaped, thin seat stays.

The new frame also enjoys a little more integration, bringing it more in-line with the Madone. All models now see the cable routing brought neatly into the frame at the front of the headtube keeping the front end profile as slippery as possible.

The other notable feature of the new frame is a wholesale move to the T47 bottom bracket standard . This style marries the reliability of a threaded shell with the capability of running larger diameter internal bearings and enables Trek to maintain its characteristic wide and efficient bottom bracket stance.

The new Emonda range has also been designed with Trek’s middle-ground H1.5 geometry ensuring a set of numbers that sits it half way between the ultra-aggressive pro H1 and its laid back and relaxed, endurance specific H2 geometry. A tall stack of split spacers under the stem provides plenty of height adjustment for a wide range of rider requirements.

And finally, keeping the Emonda in a pretty rigid user set Trek has bucked another trend and limited tyre clearance to just 28c putting the focus of the bike purely on road going high performance.

The SL6 Pro sits near the top of the SL range and as such has a a pretty decent spec sheet. A mechanical Shimano Ultegra is the least we would expect at the +£3,000 price point and we don't need to point out how reliable and consistent it is in providing smooth shifting and braking.

As with the entire Emonda range the SL6 Pro runs on Bontrager wheels; Aeolus Elite 35 to be precise. These feature a carbon 35mm depth and complement the new 'aero' frame without compromising too much on weight and climbing ability. They feel stiff under power and spin up to speed relatively quickly. There are lighter and faster wheels that would suit the new frame but at this price point the Aeolus Elite is spot on. The tyres are Bontrager as well, in this instance 25mm R2 Hardcase Lite tyres. These are not Bontrager's fastest tyres, more classed as an everyday tyre with plenty of puncture protection.

In a complete whitewash the entirety of the finishing kit is also provided by Bontrager. Unlike the integrated carbon bar/stem of the higher end SLR models, the SL6 Pro is fitted with a standard aluminium handlebar and separate stem, allowing for much simpler cockpit customisation. Despite the more ordinary setup the cable routing is still really neat underneath the stem without needing any additional housing.

The Émonda maintains the 'reversed' seat post, with a larger diameter seatpost mast fitted over the seat tube. This allows for plenty of adjustment plus further lengths are available if needed. The Bontrager Aeolus saddle also stands out for being incredibly comfortable even when sat right on the nose.

I was curious to see if the new Emonda was able to improve on the ride quality of the highly rated existing version and the short answer is yes, well kind of....

The first thing to note is that in this new guise, the lower SL version I have on test feels a little chunky at over 8 kilograms - not something you expect when the bike's raison d'etre is all about low weight and climbing. However a total mass doesn't always equate to an anchor of a ride experience and this is true of the Émonda.

Trek has managed to provide a level of stiffness around the bottom bracket that enables the Émonda to deliver in its promise of rewarding effort. Granted it takes less effort to maintain speeds on flat and rolling terrain, much like the Madone aero bike, and I'm certain it is a 'faster' bike than the last version. But I can't help but feel that this new design has stifled some of the existing model's lively and exciting ride nature - it feels like using adjectives such as solid and dependable is more appropriate, almost like the Domane endurance bike.

Trek's relaxing of the geometry on the Emonda has increased its ability to keep you comfortable and riding hard on a long ride and I had no issue taking on some challenging and long routes around Dorset and South Wales. The tall stack of shaped and split spacers sit the cockpit a little too high for my personal preference but luckily I was able to drop the stem height by using some standard spacers on top of the stem, without needing to cut the steerer. This put a little more weight on the front wheel which enabled me to descend the Émonda with aplomb and happily stuff it into downhill corners at high speed without any of the vague feeling that can come with a front end that is a touch too high.

Climbing is where the Emonda should thrive and it certainly is no slouch on your typical British climb, however it doesn't set the tarmac alight and the near eight kilo weight does neuter the Émonda's ability to counter attack when your riding mates try to accelerate away from you on a climb.

It feels like I'm being a little harsh and critical of the Emonda SL6 Pro, after all in most respects it is a solid all-rounder and I have enjoyed my time riding the bike over the last few months. It's a great looking bike and I expect most riders will be satisfied with the performance, it's just I feel it has a lost a little of the magic the old version had. If you are looking for the sort of engaging ride the Emonda is known for I suspect you would need to save your pennies and opt for one of the lighter SLR options and certainly if it was my money that would be what I would need to do.

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James Bracey's career has seen him move from geography teacher, to MBR writer, to Cycling Weekly's senior tech writer and video presenter. He possesses an in-depth knowledge of bicycle mechanics, as well as bike fit and coaching qualifications. Bracey enjoys all manner of cycling, from road to gravel and mountain biking.

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The New Trek Émonda Is Faster Than Ever

Already one of the fiercest climbing bikes available, the new Émonda is even faster thanks to a dose of aero.

The Takeaway: The Émonda SLR is a benchmark pro race bike—and it’s surprisingly rider friendly.

• It has 183 grams less drag than the previous generation, but the frame is only 33 grams heavier
• There are 10 models starting at $2,699
• SL models ($2,699 to $5,999) have the aerodynamic shaping and features but in a frame that’s about 400 grams heavier than the SLR
• SLR models ($6,699 and up) use a new carbon fiber composite that’s 30 percent stronger than Trek’s previous top-of-the-line carbon.

Price: $11,999 as tested (Émonda SLR 9 eTap) Weight: 14.75 lb. (54cm) View Gallery

Update: On August 25, 2022, Trek Bicycles and the CPSC announced a recall of this Émonda SLR model to address an issue with the Bontrager Aeolus RSL VR-C handlebar and stem. The bike's carbon handlebar/stem can crack if overloaded, causing the rider to lose control of the bike. Customers are asked to stop using the bike and to contact their local Trek dealer.

For Émonda SLR bicycles, Trek will provide an individual handlebar and stem until an updated handlebar/stem combo is available.

Additionally, all customers who bring in their handlebars for replacement will also receive a $100 in-store credit that can be used toward any Trek or Bontrager merchandise through December 31, 2022.

Remember professional road racing ? It’s that thing where super skinny people go unbelievably fast up and down hills and fly over flat roads for hours at a time. It’s been a while since the pros have beat up on each other for our entertainment, but there might, hopefully, be some races on the horizon. When the races do resume, Trek’s pro riders will be aboard its new third-generation Émonda climbing bike. The new Émonda isn’t lighter, but it is faster thanks to a dose of aerodynamic tuning.

—Five Cool Details—

Now With Aero

The new Émonda gets a major drag reduction with a tiny weight gain.

Simple Seat Mast

The seat mast has lots of adjustment range, and an easy-to-use saddle clamp.

Light and Slippery

The new Bontrager Aeolus RSL 37 wheels are light, sleek, and stable.

Wide and Threaded

The T47 bottom bracket has a wide stance, and user-friendly threads.

A built-in chain watcher prevents unwanted derailments.

Making the new Émonda frame more aerodynamic wasn’t exactly a tough hurdle as the previous Émonda had virtually zero aerodynamic optimization. But adding meaningful aerodynamic benefit while achieving the frame stiffness expected of a pro-caliber race bike, maintaining the well-regarded handling properties of the previous Émonda, and adding rider-friendly features like a threaded bottom bracket—all with adding only 33 grams (SLR frame, claimed)—is quite a feat.

Below you’ll find my review of the Émonda SLR—I’ve been on it since early March—followed by a dive into the technology and features of the new bike, and a brief model breakdown.

Ride Impressions: Émonda SLR 9 eTap

The Émonda SLR is a tool made to fulfill the needs of some of the world’s best road racers. This bike will never be as comfortable or versatile as a gravel bike. Going fast on pavement and climbing performance are its only goals. These are obvious facts, but that’s the lens through which it must be viewed. And through this lens, it is one of the very best.

The new Émonda was born out of a request from Trek’s pro racers and pitched as the company’s “fastest climbing bike ever.” So little surprise they set me up with the lightest model (the SLR 9 with SRAM Red eTap ), which also has a build kit almost identical to the team’s bikes. It’s also, excepting customized Project One builds, the most expensive model at a buck under 12 grand.

That massive pile of clams gets you an aerodynamic frame with disc brakes, power meter, and wireless electronic shifting that weighs less than 15 pounds (54cm). And that’s with a hefty T47 threaded bottom bracket unit, lustrous paint , clincher wheelset, a chain-watcher, standard butyl tubes, 37mm deep rims, 160mm disc rotors front and rear, and SRAM’s largest Red cassette (10-33). That’s “Holy shit!” impressive.

By cutting drag a ton without adding much weight, it’s hard to argue with Trek’s claim that the new Émonda is faster than the outgoing generation. But if you have any doubts, they’ll be erased when you ride it. This is an explosive bike: it feels as light as a feather and as solid as a steel girder at the same time.

Trek’s Émonda has always been a raw and rowdy bike that feels a little wild and a bit dangerous in precisely the ways you want a race bike to feel: That’s not lost with the added aerodynamics. If anything, the new Émonda is even crisper and punchier than before, which is saying something.

A small downside to all this fury is the Émonda’s smoothness. Light and stiff race bikes aren’t a smooth-riding lot to begin with, but even measured against a stiffer riding genre, the new Émonda is on the firmer end of the scale. Still, it escapes harsh or punishing labels—I did a six-hour ride on the Émonda on the stock 25 tires and didn’t feel worn down by its ride. Swapping to 28s helped a lot (no surprise) and were on the Émonda for the bulk of my testing. I’d suggest reserving the lighter and more aerodynamic stock 25s for racing or PR attempts—assuming good roads—and use 28s as daily drivers.

The Émonda’s handling is excellent. Well, let me caveat that: Road racing geometry is pretty uniform, so whether I’m on a current race bike from Trek, Specialized, Cannondale, Cervélo, Canyon, Colnago, Wilier, Pinarello, BMC, Giant (etc., etc.), I find the broad strokes of their handling feel and performance quite similar. There wasn’t anything about the Émonda’s handling or cornering performance that set any new benchmarks for me, but there wasn’t anything to dislike either.

It was quick and accurate, diving into corners with a light touch. It offered great feedback, so I always knew where I was relative to its and my limits, and I could count on it to be consistent and predictable. It was maybe a touch less settled in bumpy corners than the Specialized Tarmac, but the Émonda never broke traction or skipped. Overall, for such a light bike, the Émonda is remarkably solid and drama free. I’d have no qualms barreling down a technical alpine descent on the Émonda.

I received this test bike in early March, giving me plenty of time to ride it back to back with its primary competition—a Specialized S-Works Tarmac , what I consider the benchmark for aero-ized lightweight bikes. The Tarmac is smoother over the bumps and has a silkier feel overall, but the new Émonda feels more efficient, like it can go faster more easily.

I’ve also ridden a good slice of the Émonda’s competition, including the Canyon Ultimate CF SLX , Colnago V3Rs, Cannondale SuperSix Evo , Cervélo R5, Wilier Zero SLR , Pinarello Dogma F12 . These are all superb bikes, but I feel the Émonda is the class leader. It feels sharper and more explosive than all of them. It feels faster, and that’s what matters most in a race bike. But I also like that the Émonda is pretty straightforward and rider-friendly.

For example, I swapped the stock one-piece bar/stem for a standard stem and round bar. One, I could run a standard bar and stem on this bike, which you can’t say about every modern race bike. And two, I didn’t have to pull any cables, wires, or hoses to make the swap: Again, something you can’t say about all race bikes. For the record, the shape of the one-piece Aeolus bar/stem is great, and the tops are the most comfortable to grab of all the aero-topped bars I've used. The only reason I swapped is my preferred length and width combination (110x40) wasn't available yet.

The BB is threaded, which makes it easier to service and replace than a press-fit (however, I was getting some noise out of the BB area, which I never resolved). The wheels employ standard offset, and it uses regular thru-axles. It’s compatible with pod-style power meters and mechanical shifting. Its signature seat mast is pretty much the only non-standard thing about this frame, and even then, it’s pretty user-friendly. There’s no cutting necessary, height adjustment is ample, the saddle clamp is easy to use, and it’s travel-case friendly.

I expect so much from a modern high-end pro-level road racing bike that it’s hard to exceed those expectations. It’s rare when a bike does: The Émonda SLR is one of those rare bikes.

Team Request

The new Émonda is partially a result of a request from the Trek-Segafredo race team. “They are one of our primary customers,” said Jordan Roessingh, Trek’s director of road product. “And they started to realize that it’s not just weight, it’s not just stiffness and responsiveness, there’s this other thing—aerodynamics and speed—that’s also really important to be competitive and be faster on the bike. They had been one of the loudest voices saying, ‘We need the lightest-weight, stiffest bike possible.’ And now they started coming back saying ‘We need those things, but we also need the bike to be faster in order for us to be really competitive.’ ”

It is (comparatively) easy to make a light frame, it is easy to make a stiff frame, it is easy to make an aerodynamic frame. Making a frame that’s two of those three things is more challenging: Making a bike more aerodynamic usually makes it heavier, making a bike lighter typically makes it less stiff, etc. Making a frame that is light AND stiff AND aerodynamic enough to satisfy the demands of a top-level professional race team is extremely difficult.

But not impossible. Many brands already make a light, stiff, and aero bike. The Specialized Tarmac is one, as are the Canyon Ultimate, the Cannondale SuperSix Evo, the Cervélo R5, the Wilier Zero SLR, the Pinarello F12, the Scott Addict, and the new Giant TCR . All of them seek to balance the three qualities—light, stiff, and aero—in the pursuit of the ideal race bike, and they all manage the balance differently. The common thread between these bikes: They’re all used by teams that compete against Trek-Segafredo.

Still Light, Now With Aero

The previous generation Émonda SLR Disc , launched in 2017, was an extremely light frame at 665 grams (claimed). But when a frame is already that light, it is much harder to make it even lighter. At least lighter enough to make a meaningful difference.

So, Trek took a different approach to making its climbing bike faster—instead of lighter, it made it more aerodynamic. The new Émonda frame is a touch heavier—yet still extremely light at 698 grams—but the bike has 183 grams less drag than the previous generation.

The important thing to note here is that, though the frame is more aerodynamic, the 183 gram drag reduction is not from the frame only. New wheels and a new aero bar (more info on both below) play a role. The specific setups Trek used to get that 183 gram number are: 2018 Émonda with 28mm-deep Bontrager XXX 2 wheels, and Bontrager XXX Bar/Stem Combo compared to the 2021 Émonda with 37mm deep Bontrager Aeolus RSL 37 Wheels and Bontrager Aeolus RSL Bar/Stem Combo.

Another drag saving upgrade: the housing, hoses and wires for the controls are almost fully inside the frame. They dive into the frame at the head tube passing through the upper headset bearing. The front brake hose runs into the fork steerer and down the left leg before popping out just above the brake caliper. The fork steerer’s flattened sides provide room for the rear brake hose and derailleur control lines to travel down and into the frame. Though it has flattened sides, the fork steerer is still compatible with standard 1 1/8” stems.

The overall drag reduction results in a bike that is 18 seconds per hour faster when climbing an 8.1 percent grade (the average grade of Alpe d’Huez ), and 60 seconds per hour faster on flat roads than the previous Émonda. Trek also claims the new Émonda is 13 seconds per hour faster than a Specialized Tarmac when climbing an 8.1 percent grade (all assuming the rider maintains a constant 350 watts).

Eight Point One Percent

With three qualities—aero, stiffness, weight—that work in opposition to each other, how do you decide how much to optimize one quality when you know it will negatively affect the other two? How aero is aero enough? At what point is improved aerodynamics offset by the weight added to get there?

The team behind the Émonda used a legendary climb to help them decide: Alpe d’Huez. “It represents an extreme example of what most people see on a regular basis when they’re doing a big climbing ride,” said Roessingh, “It’s around an 8 percent grade, and it’s about an hour-long climb for the pros—amateurs might go a little slower. It gives us a good understanding of what the benefit of a drag savings is relative to a weight savings.”

By optimizing the weight and aerodynamic balance around this climb, Roessingh claims the Émonda is faster on Alpe d’Huez and also faster on everything shallower than the famous climb, “which is the vast majority of the environments that most riders are going to ride in, including the team,” said Roessingh. “So if we can say it’s faster up Alpe d’Huez, it’s going to be significantly faster everywhere because the flatter it is, the more aerodynamics benefit you.”

Computer-Aided Optimization

Achieving the weight to the aerodynamic balance of the new Émonda required careful design of each tube shape. Aiding the Émonda’s team was supercomputing horsepower. The abridged and simplified version of the process goes like this: into the computer was fed a rough draft of the shape based on Trek’s aerodynamic experience and other information like UCI regulations. The program then varies the tube’s parameters within a predefined range and spit back several iterations of the shape, each with a different weight to aerodynamic balance. The Émonda’s team evaluated the alternatives and picked the one most suited to its location in the frame and best able to help the frame achieve its overarching goal.

Roessingh says that Trek cannot afford to buy the computing hardware necessary to run the CFD and FEA optimizations (in a timely manner) that helped shape the new Émonda’s tubes. The processing happens in the cloud where Trek rents time on Google, Microsoft, or Amazon’s supercomputers. It’s more affordable than buying a supercomputer. Even so, it is not cheap, “Cloud computing is becoming a relatively significant budget line item for us because we’re doing so many of these optimizations in CFD and FEA and all that processing happens in the cloud.”

The new Émonda’s fork legs, head tube, down tube, seat tube, and seat stays all use a variation of a truncated airfoil. The top tube and chainstays, which have virtually no effect on drag, are optimized almost entirely for stiffness to weight.

In Trek’s line, the new Émonda’s aerodynamic performance is equal to the third generation Domane ; the Madone is still significantly more aero. But while the more aerodynamic Madone is faster in flatter terrain, once the climb hits about 5.5 percent, the lighter Émonda becomes the faster bike. And for many of the Trek-Segafredo team riders—and many amateurs—that means the Émonda is fastest when it matters most: the hardest part of a race or ride, which is almost always on a steep climb.

OCLV 800 Carbon

Getting the new Émonda SLR to be as light as it is while adding aerodynamic shaping would not be possible without employing a new carbon-fiber composite, said Roessingh. The new OCLV 800 composite is 30 percent stronger than Trek’s previous top-of-the-line composite (OCLV 700). Because it is stronger, they can use less: By using OCLV 800, Trek’s team was able to make the Émonda SLR frame 60 grams lighter than if they used OCLV 700.

The Émonda SLR is very cool, but it’s also very expensive (bike prices start at $6,699). For the 99 percenters, there’s the Émonda SL (models start at $2,699).

The SL uses OCLV 500 composite, and the frame is quite a bit heavier than the SLR’s. The SL’s frame comes in at 1,142 grams, with a 380-gram fork (SLR fork weight: 365 grams).

But material (and weight) are the only difference between the SL and SLR.

Aeolus Bar Stem

While a ton of work made the Émonda’s frame tubes faster, a big chunk of the new bike’s drag savings comes from the one-piece Aeolus bar stem. It alone is responsible for 70 grams of the Émonda’s 183-gram drag reduction. This means that if a traditional stem and round bar are installed on the new Émonda, its drag advantage over the previous-generation bike drops to 113 grams. And it means that you can make any bike with a round bar and traditional stem significantly more aerodynamic by merely installing the Aeolus. Retail price is $650.

The integrated Aeolus is made of carbon-fiber composite, of course, with a claimed weight of 297 grams (42x120). It’s offered in 14 length and width combinations, from 44x120 to 38x80. Hoses, housing, and wires run externally for easier service and repairs, but in a groove that keeps them out of the wind. A bolt-on plate keeps the control lines tucked and organized where they turn off the bar tops to run in line with the stem.

The Aeolus employs a mount that works with Bontrager’s line of Blendr accessories for mounting computers and lights.

Aeolus 37 Wheels

Another new Bontrager product rolling out with the Émonda is the Aeolus 37 wheelset. It comes in two models: the Aeolus RSL 37 (1,325 grams/pair, $2,400) and the Aeolus Pro 37 (1,505 grams/pair, $1,300).

The RSL 37 is claimed to be lighter than Zipp’s 32mm-deep 202, yet more aerodynamic and more stable than Zipp’s 45mm-deep 303. Both wheels are disc brake only (only Center Lock interface), tubeless compatible, use DT-Swiss internals, have no rider weight limit, and come with a lifetime warranty.

Surprisingly Rider Friendly

Though the new Émonda is clean and integrated looking and uses high-performance standards, it is also remarkably rider-friendly. Cables, hoses, and housing run externally on the one-piece Aeolus bar/stem for easier repair and service (with one exception: wiring for a Shimano Di2 or Campagnolo EPS bar-end junction box runs partially inside the bar). If you prefer a more traditional cockpit, it can be run with a standard bar and stem with 1⅛-inch steerer clamp.

The bottom bracket uses the threaded T47 standard , which is compatible with almost all common crank-axle standards.

Front and rear thru-axles are standard 12x100 and 12x142mm, and the wheels employ a standard dish. The standard flat mounts for the brake calipers are compatible with 140, 160, or 180mm rotors.

Tire clearance is officially 28mm, but that’s with a ton of extra space. I fit 32mm tires in the Émonda with ease.

And though all models do use a seat mast, it’s a no-cut variety with lots of adjustment range.

H1.5 Geometry

Trek did offer its top-of-the-line race bikes in the aggressive H1 geometry for riders seeking an ultra-long and low geometry, or H2 which was an endurance fit. The new Émonda is offered only in H1.5, which splits the difference between H1 and H2. The result is pretty typical dimensions for a modern race bike—a 54cm Émonda H1’s geometry is remarkably similar to a 54cm Specialized Tarmac.

There are eight sizes starting at 47cm and topping out at 62cm.

There are 10 models of the new Émonda. SL models start at $2,699 and are priced up to $5,999. SLR models start at $6,699 and go up to $11,999.

Only SLR models come with the Aeolus integrated bar/stem stock; and only the Émonda SL 7 ($5,499) and up come with the Aeolus 37 wheelset.

The new Émonda is a disc brake-only platform.

Project One

The new Émonda is in Trek’s Project One paint and parts personalization program. If that’s not luxe enough for you, Trek’s Project One Ultimate program allows you to work with a designer to come up with a one-of-a-kind finish, and Trek will source any parts you want for your new bike.

Trek Émonda SLR 9 eTap

A gear editor for his entire career, Matt’s journey to becoming a leading cycling tech journalist started in 1995, and he’s been at it ever since; likely riding more cycling equipment than anyone on the planet along the way. Previous to his time with Bicycling , Matt worked in bike shops as a service manager, mechanic, and sales person. Based in Durango, Colorado, he enjoys riding and testing any and all kinds of bikes, so you’re just as likely to see him on a road bike dressed in Lycra at a Tuesday night worlds ride as you are to find him dressed in a full face helmet and pads riding a bike park on an enduro bike. He doesn’t race often, but he’s game for anything; having entered road races, criteriums, trials competitions, dual slalom, downhill races, enduros, stage races, short track, time trials, and gran fondos. Next up on his to-do list: a multi day bikepacking trip, and an e-bike race. 

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Trek has touted the Emonda as its climbing bike since introducing it in 2014. But the 2021 revision threw aerodynamics into the light-is-right alchemy, producing a road race bike that blurs category lines.

Editor’s note:  Trek issued a recall on this bike and is replacing the integrated stem and handlebar free of charge to the customer. Learn more in our full article .

The claimed aerodynamic gains over the prior model are huge. Trek states that the current Emonda is 60 seconds faster per hour at 350 watts of output on the flats. The claimed gain on an 8% grade is 18 seconds.

And the bike is still substantially lighter than Trek’s aero road race bike, the Madone. The current equivalent Madone has a claimed weight of over 1.3 pounds heavier than the Emonda SLR 9 eTap.

I used the Trek Emonda SLR 9 eTap as a long-term review bike, putting it on the roads for 18 months. The bike rolled across super smooth, new tarmac and neglected country blacktop. I tested other parts on the bike and took it on several trips to ride terrain different from my home in the Hill Country of Central Texas. It has been in my testing rotation longer than any bike.

In short: The Trek Emonda SLR 9 eTap is a pure race bike at the highest end. Although it may be called a climbing bike, the new aerodynamics vault it into a well-rounded road racing machine of the highest caliber. And it still satisfies the weight weenies.

How Aero Is the Emonda?

Aerodynamics on a bicycle frame is mainly dependent on tubing shapes. And often, going “full aero” means losing vertical compliance, which hinders comfort. Super aero tubing also often adds weight.

Trek had to walk fine lines to keep the weight and compliance advantages and maintain lateral and torsional stiffness. But engineers wanted substantial free speed offered by improved aerodynamics.

Modern bike designers use CFD (computational fluid dynamics) and CAD (computer-aided design) to help them in their quest for the ultimate alchemy of shapes to produce the intended results. And Trek claims they scrutinized every inch over hundreds of CFD and CAD models.

The result is truncated-airfoil profiles other than the seat tube, which is still round. Trek also went integrated, with a one-piece bar and stem that hides the cables from the wind.

The claimed reduction in drag is 182 g, with the claimed frame weight for an unpainted 56 cm size being 698 g.

Somewhat surprisingly, Trek kept the non-dropped seat stays. This greatly pleased my antiquated tastes in bicycle aesthetics.

Other Significant Frame Changes

Trek didn’t stop at the truncated airfoil. The brand incorporated several other significant changes.

Trek used to offer aggressive (H1) and more upright (H2) geometries but split the difference on the new Emonda SLR with the middle-of-the-road H1.5. This singular geometry follows the lead of the full aero Madone.

Surprisingly, Trek omitted women’s-specific Emonda frames. But it does offer a full spread of sizes, from 47 cm to 62 cm.

T47 Bottom Bracket

Gone is the BB90 press-fit bottom bracket. A T47 threaded bottom bracket takes its place, pleasing home mechanics everywhere. The BB90 was reportedly problematic, although I never experienced issues with any Trek BB90 bottom brackets.

Not only does this follow the current trend to a homologated bottom bracket standard, but T47 also allows oversized crank spindles where BB90 did not.

800 Series OCLV Carbon

Trek’s longstanding OCLV (Optimum Compaction Low Void) carbon on the Emonda SLR frame moved from 700 series to 800 series, purportedly to allow aero profiles without a concomitant increase in weight.

The Waterloo, Wisconsin-based brand claims the new carbon contains fibers that are 30% stronger, with the same amount of stiffness as before, and with no gain in mass. This means less material is required to maintain the same positive characteristics, which translates to aero shapes without adding weight.

Trek also developed over 50 new carbon layups (how the carbon fibers are aligned) to create the new 800 Series OCLV. Real-world testing of the final layup choices was done by the professional Trek-Segagredo team. And the brand builds these frames in Waterloo.

Trek Emonda SLR 9 Ride Experience

Testing high-end road bicycles these days is an act of trying to split hairs that have already been split. All these bikes are sublime. Any differences in performance are minuscule, and much of it is subjective. But here’s my best attempt after 18 months of solid use.

Damn, It’s Light

There is no getting around how light the bike is (our 56 cm tester weighs a verified 14 pounds, 5 ounces with tubed tires). That attribute alone brought me joy when accelerating or climbing. The Emonda SLR 9 eTap floated like a butterfly. No need for more explanation. Remember when race bikes were 21 pounds?

The H1.5 geometry fits me exceptionally well. I have had custom-built titanium road race frames, and if I ever ordered one again, I would replicate the Emonda SLR geometry.

I am 6 feet tall, but my inseam is only 32 inches, making my torso long. My lower back is accustomed to road racing positioning, but my hips and hamstrings are not exceptionally flexible. I found the reach and stack spot on, and the stock-integrated 100mm stem, without spacers, was also perfect.

The 42cm-wide bars of the Bontrager RSL felt correct, but I had to move the SRAM Red brake hoods a touch higher up the bar’s primary curve to feel comfortable. Moving the hoods up the bar created slack in the brake hoses that was hard to manage. The stiff hoses run straight from the underside of the bars through the head tube.

A tiny range of brake hose lengths will provide a clean run. So this is a concern to anyone that wants to change the dimensions of the front cockpit. But lines are not threaded through the bar, simplifying at least that part of the process.

Stiffness vs. Compliance

Climbing out of the saddle and sprinting revealed that the Trek Emonda SLR chassis is plenty stiff laterally and torsionally about the head tube. The bottom bracket felt equally rigid, and I never felt like the frame was squandering energy.

Riding a stiff, efficient bike typically means trading off some vertical compliance and comfort. And I felt the Emonda SLR chassis sat on the efficient side more than the comfortable side. But it wasn’t overly so, as it tends to be with super light bikes. Much of how the bike felt regarding compliance came down to wheels and tires.

The Emonda SLR 9 eTap came with tubeless-ready Bontrager Aeolus RSL 37 wheels, which felt like a great all-around road wheel. But the Bontrager R4 320 tires (with tubes) were 25c. I felt wider tires on hookless rims with lower air pressures would drastically improve the comfort. Trek states that the frame can accept 28c tires.

It was ridden with various wheels and tires over 18 months as a long-term review bike. Using hookless wheels, 28c tires, and lower pressures improved comfort drastically.

I felt like just swapping the tires to 28c on the RSL 37 stock wheels would be such a welcome change. But going to a wheel like a Zipp 404 Firecrest or Zipp 353 NSW with the ability to use lower pressures (for me, on those wheels, I ran under 72 psi) was an absolute game changer.

It gave me the best of both worlds. A light, super efficient bike that kept me comfortable over long hauls on rough chip seal blacktop.

As expected, the Trek Emonda SLR 9 eTap was a snappy, quick-turning bike. On twisty tarmac, it felt like it wanted to turn about the head tube axis, with the rest of the bike to follow — more of a “turn and flick” instead of the other way around. It was one of the quicker-steering road bikes I’ve tested over the last few years.

Yes, the bike required attention on the straights and in groups, but I never thought it was twitchy or nervous. It reacted to small inputs without delay, but that’s what I expect in a WorldTour race bike. The bike wasn’t a lazy café cruiser, and it shouldn’t be.

On wider radius turns on smooth pavement at high speeds, the Emonda was pure joy. I felt the chassis was reading my mind, putting the tire contact patches precisely where I desired, and fed me the tactile information I needed to predict how it would respond to any slight irregularities in the road.

How Fast Is the Trek Emonda SLR 9 eTap?

The bike came with a SRAM Red eTap AXS groupset with a power meter. And I’m familiar with the power output versus speed on my regular routes. I’m not a human strain gauge, but subjective feelings mated with the power output did convince me that for a “non-aero” bike on moderately aero wheels, the Emonda SLR 9 eTap was a rocket.

On calm days on smooth, flat pavement, the feeling of speed while churning a tall gear was palpable and brought a big grin to my face. Trek’s data points to an aero gain while climbing, but I felt the bike’s super light weight and stiffness contributed more to my feeling of speed on ascents.

With either the Bontrager RSL 37 wheels or the mentioned Zipp wheels, I didn’t feel any buffeting or other negatives of aero profiles except in extremely windy conditions. Only once did the buffeting cause an unstable feeling to the point where I tensed up.

I had exited the cover of trees on a speedy descent, and the sudden, super-gusty, 90-degree crosswind got me pretty good. I cannot say that about other “full aero” setups, which I’ve found somewhat puckering when large trucks pass me.

So, in the end, I felt like the aero gains of the new tube shapes delivered free speed without much downside.

Final Thoughts

One trend in cycling that I don’t necessarily like is the continued segmentation of products. The number of mountain bikes one could “need” is astounding. And coming from road racing in the ’80s, the “need” for a climbing bike and an “aero” bike seems superfluous. Now throw in gravel rigs, and you could have a garage full of bikes.

I can somewhat understand having multiple mountain bikes, as different terrains’ travel and handling requirements dictate wholly differing chassis. But road bikes? Most of us will never see the level of competition that demands different chassis and a slew of wheels. But plenty of serious recreational cyclists buy high-end road bikes, and it’s the category that splits choices into “aero” and “climbing.”

Although Trek labels the Emonda SLR 9 eTap as a “climbing” bike, with the aero gains, it makes a perfect all-around high-end road bike. It’s under the minimum legal weight for the WorldTour, satisfying the weight-obsessed.

It has enough aero shaping for legitimate free speed gains, yet it doesn’t ride like a brick (especially with wider tires and lower pressures). And it’s super efficient.

The MSRP of the Trek Emonda SLR 9 eTap is an astonishing $13,000 . It sits at the top of the Emonda SLR lineup. But the pricing is in line with other bikes of the same caliber. And for that money, to me, the bike should perform well in all areas. Which it absolutely did.

Trek does offer Emonda SL bikes with the same aero gains at a much lower price, using 500 Series OCLV carbon.

Trek Domane Gets Racier, Looks to Keep Reputation for Comfort

Trek cut up to 1.5 pounds of frame weight off the Domane, its all-around road bike that cyclists have long known for a comfy ride. Read more…

Seiji Ishii is an Editor at Large at the AllGear network and the Climbing, Cycling, Fitness, Travel, and Powersports editor at GearJunkie.

For 20+ years, he has been writing about cycling, climbing, outdoor endeavors, motorsports, and the gear and training for those pursuits. Ishii has trained elite and professional endurance, action, and powersports athletes for 30 years.

Before AllGear, Ishii was a freelance contributor to print and web publications related to his interests and professional experiences. He continues to pursue climbing and cycling objectives seriously.

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All-new Trek Emonda ALR takes lightweight frame tech to alloy models

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When Trek announced their Emonda carbon road bike line , they backed up their “world’s lightest” claims with an impressive frame and fork and an even more impressive 10.25lb (4.6kg) complete bike. Now, they’re adding an alloy Emonda ALR option that’s also lightweight yet far more affordable.

To earn the Emonda badge, the frame uses their top-level 300-series Alpha Aluminum that’s been hydroformed into size specific tubes, then welded together using a no-see technique that produces smooth joints that use less material to save weight.

The process is called Invisible Weld Technology, which they say produces stronger, stiffer welds despite using less material. Video, pics and more details below…

Trek told us the unpainted frame is 1050g (56), and a painted fork is 358g w/240mm steerer.

Like the ultralight Emonda carbon models, the ALR uses their H2 race geometry, E2 tapered headtube (standard 1-1/8″ to 1-1/2″) and wide Pressfit BB 86.5, meaning this bike is made to go fast. Other frame details include a braze-on front derailleur mount (no need to add a clamp if you’re getting the frameset) and external cable routing.

We’ve requested a more technical description of the welding process (update as we get it), but the frame is only part of the story. The complete bikes come equipped with built-in extras like the a Blendr stem with integrated light/computer mount, and it has Duotrap S compatibility (their ANT+/Bluetooth 4.0 speed/cadence sensor, sold separately for about $60).

You also get a complete group, so the Emonda ALR 6 with Ultregra gets a full Ultegra group from chain to brakes to cassette and everything else. There are no mis-matched parts or down spec’d bits to cut costs. A full carbon fiber tapered fork completes the package.

The Emonda ALR will initially come in two builds, the “6” with full Ultegra, Bontrager Race tubeless ready wheels with R2 tires, and a Bontrager cockpit with alloy short reach/drop bar and carbon seatpost for $2,249.99. Our local Trek Bike Store says complete bike weight is claimed at 17.25lb (7.82kg).

The Emonda ALR 5 drops down to a full Shimano 105 group with non-series Bontrager tubeless ready alloy wheels, R1 tires and a full alloy Bontrager cockpit for $1,759.99. Claimed weight is 18.77lb (8.51kg), colors will be the gloss black/hi-viz yellow and blue shown here, plus a racing red coming soon.

The frameset shares the same paint scheme as the “6” and comes with an FSA sealed cartridge bearing headset for $989.99. The frames have a lifetime warranty carrying a 275lb rider weight limit.

Just for fun, here’s the companion lifestyle video.

All three models shown here are available now and should hit stores soon. Our sources tell us there’ll also be an Emonda ALR 5 with Tiagra, an ALR 8 with Dura-Ace mechanical and ALR 9 with Dura-Ace Di2 coming soon. That last model suggests they’ll have an electronic-only frame, too, since these first models only have external cable routing. At the very top, in terms of light weight anyway, will be the ALR 10 with a full SRAM Red group.

TrekBikes.com

Tyler Benedict is the Founder of Bikerumor.com , where he’s been writing about the latest bikes, components, and cycling technology for almost two decades. Prior to that, Tyler launched and built multiple sports nutrition brands and consumer goods companies, mostly as an excuse to travel and ride in new places.

Based in North Carolina, Tyler also loves the Vanlife & family adventure travel and is always on the lookout for the next shiny new part and off-grid adventure.

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looks like a rebadged Allez

The invisible welding looks a lot like what pretty much every other company calls smooth welding. And has been using for years. You weld the tube normally then go back over it without filler material and “reweld” it. The process smooths out the weld and helps it wet out. REVOLUTIONARY TREK!!!

Interesting that they are using hydroformed tubes but didn’t choose the aero tube shapes of the Madone design.

@Robert W – my sources say the Madone is on the way out. & if the story is about weight vs. areo it would make sense to mimick the emonda shapes. Also, the 2 series aluminum frames are already Madone-esqe.

I always find it funny that companies state how they’ve extensively optimized tube shapes for their flagship carbon fiber bikes, but then seemingly can successfully apply those shapes to materials with very different properties. There is a little marketing lie in their somewhere.

Anyway. Glad to see these Al bikes. CF has been getting too pricey fort me.

I like how they quote an unpainted frame weight, then only offer it in a painted variety. But lets also make sure we pair that unpainted weight with a painted fork weight.

Looks legit. Seeing they are coming out of the Giant factory why not put on the overdrive 2 fork and stem and really take it next level?

Aluminum, how quaint.

Why not sell them unpainted if they weight them unpainted? JBikes if I read you right what your saying is the shapes have far mo9re to do with design than engineering.all thes tube shapes are probaly coming from kitchen appliance design firm and they bs riders who rarely go over 20mph that aero is worth buying a new bike for

That Bontrager cycling kit is pretty damn nice. “Understated” as the hipsters like to say.

How about US made aluminum, with giant tubes, some internal routing, and some really funky paint jobs. Oh wait…

Hasn”t specialized already been doing this for like 3 years now? And better welded joints? Revolutionary-nothing is more like it, just another slightly modified copy frame.

Roy – no I was just commenting on the fact it’s stated how non aero tube shapes are optimized for carbon fiber for whatever properties (stiffness, weight, ride) but then a vastly different material can achieve the same with the same tube shapes? I’m sure they vary material thickness and such, but given the vast difference in CF and Al, I’d think tube shapes would vary more between the two materials, unless the CF and Al frames ride completely different.

Jesus, tough crowd. Lightweight aluminum, full component groups and small price tags… Sounds good to me.

Full Ultegra! Well… except the wheels. Of which, the Bontrager Race spec is a few notches below Ultegra…

y’all are haters. you can pick on the marketing and on random bits and pieces but in the end this is the bike you’re going to start seeing at all the local crits and races. So they have weird marketing, worry about the bike and what it can do for you.

Aluminum is the new carbon.

Yeah a bunch of haters here, Go buy a Specialized because they are not owned by the big man, Oh wait, Specialized is own by a conglomerate, and Trek is family owned. Seems like most people don’t understand the definition of “the man” Don’t hate on them just because you don’t like it that more people ride Trek than any other brand in the US.

@Durianrider, you’re killing me! Lol

When you think about it, it’s a bike people actually look for: Workhorse, and the no-nonsense but clean aesthetic.

Considering the Propel SLR might not come stateside, as well as the update TCR SLR before it, it’s nice to have another potential alloy option on the market that isn’t an Allez or CAAD.

I really like where Trek is going with their new paint schemes. Very minimal branding and no stupid racing stripes and decals. Keep it premium!

Jbikes: I understand why you’re asking about why two frames with different materials have the same tube shapes, but in fact they probably should have the same shapes.

In the bike industry (and many others), it’s common practice to design using isotropic material properties (e.g., with aluminum) for a first pass. The resulting stiffness (quantified through FEA) ensures you’re getting the most sectional modulus you can out of a given tube shape. Only then do you go back and design a laminate schedule with anisotropic materials (e.g., carbon fiber).

This allows the designer to clearly separate the modulus (stiffness) due to tube shape and the modulus due to the laminate schedule. That way, each can be optimized as a discrete step.

Except for a few corner cases, optimal frame tube shape is material-independent. Surprising but true!

Looks like a great bike at a good price. I love nice aluminum race bikes. But why no H1 geometry option? It irks me that companies (not just Trek) spec the really race oriented stuff at the high-end of the price scale. I know a short head tube doesn’t work for everyone but why not give us the option? What does the size of your wallet have to do with your flexibility?

I’m wondering if some of the frames are anodized, so unpainted weight would be pretty relevant.

JasonK – thanks! Great info. Never really thought of it that way but it makes sense.

I like the emonda and the CrossRip frame for my commuter. I would seriously consider if I was in the market and carbon was not an option.

Man that’s a light frame. Nice to see they are using full groupset specs.

I wonder if the welding is a form of aluminium brazing using a lower melting temperature brazing rod. I think this is what Shimano do with the external reinforcing tabs on the aluminium rims. This is supposed to be lower strength than welding but coming up with some newer technology is not beyond Trek’s resources. Or maybe they have come up with a way to modify the pulse action of a TIG welder with a certain filler wire application. Either way, the old double pass method for aluminium is old hat now.

Most companies claim unpainted frame weights. Use this general guide: If a company says “…painted frame weight is…” then it’s including paint. If they don’t specifically say painted then you can guarantee it’s an unpainted frame weight.

The only reason I wouldn’t buy one of these is the head tube is too tall…

I applaud Trek for coming out with a ‘light’ and ‘inexpensive’ aluminum frameset but I’m still not sold on the H2 geometry.

Sincerely, Worlds longest head tube.

I like the option of a high end aluminum frame as well….but this one misses the mark for me because trek refuses to make any bike with its “racer” H1 geometry that doesn’t cost at least 4,500 for a frameset. If they only would make H1 options of their emonda sl frame or this new all I’d buy one in a second. Trek already makes a million bike models….why not better fit options? Ever since they did away with the 6 series madone the options for the budget conscious racer have gone to zero. Bleh. And more seatmast length options trek!

Nearly the same weight as a Cannondale frame that was first manufactured out of the same material about 6 years ago

I think this will make a GREAT race frame.

Certainly beats trying to replace a carbon frame someone broke for you in that ‘last corner of the criterium’ crash.

If I see one more I’m-so-flexible-I-can-stick-my-head-up-my-ass comment about the lack of H1 geometry, I might give up trolling comments on bike rumor all together. Seriously, 5 years at a Trek dealer and we sold maybe 3 H1 bikes (all as special order). We ordered dozens more project 1 bikes in the ‘normal’ H2. Working now at a Cervelo dealer I have very few people balk at the head tube height, and MOST are running a positive angle on the stem anyways. At 6’3″ I run 14cm of bar drop. I have had zero issue getting a proper fit on stock bikes, including Trek. Currently on the newly updated (i.e. market norm) stack of the 2015 Cervelo S5 I still have 15mm of spacers under my stem. If H2 geo just doesn’t do it for you, grab a Cannonade with a low profile headset cap and go ride. They are making a bike for the largest market, obviously the budget racers this bike is designed for are too busy riding their bikes to complain on Bike Rumor…..

Looks like a great bike for the money and your avg rider. Nothing wrong with that. Kudos too for specing a complete group build, awesome!

Waiting for my ALR 5 to arrive!! Last bike I bought was in 1986, a Myata One Ten. Hopefully this one will last another 29 years.

uhhh… the allez actually looks good

http://www.specialized.com/us/en/bikes/road/allez/allez-comp-race

the only thing actually missing from these frames are some colorway options like the tarmacs

i had a domane and the headtube was too tall.

i might get one of these. its pretty affordable all things considered.

There doesn’t seem too much, if anything at all, to complain about here. The Emonda ALR frame MSRP is right in line with a CAAD10 frame MSRP ($10 cheaper actually). It looks good, and it’s certainly not a heavyweight bike. If it rides as good as it looks, it will be a great deal.

@MikeC – Are you kidding? I haven’t seen anyone refer to a full groupset as including the wheel since like 1999. Some people are just desperate to find something to bitch about. The Bontrager Race wheels are great. They only weigh 200g more than the Ultegras, and unlike every Shimano wheel, they are specced completely with off-the-shelf parts that are easily purchasable in any bike shop.

@Adam – Yes, because Cannondale were the first company with an aluminum racing bike. You forget the Trek, via Klein, were making awesome lightweight aluminum race bikes when Cannondale was still welding together soda cans.

@H1 Lovers – You’re all on crack. A quarter of the Trek pros don’t even ride the H1, and I promise you that you are not that fast. I can also tick off a list of local heroes, Cat 1 and PRO dudes, who get by just fine on the H2, usually preferring it to the H1.

@Psi – And the Trek is clearly much better specced than the Cannondale, with an Ultegra crank and Bontrager Race wheels, not to mention a cockpit that won’t require immediate replacement.

Wait to you see the next gen cannondale frame before you jump on this..

I am happy this exists. Buyers beware if you crash this thing it’s probably going to dent up like tinfoil.

@badbikemechanic – What makes you say that? There is a generation of high end aluminum out there that holds up just fine to the rigors of daily life. I personally have an aluminum Allez that I regularly leave locked up outside of bars, the grocery store, as well as race, and it hasn’t even scratched the anodized finish yet.

As always, opinions abound….and everyone is “right.” The H1 vs. H2 debate is clearly a hotter topic than I thought. What it boils down to though is “choice.”

Trek offers the option, meaning there are people that prefer it. I rode a 60 cm H1 Madone 6 series last year, and absolutely loved it. Sadly it was a team bike and I had to give it back at the end of the year. In looking for a replacement I want a bike with similar geometry, but don’t want to spend 4,500 to have the OPTION to get the geometry I like. The head tube on the H1 is 18 cm…compared with 21 cm on the H2. That is a LARGE difference. I don’t think anyone is right or wrong to ride whatever geometry they like. All I’m saying is that for me…the H1 geometry is perfect, and I don’t need to run a -17 stem to get my preferred position of the bike. Being a pro, being fast or slow, is irrelevant. I would just like to see the option available at a reasonable price point.

These bikes are epic. And yes, they blow the competition out of the water.

About time Trek offers something for the Joe-Racers out there. Yes, carbon is super nice but you guess what: so is aluminum. I have a locally-made Aluminum bike and it rides *amazing*. So did my old Caad7 and I bet Specialized’s aluminum bike is also fantastic. We need more people in the sport, and to do that we need a much lower entry-level bar. if for $2,200 you get a nice Al Trek with good geometry, good wheels (i own the bontis tlr and they’re indestructible and readily serviceable), good parts and cockpit that are either race-ready or hammer-ready, then god bless Trek. For the record i own a cannondale six and it’s a phenomenal bike. but my aluminum rig is my favorite. way to go, Trek – kudos indeed.

Arguing that “some pros ride H2, therefore nobody needs H1” is well, just a poor excuse for an argument. An H1 aluminum Emonda would be a hit, and I would purchase one as soon as it were available. I’ve owned and ridden both H1/H2 models, and greatly prefer the H1. As an aside, direct mount breaks on this beast would be the icing on the cake. Think about it Trek.

This bike compared with the new caad 12 is nothing …

I’ve got a current model year Allez smartweld frame built up with full 105 and tubeless Shimano wheels. I certainly didn’t do it for $1760 retail, but then some parts on my bike (bars, saddle, tires) are from a very much higher trim level. I’ve also got all the accessories (cages, tools, &c) in my price, and I was unable to use the economy of scale a manufacturer can.

ANYWAY. The ride quality of my Allez is nothing short of amazing considering. It is *as smooth* as my steel 3-speed with 38mm tires over brick roads. I have no problems riding the Allez a hundred miles, though I run out of water. The Allez smartweld is making me completely re-think aluminum as a frame material, especially for amateur racer types.

These Treks seem to DIRECTLY compete with the Allez smartweld introduced last year, which is great, since it engenders competitive designs. When you get an Allez Comp (with 105), you pay less, but you miss out on the excellent 5800 brakes and crankset, and get bog standard training wheels. Moving up to an Allez Expert (with Ultegra), gets you a full groupset with carbon SL-K crank and ‘Fulcrum’ wheels at a competitive price.

I’d love to ride these Treks back to back with my Allez.

I am happy to see Trek jump into the “high end” aluminum market. I have owned & loved several iterations of CAAD’s. I have also read good things about Specialized redesigned Allez frames. I am now hearing of a redesigned CAAD12(?) to be released later this Summer…(anyone else hearing any details?) I would have liked to have seen a disc version from Trek… (Spec as well.) I believe that road disc offerings from every manufacturer will increase exponentially once the pro’s are riding them. I wanted my next road bike purchase to have discs so that I can look for second set of wheels that will be future proof…(thru-axles coming next?) I had my eye this year’s CAAD10 Rival disc, hoping the boys at Cannondale offer an Ultegra disc spec on the CAAD12 later this year. 🙂

Just ordered my alr 6 today! I work at a trek dealer, and I have to say H2 is usually great for 99% of our customers, and they usually have the stem flipped up. For the 1% of people that actually want that huge bar drop, you can always size down and make it look super pro with a longer stem! Nothing wrong with that!

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how to present findings in a research paper

• Chapter Seven: Presenting Your Results

This chapter serves as the culmination of the previous chapters, in that it focuses on how to present the results of one's study, regardless of the choice made among the three methods. Writing in academics has a form and style that you will want to apply not only to report your own research, but also to enhance your skills at reading original research published in academic journals. Beyond the basic academic style of report writing, there are specific, often unwritten assumptions about how quantitative, qualitative, and critical/rhetorical studies should be organized and the information they should contain. This chapter discusses how to present your results in writing, how to write accessibly, how to visualize data, and how to present your results in person.  

• Chapter One: Introduction
• Chapter Two: Understanding the distinctions among research methods
• Chapter Three: Ethical research, writing, and creative work
• Chapter Four: Quantitative Methods (Part 1)
• Chapter Four: Quantitative Methods (Part 2 - Doing Your Study)
• Chapter Four: Quantitative Methods (Part 3 - Making Sense of Your Study)
• Chapter Five: Qualitative Methods (Part 1)
• Chapter Five: Qualitative Data (Part 2)
• Chapter Six: Critical / Rhetorical Methods (Part 1)
• Chapter Six: Critical / Rhetorical Methods (Part 2)

Written Presentation of Results

Once you've gone through the process of doing communication research – using a quantitative, qualitative, or critical/rhetorical methodological approach – the final step is to  communicate  it.

The major style manuals (the APA Manual, the MLA Handbook, and Turabian) are very helpful in documenting the structure of writing a study, and are highly recommended for consultation. But, no matter what style manual you may use, there are some common elements to the structure of an academic communication research paper.

Title Page :

This is simple: Your Paper's Title, Your Name, Your Institutional Affiliation (e.g., University), and the Date, each on separate lines, centered on the page. Try to make your title both descriptive (i.e., it gives the reader an idea what the study is about) and interesting (i.e., it is catchy enough to get one's attention).

For example, the title, "The uncritical idealization of a compensated psychopath character in a popular book series," would not be an inaccurate title for a published study, but it is rather vague and exceedingly boring. That study's author fortunately chose the title, "A boyfriend to die for: Edward Cullen as compensated psychopath in Stephanie Meyer's  Twilight ," which is more precisely descriptive, and much more interesting (Merskin, 2011). The use of the colon in academic titles can help authors accomplish both objectives: a catchy but relevant phrase, followed by a more clear explanation of the article's topic.

In some instances, you might be asked to write an abstract, which is a summary of your paper that can range in length from 75 to 250 words. If it is a published paper, it is useful to include key search terms in this brief description of the paper (the title may already have a few of these terms as well). Although this may be the last thing your write, make it one of the best things you write, because this may be the first thing your audience reads about the paper (and may be the only thing read if it is written badly). Summarize the problem/research question, your methodological approach, your results and conclusions, and the significance of the paper in the abstract.

Quantitative and qualitative studies will most typically use the rest of the section titles noted below. Critical/rhetorical studies will include many of the same steps, but will often have different headings. For example, a critical/rhetorical paper will have an introduction, definition of terms, and literature review, followed by an analysis (often divided into sections by areas of investigation) and ending with a conclusion/implications section. Because critical/rhetorical research is much more descriptive, the subheadings in such a paper are often times not generic subheads like "literature review," but instead descriptive subheadings that apply to the topic at hand, as seen in the schematic below. Because many journals expect the article to follow typical research paper headings of introduction, literature review, methods, results, and discussion, we discuss these sections briefly next.

Introduction:

As you read social scientific journals (see chapter 1 for examples), you will find that they tend to get into the research question quickly and succinctly. Journal articles from the humanities tradition tend to be more descriptive in the introduction. But, in either case, it is good to begin with some kind of brief anecdote that gets the reader engaged in your work and lets the reader understand why this is an interesting topic. From that point, state your research question, define the problem (see Chapter One) with an overview of what we do and don't know, and finally state what you will do, or what you want to find out. The introduction thus builds the case for your topic, and is the beginning of building your argument, as we noted in chapter 1.

By the end of the Introduction, the reader should know what your topic is, why it is a significant communication topic, and why it is necessary that you investigate it (e.g., it could be there is gap in literature, you will conduct valuable exploratory research, or you will provide a new model for solving some professional or social problem).

Literature Review:

The literature review summarizes and organizes the relevant books, articles, and other research in this area. It sets up both quantitative and qualitative studies, showing the need for the study. For critical/rhetorical research, the literature review often incorporates the description of the historical context and heuristic vocabulary, with key terms defined in this section of the paper. For more detail on writing a literature review, see Appendix 1.

The methods of your paper are the processes that govern your research, where the researcher explains what s/he did to solve the problem. As you have seen throughout this book, in communication studies, there are a number of different types of research methods. For example, in quantitative research, one might conduct surveys, experiments, or content analysis. In qualitative research, one might instead use interviews and observations. Critical/rhetorical studies methods are more about the interpretation of texts or the study of popular culture as communication. In creative communication research, the method may be an interpretive performance studies or filmmaking. Other methods used sometimes alone, or in combination with other methods, include legal research, historical research, and political economy research.

In quantitative and qualitative research papers, the methods will be most likely described according to the APA manual standards. At the very least, the methods will include a description of participants, data collection, and data analysis, with specific details on each of these elements. For example, in an experiment, the researcher will describe the number of participants, the materials used, the design of the experiment, the procedure of the experiment, and what statistics will be used to address the hypotheses/research questions.

Critical/rhetorical researchers rarely have a specific section called "methods," as opposed to quantitative and qualitative researchers, but rather demonstrate the method they use for analysis throughout the writing of their piece.

Helping your reader understand the methods you used for your study is important not only for your own study's credibility, but also for possible replication of your study by other researchers. A good guideline to keep in mind is  transparency . You want to be as clear as possible in describing the decisions you made in designing your study, gathering and analyzing your data so that the reader can retrace your steps and understand how you came to the conclusions you formed. A research study can be very good, but if it is not clearly described so that others can see how the results were determined or obtained, then the quality of the study and its potential contributions are lost.

After you completed your study, your findings will be listed in the results section. Particularly in a quantitative study, the results section is for revisiting your hypotheses and reporting whether or not your results supported them, and the statistical significance of the results. Whether your study supported or contradicted your hypotheses, it's always helpful to fully report what your results were. The researcher usually organizes the results of his/her results section by research question or hypothesis, stating the results for each one, using statistics to show how the research question or hypothesis was answered in the study.

The qualitative results section also may be organized by research question, but usually is organized by themes which emerged from the data collected. The researcher provides rich details from her/his observations and interviews, with detailed quotations provided to illustrate the themes identified. Sometimes the results section is combined with the discussion section.

Critical/rhetorical researchers would include their analysis often with different subheadings in what would be considered a "results" section, yet not labeled specifically this way.

Discussion:

In the discussion section, the researcher gives an appraisal of the results. Here is where the researcher considers the results, particularly in light of the literature review, and explains what the findings mean. If the results confirmed or corresponded with the findings of other literature, then that should be stated. If the results didn't support the findings of previous studies, then the researcher should develop an explanation of why the study turned out this way. Sometimes, this section is called a "conclusion" by researchers.

References:

In this section, all of the literature cited in the text should have full references in alphabetical order. Appendices: Appendix material includes items like questionnaires used in the study, photographs, documents, etc. An alphabetical letter is assigned for each piece (e.g. Appendix A, Appendix B), with a second line of title describing what the appendix contains (e.g. Participant Informed Consent, or  New York Times  Speech Coverage). They should be organized consistently with the order in which they are referenced in the text of the paper. The page numbers for appendices are consecutive with the paper and reference list.

Tables/Figures:

Tables and figures are referenced in the text, but included at the end of the study and numbered consecutively. (Check with your professor; some like to have tables and figures inserted within the paper's main text.) Tables generally are data in a table format, whereas figures are diagrams (such as a pie chart) and drawings (such as a flow chart).

Accessible Writing

As you may have noticed, academic writing does have a language (e.g., words like heuristic vocabulary and hypotheses) and style (e.g., literature reviews) all its own. It is important to engage in that language and style, and understand how to use it to  communicate effectively in an academic context . Yet, it is also important to remember that your analyses and findings should also be written to be accessible. Writers should avoid excessive jargon, or—even worse—deploying jargon to mask an incomplete understanding of a topic.

The scourge of excessive jargon in academic writing was the target of a famous hoax in 1996. A New York University physics professor submitted an article, " Transgressing the Boundaries: Toward a Transformative Hermeneutics of Quantum Gravity ," to a special issue of the academic journal  Social Text  devoted to science and postmodernism. The article was designed to point out how dense academic jargon can sometimes mask sloppy thinking. As the professor, Alan Sokal, had expected, the article was published. One sample sentence from the article reads:

It has thus become increasingly apparent that physical "reality", no less than social "reality", is at bottom a social and linguistic construct; that scientific "knowledge", far from being objective, reflects and encodes the dominant ideologies and power relations of the culture that produced it; that the truth claims of science are inherently theory-laden and self-referential; and consequently, that the discourse of the scientific community, for all its undeniable value, cannot assert a privileged epistemological status with respect to counter-hegemonic narratives emanating from dissident or marginalized communities. (Sokal, 1996. pp. 217-218)

According to the journal's editor, about six reviewers had read the article but didn't suspect that it was phony. A public debate ensued after Sokal revealed his hoax. Sokal said he worried that jargon and intellectual fads cause academics to lose contact with the real world and "undermine the prospect for progressive social critique" ( Scott, 1996 ). The APA Manual recommends to avoid using technical vocabulary where it is not needed or relevant or if the technical language is overused, thus becoming jargon. In short, the APA argues that "scientific jargon...grates on the reader, encumbers the communication of information, and wastes space" (American Psychological Association, 2010, p. 68).

Data Visualization

Images and words have long existed on the printed page of manuscripts, yet, until recently, relatively few researchers possessed the resources to effectively combine images combined with words (Tufte, 1990, 1983). Communication scholars are only now becoming aware of this dimension in research as computer technologies have made it possible for many people to produce and publish multimedia presentations.

Although visuals may seem to be anathema to the primacy of the written word in research, they are a legitimate way, and at times the best way, to present ideas. Visual scholar Lester Faigley et al. (2004) explains how data visualizations have become part of our daily lives:

Visualizations can shed light on research as well. London-based David McCandless specializes in visualizing interesting research questions, or in his words "the questions I wanted answering" (2009, p. 7). His images include a graph of the  peak times of the year for breakups  (based on Facebook status updates), a  radiation dosage chart , and some  experiments with the Google Ngram Viewer , which charts the appearance of keywords in millions of books over hundreds of years.

The  public domain image  below creatively maps U.S. Census data of the outflow of people from California to other states between 1995 and 2000.

Visualizing one's research is possible in multiple ways. A simple technology, for example, is to enter data into a spreadsheet such as Excel, and select  Charts  or  SmartArt  to generate graphics. A number of free web tools can also transform raw data into useful charts and graphs.  Many Eyes , an open source data visualization tool (sponsored by IBM Research), says its goal "is to 'democratize' visualization and to enable a new social kind of data analysis" (IBM, 2011). Another tool,  Soundslides , enables users to import images and audio to create a photographic slideshow, while the program handles all of the background code. Other tools, often open source and free, can help visual academic research into interactive maps; interactive, image-based timelines; interactive charts; and simple 2-D and 3-D animations. Adobe Creative Suite (which includes popular software like Photoshop) is available on most computers at universities, but open source alternatives exist as well.  Gimp  is comparable to Photoshop, and it is free and relatively easy to use.

One online performance studies journal,  Liminalities , is an excellent example of how "research" can be more than just printed words. In each issue, traditional academic essays and book reviews are often supported photographs, while other parts of an issue can include video, audio, and multimedia contributions. The journal, founded in 2005, treats performance itself as a methodology, and accepts contribution in html, mp3, Quicktime, and Flash formats.

For communication researchers, there is also a vast array of visual digital archives available online. Many of these archives are located at colleges and universities around the world, where digital librarians are spearheading a massive effort to make information—print, audio, visual, and graphic—available to the public as part of a global information commons. For example, the University of Iowa has a considerable digital archive including historical photos documenting American railroads and a database of images related to geoscience. The University of Northern Iowa has a growing Special Collections Unit that includes digital images of every UNI Yearbook between 1905 and 1923 and audio files of UNI jazz band performances. Researchers at he University of Michigan developed  OAIster , a rich database that has joined thousands of digital archives in one searchable interface. Indeed, virtually every academic library is now digitizing all types of media, not just texts, and making them available for public viewing and, when possible, for use in presenting research. In addition to academic collections, the  Library of Congress  and the  National Archives  offer an ever-expanding range of downloadable media; commercial, user-generated databases such as Flickr, Buzznet, YouTube and Google Video offer a rich resource of images that are often free of copyright constraints (see Chapter 3 about Creative Commons licenses) and nonprofit endeavors, such as the  Internet Archive , contain a formidable collection of moving images, still photographs, audio files (including concert recordings), and open source software.

Presenting your Work in Person

As Communication students, it's expected that you are not only able to communicate your research project in written form but also in person.

Before you do any oral presentation, it's good to have a brief "pitch" ready for anyone who asks you about your research. The pitch is routine in Hollywood: a screenwriter has just a few minutes to present an idea to a producer. Although your pitch will be more sophisticated than, say, " Snakes on a Plane " (which unfortunately was made into a movie), you should in just a few lines be able to explain the gist of your research to anyone who asks. Developing this concise description, you will have some practice in distilling what might be a complicated topic into one others can quickly grasp.

Oral presentation

In most oral presentations of research, whether at the end of a semester, or at a research symposium or conference, you will likely have just 10 to 20 minutes. This is probably not enough time to read the entire paper aloud, which is not what you should do anyway if you want people to really listen (although, unfortunately some make this mistake). Instead, the point of the presentation should be to present your research in an interesting manner so the listeners will want to read the whole thing. In the presentation, spend the least amount of time on the literature review (a very brief summary will suffice) and the most on your own original contribution. In fact, you may tell your audience that you are only presenting on one portion of the paper, and that you would be happy to talk more about your research and findings in the question and answer session that typically follows. Consider your presentation the beginning of a dialogue between you and the audience. Your tone shouldn't be "I have found everything important there is to find, and I will cram as much as I can into this presentation," but instead "I found some things you will find interesting, but I realize there is more to find."

Turabian (2007) has a helpful chapter on presenting research. Most important, she emphasizes, is to remember that your audience members are listeners, not readers. Thus, recall the lessons on speech making in your college oral communication class. Give an introduction, tell them what the problem is, and map out what you will present to them. Organize your findings into a few points, and don't get bogged down in minutiae. (The minutiae are for readers to find if they wish, not for listeners to struggle through.) PowerPoint slides are acceptable, but don't read them. Instead, create an outline of a few main points, and practice your presentation.

Turabian  suggests an introduction of not more than three minutes, which should include these elements:

• The research topic you will address (not more than a minute).
• Your research question (30 seconds or less)
• An answer to "so what?" – explaining the relevance of your research (30 seconds)
• Your claim, or argument (30 seconds or less)
• The map of your presentation structure (30 seconds or less)

As Turabian (2007) suggests, "Rehearse your introduction, not only to get it right, but to be able to look your audience in the eye as you give it. You can look down at notes later" (p. 125).

Poster presentation

In some symposiums and conferences, you may be asked to present at a "poster" session. Instead of presenting on a panel of 4-5 people to an audience, a poster presenter is with others in a large hall or room, and talks one-on-one with visitors who look at the visual poster display of the research. As in an oral presentation, a poster highlights just the main point of the paper. Then, if visitors have questions, the author can informally discuss her/his findings.

To attract attention, poster presentations need to be nicely designed, or in the words of an advertising professor who schedules poster sessions at conferences, "be big, bold, and brief" ( Broyles , 2011). Large type (at least 18 pt.), graphics, tables, and photos are recommended.

A poster presentation session at a conference, by David Eppstein (Own work) [CC-BY-SA-3.0 ( www.creativecommons.org/licenses/by-sa/3.0 )], via Wikimedia Commons]

The Association for Education in Journalism and Mass Communication (AEJMC) has a  template for making an effective poster presentation . Many universities, copy shops, and Internet services also have large-scale printers, to print full-color research poster designs that can be rolled up and transported in a tube.

Judging Others' Research

After taking this course, you should have a basic knowledge of research methods. There will still be some things that may mystify you as a reader of other's research. For example, you may not be able to interpret the coefficients for statistical significance, or make sense of a complex structural equation. Some specialized vocabulary may still be difficult.

But, you should understand how to critically review research. For example, imagine you have been asked to do a blind (i.e., the author's identity is concealed) "peer review" of communication research for acceptance to a conference, or publication in an academic journal. For most  conferences  and  journals , submissions are made online, where editors can manage the flow and assign reviews to papers. The evaluations reviewers make are based on the same things that we have covered in this book. For example, the conference for the AEJMC ask reviewers to consider (on a five-point scale, from Excellent to Poor) a number of familiar research dimensions, including the paper's clarity of purpose, literature review, clarity of research method, appropriateness of research method, evidence presented clearly, evidence supportive of conclusions, general writing and organization, and the significance of the contribution to the field.

Beyond academia, it is likely you will more frequently apply the lessons of research methods as a critical consumer of news, politics, and everyday life. Just because some expert cites a number or presents a conclusion doesn't mean it's automatically true. John Allen Paulos, in his book  A Mathematician reads the newspaper , suggests some basic questions we can ask. "If statistics were presented, how were they obtained? How confident can we be of them? Were they derived from a random sample or from a collection of anecdotes? Does the correlation suggest a causal relationship, or is it merely a coincidence?" (1997, p. 201).

Through the study of research methods, we have begun to build a critical vocabulary and understanding to ask good questions when others present "knowledge." For example, if Candidate X won a straw poll in Iowa, does that mean she'll get her party's nomination? If Candidate Y wins an open primary in New Hampshire, does that mean he'll be the next president? If Candidate Z sheds a tear, does it matter what the context is, or whether that candidate is a man or a woman? What we learn in research methods about validity, reliability, sampling, variables, research participants, epistemology, grounded theory, and rhetoric, we can consider whether the "knowledge" that is presented in the news is a verifiable fact, a sound argument, or just conjecture.

American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Broyles, S. (2011). "About poster sessions." AEJMC.  http://www.aejmc.org/home/2013/01/about-poster-sessions/ .

Faigley, L., George, D., Palchik, A., Selfe, C. (2004).  Picturing texts . New York: W.W. Norton & Company.

IBM (2011). Overview of Many Eyes.  http://www.research.ibm.com/social/projects_manyeyes.shtml .

McCandless, D. (2009).  The visual miscellaneum . New York: Collins Design.

Merskin, D. (2011). A boyfriend to die for: Edward Cullen as compensated psychopath in Stephanie Meyer's  Twilight. Journal of Communication Inquiry  35: 157-178. doi:10.1177/0196859911402992

Paulos, J. A. (1997).  A mathematician reads the newspaper . New York: Anchor.

Scott, J. (1996, May 18). Postmodern gravity deconstructed, slyly.  New York Times , http://www.nytimes.com/books/98/11/15/specials/sokal-text.html .

Sokal, A. (1996). Transgressing the boundaries: towards a transformative hermeneutics of quantum gravity.  Social Text  46/47, 217-252.

Tufte, E. R. (1990).  Envisioning information . Cheshire, CT: Graphics Press.

Tufte, E. R. (1983).  The visual display of quantitative information . Cheshire, CT: Graphics Press.

Turabian, Kate L. (2007).  A manual for writers of research papers, theses, and dissertations: Chicago style guide for students and researchers  (7th ed.). Chicago: University of Chicago Press.

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Home » Research Results Section – Writing Guide and Examples

Research Results Section – Writing Guide and Examples

Table of Contents

Research Results

Research results refer to the findings and conclusions derived from a systematic investigation or study conducted to answer a specific question or hypothesis. These results are typically presented in a written report or paper and can include various forms of data such as numerical data, qualitative data, statistics, charts, graphs, and visual aids.

Results Section in Research

The results section of the research paper presents the findings of the study. It is the part of the paper where the researcher reports the data collected during the study and analyzes it to draw conclusions.

In the results section, the researcher should describe the data that was collected, the statistical analysis performed, and the findings of the study. It is important to be objective and not interpret the data in this section. Instead, the researcher should report the data as accurately and objectively as possible.

Structure of Research Results Section

The structure of the research results section can vary depending on the type of research conducted, but in general, it should contain the following components:

• Introduction: The introduction should provide an overview of the study, its aims, and its research questions. It should also briefly explain the methodology used to conduct the study.
• Data presentation : This section presents the data collected during the study. It may include tables, graphs, or other visual aids to help readers better understand the data. The data presented should be organized in a logical and coherent way, with headings and subheadings used to help guide the reader.
• Data analysis: In this section, the data presented in the previous section are analyzed and interpreted. The statistical tests used to analyze the data should be clearly explained, and the results of the tests should be presented in a way that is easy to understand.
• Discussion of results : This section should provide an interpretation of the results of the study, including a discussion of any unexpected findings. The discussion should also address the study’s research questions and explain how the results contribute to the field of study.
• Limitations: This section should acknowledge any limitations of the study, such as sample size, data collection methods, or other factors that may have influenced the results.
• Conclusions: The conclusions should summarize the main findings of the study and provide a final interpretation of the results. The conclusions should also address the study’s research questions and explain how the results contribute to the field of study.
• Recommendations : This section may provide recommendations for future research based on the study’s findings. It may also suggest practical applications for the study’s results in real-world settings.

Outline of Research Results Section

The following is an outline of the key components typically included in the Results section:

I. Introduction

• A brief overview of the research objectives and hypotheses
• A statement of the research question

II. Descriptive statistics

• Summary statistics (e.g., mean, standard deviation) for each variable analyzed
• Frequencies and percentages for categorical variables

III. Inferential statistics

• Results of statistical analyses, including tests of hypotheses
• Tables or figures to display statistical results

IV. Effect sizes and confidence intervals

• Effect sizes (e.g., Cohen’s d, odds ratio) to quantify the strength of the relationship between variables
• Confidence intervals to estimate the range of plausible values for the effect size

V. Subgroup analyses

• Results of analyses that examined differences between subgroups (e.g., by gender, age, treatment group)

VI. Limitations and assumptions

• Discussion of any limitations of the study and potential sources of bias
• Assumptions made in the statistical analyses

VII. Conclusions

• A summary of the key findings and their implications
• A statement of whether the hypotheses were supported or not
• Suggestions for future research

Example of Research Results Section

An Example of a Research Results Section could be:

• This study sought to examine the relationship between sleep quality and academic performance in college students.
• Hypothesis : College students who report better sleep quality will have higher GPAs than those who report poor sleep quality.
• Methodology : Participants completed a survey about their sleep habits and academic performance.

II. Participants

• Participants were college students (N=200) from a mid-sized public university in the United States.
• The sample was evenly split by gender (50% female, 50% male) and predominantly white (85%).
• Participants were recruited through flyers and online advertisements.

III. Results

• Participants who reported better sleep quality had significantly higher GPAs (M=3.5, SD=0.5) than those who reported poor sleep quality (M=2.9, SD=0.6).
• See Table 1 for a summary of the results.
• Participants who reported consistent sleep schedules had higher GPAs than those with irregular sleep schedules.

IV. Discussion

• The results support the hypothesis that better sleep quality is associated with higher academic performance in college students.
• These findings have implications for college students, as prioritizing sleep could lead to better academic outcomes.
• Limitations of the study include self-reported data and the lack of control for other variables that could impact academic performance.

V. Conclusion

• College students who prioritize sleep may see a positive impact on their academic performance.
• These findings highlight the importance of sleep in academic success.
• Future research could explore interventions to improve sleep quality in college students.

Example of Research Results in Research Paper :

Our study aimed to compare the performance of three different machine learning algorithms (Random Forest, Support Vector Machine, and Neural Network) in predicting customer churn in a telecommunications company. We collected a dataset of 10,000 customer records, with 20 predictor variables and a binary churn outcome variable.

Our analysis revealed that all three algorithms performed well in predicting customer churn, with an overall accuracy of 85%. However, the Random Forest algorithm showed the highest accuracy (88%), followed by the Support Vector Machine (86%) and the Neural Network (84%).

Furthermore, we found that the most important predictor variables for customer churn were monthly charges, contract type, and tenure. Random Forest identified monthly charges as the most important variable, while Support Vector Machine and Neural Network identified contract type as the most important.

Overall, our results suggest that machine learning algorithms can be effective in predicting customer churn in a telecommunications company, and that Random Forest is the most accurate algorithm for this task.

Example 3 :

Title : The Impact of Social Media on Body Image and Self-Esteem

Abstract : This study aimed to investigate the relationship between social media use, body image, and self-esteem among young adults. A total of 200 participants were recruited from a university and completed self-report measures of social media use, body image satisfaction, and self-esteem.

Results: The results showed that social media use was significantly associated with body image dissatisfaction and lower self-esteem. Specifically, participants who reported spending more time on social media platforms had lower levels of body image satisfaction and self-esteem compared to those who reported less social media use. Moreover, the study found that comparing oneself to others on social media was a significant predictor of body image dissatisfaction and lower self-esteem.

Conclusion : These results suggest that social media use can have negative effects on body image satisfaction and self-esteem among young adults. It is important for individuals to be mindful of their social media use and to recognize the potential negative impact it can have on their mental health. Furthermore, interventions aimed at promoting positive body image and self-esteem should take into account the role of social media in shaping these attitudes and behaviors.

Importance of Research Results

Research results are important for several reasons, including:

• Advancing knowledge: Research results can contribute to the advancement of knowledge in a particular field, whether it be in science, technology, medicine, social sciences, or humanities.
• Developing theories: Research results can help to develop or modify existing theories and create new ones.
• Improving practices: Research results can inform and improve practices in various fields, such as education, healthcare, business, and public policy.
• Identifying problems and solutions: Research results can identify problems and provide solutions to complex issues in society, including issues related to health, environment, social justice, and economics.
• Validating claims : Research results can validate or refute claims made by individuals or groups in society, such as politicians, corporations, or activists.
• Providing evidence: Research results can provide evidence to support decision-making, policy-making, and resource allocation in various fields.

How to Write Results in A Research Paper

Here are some general guidelines on how to write results in a research paper:

• Organize the results section: Start by organizing the results section in a logical and coherent manner. Divide the section into subsections if necessary, based on the research questions or hypotheses.
• Present the findings: Present the findings in a clear and concise manner. Use tables, graphs, and figures to illustrate the data and make the presentation more engaging.
• Describe the data: Describe the data in detail, including the sample size, response rate, and any missing data. Provide relevant descriptive statistics such as means, standard deviations, and ranges.
• Interpret the findings: Interpret the findings in light of the research questions or hypotheses. Discuss the implications of the findings and the extent to which they support or contradict existing theories or previous research.
• Discuss the limitations : Discuss the limitations of the study, including any potential sources of bias or confounding factors that may have affected the results.
• Compare the results : Compare the results with those of previous studies or theoretical predictions. Discuss any similarities, differences, or inconsistencies.
• Avoid redundancy: Avoid repeating information that has already been presented in the introduction or methods sections. Instead, focus on presenting new and relevant information.
• Be objective: Be objective in presenting the results, avoiding any personal biases or interpretations.

When to Write Research Results

Here are situations When to Write Research Results”

• After conducting research on the chosen topic and obtaining relevant data, organize the findings in a structured format that accurately represents the information gathered.
• Once the data has been analyzed and interpreted, and conclusions have been drawn, begin the writing process.
• Before starting to write, ensure that the research results adhere to the guidelines and requirements of the intended audience, such as a scientific journal or academic conference.
• Begin by writing an abstract that briefly summarizes the research question, methodology, findings, and conclusions.
• Follow the abstract with an introduction that provides context for the research, explains its significance, and outlines the research question and objectives.
• The next section should be a literature review that provides an overview of existing research on the topic and highlights the gaps in knowledge that the current research seeks to address.
• The methodology section should provide a detailed explanation of the research design, including the sample size, data collection methods, and analytical techniques used.
• Present the research results in a clear and concise manner, using graphs, tables, and figures to illustrate the findings.
• Discuss the implications of the research results, including how they contribute to the existing body of knowledge on the topic and what further research is needed.
• Conclude the paper by summarizing the main findings, reiterating the significance of the research, and offering suggestions for future research.

Purpose of Research Results

The purposes of Research Results are as follows:

• Informing policy and practice: Research results can provide evidence-based information to inform policy decisions, such as in the fields of healthcare, education, and environmental regulation. They can also inform best practices in fields such as business, engineering, and social work.
• Addressing societal problems : Research results can be used to help address societal problems, such as reducing poverty, improving public health, and promoting social justice.
• Generating economic benefits : Research results can lead to the development of new products, services, and technologies that can create economic value and improve quality of life.
• Supporting academic and professional development : Research results can be used to support academic and professional development by providing opportunities for students, researchers, and practitioners to learn about new findings and methodologies in their field.
• Enhancing public understanding: Research results can help to educate the public about important issues and promote scientific literacy, leading to more informed decision-making and better public policy.
• Evaluating interventions: Research results can be used to evaluate the effectiveness of interventions, such as treatments, educational programs, and social policies. This can help to identify areas where improvements are needed and guide future interventions.
• Contributing to scientific progress: Research results can contribute to the advancement of science by providing new insights and discoveries that can lead to new theories, methods, and techniques.
• Informing decision-making : Research results can provide decision-makers with the information they need to make informed decisions. This can include decision-making at the individual, organizational, or governmental levels.
• Fostering collaboration : Research results can facilitate collaboration between researchers and practitioners, leading to new partnerships, interdisciplinary approaches, and innovative solutions to complex problems.

Advantages of Research Results

Some Advantages of Research Results are as follows:

• Improved decision-making: Research results can help inform decision-making in various fields, including medicine, business, and government. For example, research on the effectiveness of different treatments for a particular disease can help doctors make informed decisions about the best course of treatment for their patients.
• Innovation : Research results can lead to the development of new technologies, products, and services. For example, research on renewable energy sources can lead to the development of new and more efficient ways to harness renewable energy.
• Economic benefits: Research results can stimulate economic growth by providing new opportunities for businesses and entrepreneurs. For example, research on new materials or manufacturing techniques can lead to the development of new products and processes that can create new jobs and boost economic activity.
• Improved quality of life: Research results can contribute to improving the quality of life for individuals and society as a whole. For example, research on the causes of a particular disease can lead to the development of new treatments and cures, improving the health and well-being of millions of people.

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How to Write the Results Section: Guide to Structure and Key Points

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The ‘ Results’ section of a research paper, like the ‘Introduction’ and other key parts, attracts significant attention from editors, reviewers, and readers. The reason lies in its critical role — that of revealing the key findings of a study and demonstrating how your research fills a knowledge gap in your field of study. Given its importance, crafting a clear and logically structured results section is essential.   

In this article, we will discuss the key elements of an effective results section and share strategies for making it concise and engaging. We hope this guide will help you quickly grasp ways of writing the results section, avoid common pitfalls, and make your writing process more efficient and effective.  

Structure of the results section  

Briefly restate the research topic in the introduction : Although the main purpose of the  results section  in a research paper is to list the notable findings of a study, it is customary to start with a brief repetition of the research question. This helps refocus the reader, allowing them to better appreciate the relevance of the findings. Additionally, restating the research question establishes a connection to the previous section of the paper, creating a smoother flow of information.  

Systematically present your research findings : Address the primary research question first, followed by the secondary research questions. If your research addresses multiple questions, mention the findings related to each one individually to ensure clarity and coherence.  

Represent your results visually: Graphs, tables, and other figures can help illustrate the findings of your paper, especially if there is a large amount of data in the results. As a rule of thumb, use a visual medium like a graph or a table if you wish to present three or more statistical values simultaneously.  

Graphical or tabular representations of data can also make your results section more visually appealing. Remember, an appealing and well-organized results section can help peer reviewers better understand the merits of your research, thereby increasing your chances of publication.  

Practical guidance for writing an effective ‘Results’ section   

• Always use simple and plain language. Avoid the use of uncertain or unclear expressions.  
• The findings of the study must be expressed in an objective and unbiased manner.  While it is acceptable to correlate certain findings , it is best to avoid over-interpreting the results. In addition, avoid using subjective or emotional words , such as “interestingly” or “unfortunately”, to describe the results as this may cause readers to doubt the objectivity of the paper.  
• The content balances simplicity with comprehensiveness . For statistical data, simply describe the relevant tests and explain their results without mentioning raw data. If the study involves multiple hypotheses, describe the results for each one separately to avoid confusion and aid understanding. To enhance credibility, e nsure that negative results , if any, are included in this section, even if they do not support the research hypothesis.  
• Wherever possible, use illustrations like tables, figures, charts, or other visual representations to highlight the results of your research paper. Mention these illustrations in the text, but do not repeat the information that they convey ¹ .  

Difference between data, results, and discussion sections  

Data ,  results,  and  discussion  sections all communicate the findings of a study, but each serves a distinct purpose with varying levels of interpretation.   

In the  results section , one cannot provide data without interpreting its relevance or make statements without citing data ² . In a sense, the  results section  does not draw connections between different data points. Therefore, there is a certain level of interpretation involved in drawing results out of data.

(The example is intended to showcase how the visual elements and text in the results section complement each other ³ . The academic viewpoints included in the illustrative screenshots should not be used as references.)  

The discussion section allows authors even more interpretive freedom compared to the results section. Here, data and patterns within the data are compared with the findings from other studies to make more generalized points. Unlike the results section , which focuses purely on factual data, the discussion section touches upon hypothetical information, drawing conjectures and suggesting future directions for research.  

The ‘ Results’ section serves as the core of a research paper, capturing readers’ attention and providing insights into the study’s essence. Regardless of the subject of your research paper, a well-written results section can generate interest in your research. By following the tips outlined here, you can create a results section that effectively communicates your finding and invites further exploration. Remember, clarity is the key, and with the right approach, your results section can guide readers through the intricacies of your research.  

Professionals at Elsevier Language Services know the secret to writing a well-balanced results section. With their expert suggestions, you can ensure that your findings come across clearly to the reader. To maximize your chances of publication, reach out to Elsevier Language Services today !  

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Reference  

• Cetin, S., & Hackam, D. J. (2005). An approach to the writing of a scientific manuscript. Journal of Surgical Research, 128(2), 165–167. https://doi.org/10.1016/j.jss.2005.07.002  
• Bahadoran, Z., Mirmiran, P., Zadeh-Vakili, A., Hosseinpanah, F., & Ghasemi, A. (2019). The Principles of Biomedical Scientific Writing: Results. International Journal of Endocrinology and Metabolism/International Journal of Endocrinology and Metabolism., In Press (In Press). https://doi.org/10.5812/ijem.92113  
• Guo, J., Wang, J., Zhang, P., Wen, P., Zhang, S., Dong, X., & Dong, J. (2024). TRIM6 promotes glioma malignant progression by enhancing FOXO3A ubiquitination and degradation. Translational Oncology, 46, 101999. https://doi.org/10.1016/j.tranon.2024.101999  

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How to Write the Results/Findings Section in Research

What is the research paper Results section and what does it do?

The Results section of a scientific research paper represents the core findings of a study derived from the methods applied to gather and analyze information. It presents these findings in a logical sequence without bias or interpretation from the author, setting up the reader for later interpretation and evaluation in the Discussion section. A major purpose of the Results section is to break down the data into sentences that show its significance to the research question(s).

The Results section appears third in the section sequence in most scientific papers. It follows the presentation of the Methods and Materials and is presented before the Discussion section —although the Results and Discussion are presented together in many journals. This section answers the basic question “What did you find in your research?”

What is included in the Results section?

The Results section should include the findings of your study and ONLY the findings of your study. The findings include:

• Data presented in tables, charts, graphs, and other figures (may be placed into the text or on separate pages at the end of the manuscript)
• A contextual analysis of this data explaining its meaning in sentence form
• All data that corresponds to the central research question(s)
• All secondary findings (secondary outcomes, subgroup analyses, etc.)

If the scope of the study is broad, or if you studied a variety of variables, or if the methodology used yields a wide range of different results, the author should present only those results that are most relevant to the research question stated in the Introduction section .

As a general rule, any information that does not present the direct findings or outcome of the study should be left out of this section. Unless the journal requests that authors combine the Results and Discussion sections, explanations and interpretations should be omitted from the Results.

How are the results organized?

The best way to organize your Results section is “logically.” One logical and clear method of organizing research results is to provide them alongside the research questions—within each research question, present the type of data that addresses that research question.

Let’s look at an example. Your research question is based on a survey among patients who were treated at a hospital and received postoperative care. Let’s say your first research question is:

“What do hospital patients over age 55 think about postoperative care?”

This can actually be represented as a heading within your Results section, though it might be presented as a statement rather than a question:

Attitudes towards postoperative care in patients over the age of 55

Now present the results that address this specific research question first. In this case, perhaps a table illustrating data from a survey. Likert items can be included in this example. Tables can also present standard deviations, probabilities, correlation matrices, etc.

Following this, present a content analysis, in words, of one end of the spectrum of the survey or data table. In our example case, start with the POSITIVE survey responses regarding postoperative care, using descriptive phrases. For example:

“Sixty-five percent of patients over 55 responded positively to the question “ Are you satisfied with your hospital’s postoperative care ?” (Fig. 2)

Include other results such as subcategory analyses. The amount of textual description used will depend on how much interpretation of tables and figures is necessary and how many examples the reader needs in order to understand the significance of your research findings.

Next, present a content analysis of another part of the spectrum of the same research question, perhaps the NEGATIVE or NEUTRAL responses to the survey. For instance:

  “As Figure 1 shows, 15 out of 60 patients in Group A responded negatively to Question 2.”

After you have assessed the data in one figure and explained it sufficiently, move on to your next research question. For example:

  “How does patient satisfaction correspond to in-hospital improvements made to postoperative care?”

This kind of data may be presented through a figure or set of figures (for instance, a paired T-test table).

Explain the data you present, here in a table, with a concise content analysis:

“The p-value for the comparison between the before and after groups of patients was .03% (Fig. 2), indicating that the greater the dissatisfaction among patients, the more frequent the improvements that were made to postoperative care.”

Let’s examine another example of a Results section from a study on plant tolerance to heavy metal stress . In the Introduction section, the aims of the study are presented as “determining the physiological and morphological responses of Allium cepa L. towards increased cadmium toxicity” and “evaluating its potential to accumulate the metal and its associated environmental consequences.” The Results section presents data showing how these aims are achieved in tables alongside a content analysis, beginning with an overview of the findings:

“Cadmium caused inhibition of root and leave elongation, with increasing effects at higher exposure doses (Fig. 1a-c).”

The figure containing this data is cited in parentheses. Note that this author has combined three graphs into one single figure. Separating the data into separate graphs focusing on specific aspects makes it easier for the reader to assess the findings, and consolidating this information into one figure saves space and makes it easy to locate the most relevant results.

Following this overall summary, the relevant data in the tables is broken down into greater detail in text form in the Results section.

• “Results on the bio-accumulation of cadmium were found to be the highest (17.5 mg kgG1) in the bulb, when the concentration of cadmium in the solution was 1×10G2 M and lowest (0.11 mg kgG1) in the leaves when the concentration was 1×10G3 M.”

Captioning and Referencing Tables and Figures

Tables and figures are central components of your Results section and you need to carefully think about the most effective way to use graphs and tables to present your findings . Therefore, it is crucial to know how to write strong figure captions and to refer to them within the text of the Results section.

The most important advice one can give here as well as throughout the paper is to check the requirements and standards of the journal to which you are submitting your work. Every journal has its own design and layout standards, which you can find in the author instructions on the target journal’s website. Perusing a journal’s published articles will also give you an idea of the proper number, size, and complexity of your figures.

Regardless of which format you use, the figures should be placed in the order they are referenced in the Results section and be as clear and easy to understand as possible. If there are multiple variables being considered (within one or more research questions), it can be a good idea to split these up into separate figures. Subsequently, these can be referenced and analyzed under separate headings and paragraphs in the text.

To create a caption, consider the research question being asked and change it into a phrase. For instance, if one question is “Which color did participants choose?”, the caption might be “Color choice by participant group.” Or in our last research paper example, where the question was “What is the concentration of cadmium in different parts of the onion after 14 days?” the caption reads:

 “Fig. 1(a-c): Mean concentration of Cd determined in (a) bulbs, (b) leaves, and (c) roots of onions after a 14-day period.”

Steps for Composing the Results Section

Because each study is unique, there is no one-size-fits-all approach when it comes to designing a strategy for structuring and writing the section of a research paper where findings are presented. The content and layout of this section will be determined by the specific area of research, the design of the study and its particular methodologies, and the guidelines of the target journal and its editors. However, the following steps can be used to compose the results of most scientific research studies and are essential for researchers who are new to preparing a manuscript for publication or who need a reminder of how to construct the Results section.

Step 1 : Consult the guidelines or instructions that the target journal or publisher provides authors and read research papers it has published, especially those with similar topics, methods, or results to your study.

• The guidelines will generally outline specific requirements for the results or findings section, and the published articles will provide sound examples of successful approaches.
• Note length limitations on restrictions on content. For instance, while many journals require the Results and Discussion sections to be separate, others do not—qualitative research papers often include results and interpretations in the same section (“Results and Discussion”).
• Reading the aims and scope in the journal’s “ guide for authors ” section and understanding the interests of its readers will be invaluable in preparing to write the Results section.

Step 2 : Consider your research results in relation to the journal’s requirements and catalogue your results.

• Focus on experimental results and other findings that are especially relevant to your research questions and objectives and include them even if they are unexpected or do not support your ideas and hypotheses.
• Catalogue your findings—use subheadings to streamline and clarify your report. This will help you avoid excessive and peripheral details as you write and also help your reader understand and remember your findings. Create appendices that might interest specialists but prove too long or distracting for other readers.
• Decide how you will structure of your results. You might match the order of the research questions and hypotheses to your results, or you could arrange them according to the order presented in the Methods section. A chronological order or even a hierarchy of importance or meaningful grouping of main themes or categories might prove effective. Consider your audience, evidence, and most importantly, the objectives of your research when choosing a structure for presenting your findings.

Step 3 : Design figures and tables to present and illustrate your data.

• Tables and figures should be numbered according to the order in which they are mentioned in the main text of the paper.
• Information in figures should be relatively self-explanatory (with the aid of captions), and their design should include all definitions and other information necessary for readers to understand the findings without reading all of the text.
• Use tables and figures as a focal point to tell a clear and informative story about your research and avoid repeating information. But remember that while figures clarify and enhance the text, they cannot replace it.

Step 4 : Draft your Results section using the findings and figures you have organized.

• The goal is to communicate this complex information as clearly and precisely as possible; precise and compact phrases and sentences are most effective.
• In the opening paragraph of this section, restate your research questions or aims to focus the reader’s attention to what the results are trying to show. It is also a good idea to summarize key findings at the end of this section to create a logical transition to the interpretation and discussion that follows.
• Try to write in the past tense and the active voice to relay the findings since the research has already been done and the agent is usually clear. This will ensure that your explanations are also clear and logical.
• Make sure that any specialized terminology or abbreviation you have used here has been defined and clarified in the  Introduction section .

Step 5 : Review your draft; edit and revise until it reports results exactly as you would like to have them reported to your readers.

• Double-check the accuracy and consistency of all the data, as well as all of the visual elements included.
• Read your draft aloud to catch language errors (grammar, spelling, and mechanics), awkward phrases, and missing transitions.
• Ensure that your results are presented in the best order to focus on objectives and prepare readers for interpretations, valuations, and recommendations in the Discussion section . Look back over the paper’s Introduction and background while anticipating the Discussion and Conclusion sections to ensure that the presentation of your results is consistent and effective.
• Consider seeking additional guidance on your paper. Find additional readers to look over your Results section and see if it can be improved in any way. Peers, professors, or qualified experts can provide valuable insights.

One excellent option is to use a professional English proofreading and editing service  such as Wordvice, including our paper editing service . With hundreds of qualified editors from dozens of scientific fields, Wordvice has helped thousands of authors revise their manuscripts and get accepted into their target journals. Read more about the  proofreading and editing process  before proceeding with getting academic editing services and manuscript editing services for your manuscript.

As the representation of your study’s data output, the Results section presents the core information in your research paper. By writing with clarity and conciseness and by highlighting and explaining the crucial findings of their study, authors increase the impact and effectiveness of their research manuscripts.

For more articles and videos on writing your research manuscript, visit Wordvice’s Resources page.

Wordvice Resources

• How to Write a Research Paper Introduction 
• Which Verb Tenses to Use in a Research Paper
• How to Write an Abstract for a Research Paper
• How to Write a Research Paper Title
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From Data to Discovery: The Findings Section of a Research Paper

Discover the role of the findings section of a research paper here. Explore strategies and techniques to maximize your understanding.

Are you curious about the Findings section of a research paper? Did you know that this is a part where all the juicy results and discoveries are laid out for the world to see? Undoubtedly, the findings section of a research paper plays a critical role in presenting and interpreting the collected data. It serves as a comprehensive account of the study’s results and their implications.

Well, look no further because we’ve got you covered! In this article, we’re diving into the ins and outs of presenting and interpreting data in the findings section. We’ll be sharing tips and tricks on how to effectively present your findings, whether it’s through tables, graphs, or good old descriptive statistics.

Overview of the Findings Section of a Research Paper

The findings section of a research paper presents the results and outcomes of the study or investigation. It is a crucial part of the research paper where researchers interpret and analyze the data collected and draw conclusions based on their findings. This section aims to answer the research questions or hypotheses formulated earlier in the paper and provide evidence to support or refute them.

In the findings section, researchers typically present the data clearly and organized. They may use tables, graphs, charts, or other visual aids to illustrate the patterns, trends, or relationships observed in the data. The findings should be presented objectively, without any bias or personal opinions, and should be accompanied by appropriate statistical analyses or methods to ensure the validity and reliability of the results.

Organizing the Findings Section

The findings section of the research paper organizes and presents the results obtained from the study in a clear and logical manner. Here is a suggested structure for organizing the Findings section:

Introduction to the Findings

Start the section by providing a brief overview of the research objectives and the methodology employed. Recapitulate the research questions or hypotheses addressed in the study.

To learn more about methodology, read this article .

Descriptive Statistics and Data Presentation

Present the collected data using appropriate descriptive statistics. This may involve using tables, graphs, charts, or other visual representations to convey the information effectively. Remember: we can easily help you with that.

Data Analysis and Interpretation

Perform a thorough analysis of the data collected and describe the key findings. Present the results of statistical analyses or any other relevant methods used to analyze the data. 

Discussion of Findings

Analyze and interpret the findings in the context of existing literature or theoretical frameworks . Discuss any patterns, trends, or relationships observed in the data. Compare and contrast the results with prior studies, highlighting similarities and differences. 

Limitations and Constraints

Acknowledge and discuss any limitations or constraints that may have influenced the findings. This could include issues such as sample size, data collection methods, or potential biases. 

Summarize the main findings of the study and emphasize their significance. Revisit the research questions or hypotheses and discuss whether they have been supported or refuted by the findings.

Presenting Data in the Findings Section

There are several ways to present data in the findings section of a research paper. Here are some common methods:

• Tables : Tables are commonly used to present organized and structured data. They are particularly useful when presenting numerical data with multiple variables or categories. Tables allow readers to easily compare and interpret the information presented. Learn how to cite tables in research papers here .
• Graphs and Charts: Graphs and charts are effective visual tools for presenting data, especially when illustrating trends, patterns, or relationships. Common types include bar graphs, line graphs, scatter plots, pie charts, and histograms. Graphs and charts provide a visual representation of the data, making it easier for readers to comprehend and interpret.
• Figures and Images: Figures and images can be used to present data that requires visual representation, such as maps, diagrams, or experimental setups. They can enhance the understanding of complex data or provide visual evidence to support the research findings.
• Descriptive Statistics: Descriptive statistics provide summary measures of central tendency (e.g., mean, median, mode) and dispersion (e.g., standard deviation, range) for numerical data. These statistics can be included in the text or presented in tables or graphs to provide a concise summary of the data distribution.

How to Effectively Interpret Results

Interpreting the results is a crucial aspect of the findings section in a research paper. It involves analyzing the data collected and drawing meaningful conclusions based on the findings. Following are the guidelines on how to effectively interpret the results.

Step 1 – Begin with a Recap

Start by restating the research questions or hypotheses to provide context for the interpretation. Remind readers of the specific objectives of the study to help them understand the relevance of the findings.

Step 2 – Relate Findings to Research Questions

Clearly articulate how the results address the research questions or hypotheses. Discuss each finding in relation to the original objectives and explain how it contributes to answering the research questions or supporting/refuting the hypotheses.

Step 3 – Compare with Existing Literature

Compare and contrast the findings with previous studies or existing literature. Highlight similarities, differences, or discrepancies between your results and those of other researchers. Discuss any consistencies or contradictions and provide possible explanations for the observed variations.

Step 4 – Consider Limitations and Alternative Explanations

Acknowledge the limitations of the study and discuss how they may have influenced the results. Explore alternative explanations or factors that could potentially account for the findings. Evaluate the robustness of the results in light of the limitations and alternative interpretations.

Step 5 – Discuss Implications and Significance

Highlight any potential applications or areas where further research is needed based on the outcomes of the study.

Step 6 – Address Inconsistencies and Contradictions

If there are any inconsistencies or contradictions in the findings, address them directly. Discuss possible reasons for the discrepancies and consider their implications for the overall interpretation. Be transparent about any uncertainties or unresolved issues.

Step 7 – Be Objective and Data-Driven

Present the interpretation objectively, based on the evidence and data collected. Avoid personal biases or subjective opinions. Use logical reasoning and sound arguments to support your interpretations.

Reporting Statistical Significance

When reporting statistical significance in the findings section of a research paper, it is important to accurately convey the results of statistical analyses and their implications. Here are some guidelines on how to report statistical significance effectively:

• Clearly State the Statistical Test: Begin by clearly stating the specific statistical test or analysis used to determine statistical significance. For example, you might mention that a t-test, chi-square test, ANOVA, correlation analysis, or regression analysis was employed.
• Report the Test Statistic: Provide the value of the test statistic obtained from the analysis. This could be the t-value, F-value, chi-square value, correlation coefficient, or any other relevant statistic depending on the test used.
• State the Degrees of Freedom: Indicate the degrees of freedom associated with the statistical test. Degrees of freedom represent the number of independent pieces of information available for estimating a statistic. For example, in a t-test, degrees of freedom would be mentioned as (df = n1 + n2 – 2) for an independent samples test or (df = N – 2) for a paired samples test.
• Report the p-value: The p-value indicates the probability of obtaining results as extreme or more extreme than the observed results, assuming the null hypothesis is true. Report the p-value associated with the statistical test. For example, p < 0.05 denotes statistical significance at the conventional level of α = 0.05.
• Provide the Conclusion: Based on the p-value obtained, state whether the results are statistically significant or not. If the p-value is less than the predetermined threshold (e.g., p < 0.05), state that the results are statistically significant. If the p-value is greater than the threshold, state that the results are not statistically significant.
• Discuss the Interpretation: After reporting statistical significance, discuss the practical or theoretical implications of the finding. Explain what the significant result means in the context of your research questions or hypotheses. Address the effect size and practical significance of the findings, if applicable.
• Consider Effect Size Measures: Along with statistical significance, it is often important to report effect size measures. Effect size quantifies the magnitude of the relationship or difference observed in the data. Common effect size measures include Cohen’s d, eta-squared, or Pearson’s r. Reporting effect size provides additional meaningful information about the strength of the observed effects.
• Be Accurate and Transparent: Ensure that the reported statistical significance and associated values are accurate. Avoid misinterpreting or misrepresenting the results. Be transparent about the statistical tests conducted, any assumptions made, and potential limitations or caveats that may impact the interpretation of the significant results.

Conclusion of the Findings Section

The conclusion of the findings section in a research paper serves as a summary and synthesis of the key findings and their implications. It is an opportunity to tie together the results, discuss their significance, and address the research objectives. Here are some guidelines on how to write the conclusion of the Findings section:

Summarize the Key Findings

Begin by summarizing the main findings of the study. Provide a concise overview of the significant results, patterns, or relationships that emerged from the data analysis. Highlight the most important findings that directly address the research questions or hypotheses.

Revisit the Research Objectives

Remind the reader of the research objectives stated at the beginning of the paper. Discuss how the findings contribute to achieving those objectives and whether they support or challenge the initial research questions or hypotheses.

Suggest Future Directions

Identify areas for further research or future directions based on the findings. Discuss any unanswered questions, unresolved issues, or new avenues of inquiry that emerged during the study. Propose potential research opportunities that can build upon the current findings.

The Best Scientific Figures to Represent Your Findings 

Have you heard of any tool that helps you represent your findings through visuals like graphs, pie charts, and infographics? Well, if you haven’t, then here’s the tool you need to explore – Mind the Graph . It’s the tool that has the best scientific figures to represent your findings. Go, try it now, and make your research findings stand out!

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Sowjanya is a passionate writer and an avid reader. She holds MBA in Agribusiness Management and now is working as a content writer. She loves to play with words and hopes to make a difference in the world through her writings. Apart from writing, she is interested in reading fiction novels and doing craftwork. She also loves to travel and explore different cuisines and spend time with her family and friends.

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• How to Write a Results Section | Tips & Examples

How to Write a Results Section | Tips & Examples

Published on 27 October 2016 by Bas Swaen . Revised on 25 October 2022 by Tegan George.

A results section is where you report the main findings of the data collection and analysis you conducted for your thesis or dissertation . You should report all relevant results concisely and objectively, in a logical order. Don’t include subjective interpretations of why you found these results or what they mean – any evaluation should be saved for the discussion section .

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Table of contents

How to write a results section, reporting quantitative research results, reporting qualitative research results, results vs discussion vs conclusion, checklist: research results, frequently asked questions about results sections.

When conducting research, it’s important to report the results of your study prior to discussing your interpretations of it. This gives your reader a clear idea of exactly what you found and keeps the data itself separate from your subjective analysis.

Here are a few best practices:

• Your results should always be written in the past tense.
• While the length of this section depends on how much data you collected and analysed, it should be written as concisely as possible.
• Only include results that are directly relevant to answering your research questions . Avoid speculative or interpretative words like ‘appears’ or ‘implies’.
• If you have other results you’d like to include, consider adding them to an appendix or footnotes.
• Always start out with your broadest results first, and then flow into your more granular (but still relevant) ones. Think of it like a shoe shop: first discuss the shoes as a whole, then the trainers, boots, sandals, etc.

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If you conducted quantitative research , you’ll likely be working with the results of some sort of statistical analysis .

Your results section should report the results of any statistical tests you used to compare groups or assess relationships between variables . It should also state whether or not each hypothesis was supported.

The most logical way to structure quantitative results is to frame them around your research questions or hypotheses. For each question or hypothesis, share:

• A reminder of the type of analysis you used (e.g., a two-sample t test or simple linear regression ). A more detailed description of your analysis should go in your methodology section.
• A concise summary of each relevant result, both positive and negative. This can include any relevant descriptive statistics (e.g., means and standard deviations ) as well as inferential statistics (e.g., t scores, degrees of freedom , and p values ). Remember, these numbers are often placed in parentheses.
• A brief statement of how each result relates to the question, or whether the hypothesis was supported. You can briefly mention any results that didn’t fit with your expectations and assumptions, but save any speculation on their meaning or consequences for your discussion  and conclusion.

A note on tables and figures

In quantitative research, it’s often helpful to include visual elements such as graphs, charts, and tables , but only if they are directly relevant to your results. Give these elements clear, descriptive titles and labels so that your reader can easily understand what is being shown. If you want to include any other visual elements that are more tangential in nature, consider adding a figure and table list .

As a rule of thumb:

• Tables are used to communicate exact values, giving a concise overview of various results
• Graphs and charts are used to visualise trends and relationships, giving an at-a-glance illustration of key findings

Don’t forget to also mention any tables and figures you used within the text of your results section. Summarise or elaborate on specific aspects you think your reader should know about rather than merely restating the same numbers already shown.

Figure 1: Intention to donate to environmental organisations based on social distance from impact of environmental damage.

In qualitative research , your results might not all be directly related to specific hypotheses. In this case, you can structure your results section around key themes or topics that emerged from your analysis of the data.

For each theme, start with general observations about what the data showed. You can mention:

• Recurring points of agreement or disagreement
• Patterns and trends
• Particularly significant snippets from individual responses

Next, clarify and support these points with direct quotations. Be sure to report any relevant demographic information about participants. Further information (such as full transcripts , if appropriate) can be included in an appendix .

‘I think that in role-playing games, there’s more attention to character design, to world design, because the whole story is important and more attention is paid to certain game elements […] so that perhaps you do need bigger teams of creative experts than in an average shooter or something.’

Responses suggest that video game consumers consider some types of games to have more artistic potential than others.

Your results section should objectively report your findings, presenting only brief observations in relation to each question, hypothesis, or theme.

It should not  speculate about the meaning of the results or attempt to answer your main research question . Detailed interpretation of your results is more suitable for your discussion section , while synthesis of your results into an overall answer to your main research question is best left for your conclusion .

Prevent plagiarism, run a free check.

I have completed my data collection and analyzed the results.

I have included all results that are relevant to my research questions.

I have concisely and objectively reported each result, including relevant descriptive statistics and inferential statistics .

I have stated whether each hypothesis was supported or refuted.

I have used tables and figures to illustrate my results where appropriate.

All tables and figures are correctly labelled and referred to in the text.

There is no subjective interpretation or speculation on the meaning of the results.

You've finished writing up your results! Use the other checklists to further improve your thesis.

The results chapter of a thesis or dissertation presents your research results concisely and objectively.

In quantitative research , for each question or hypothesis , state:

• The type of analysis used
• Relevant results in the form of descriptive and inferential statistics
• Whether or not the alternative hypothesis was supported

In qualitative research , for each question or theme, describe:

• Recurring patterns
• Significant or representative individual responses
• Relevant quotations from the data

Don’t interpret or speculate in the results chapter.

Results are usually written in the past tense , because they are describing the outcome of completed actions.

The results chapter or section simply and objectively reports what you found, without speculating on why you found these results. The discussion interprets the meaning of the results, puts them in context, and explains why they matter.

In qualitative research , results and discussion are sometimes combined. But in quantitative research , it’s considered important to separate the objective results from your interpretation of them.

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The results section is where you report the findings of your study based upon the methodology [or methodologies] you applied to gather information. The results section should state the findings of the research arranged in a logical sequence without bias or interpretation. A section describing results should be particularly detailed if your paper includes data generated from your own research.

Annesley, Thomas M. "Show Your Cards: The Results Section and the Poker Game." Clinical Chemistry 56 (July 2010): 1066-1070.

Importance of a Good Results Section

When formulating the results section, it's important to remember that the results of a study do not prove anything . Findings can only confirm or reject the hypothesis underpinning your study. However, the act of articulating the results helps you to understand the problem from within, to break it into pieces, and to view the research problem from various perspectives.

The page length of this section is set by the amount and types of data to be reported . Be concise. Use non-textual elements appropriately, such as figures and tables, to present findings more effectively. In deciding what data to describe in your results section, you must clearly distinguish information that would normally be included in a research paper from any raw data or other content that could be included as an appendix. In general, raw data that has not been summarized should not be included in the main text of your paper unless requested to do so by your professor.

Avoid providing data that is not critical to answering the research question . The background information you described in the introduction section should provide the reader with any additional context or explanation needed to understand the results. A good strategy is to always re-read the background section of your paper after you have written up your results to ensure that the reader has enough context to understand the results [and, later, how you interpreted the results in the discussion section of your paper that follows].

Bavdekar, Sandeep B. and Sneha Chandak. "Results: Unraveling the Findings." Journal of the Association of Physicians of India 63 (September 2015): 44-46; Brett, Paul. "A Genre Analysis of the Results Section of Sociology Articles." English for Specific Speakers 13 (1994): 47-59; Go to English for Specific Purposes on ScienceDirect;Burton, Neil et al. Doing Your Education Research Project . Los Angeles, CA: SAGE, 2008; Results. The Structure, Format, Content, and Style of a Journal-Style Scientific Paper. Department of Biology. Bates College; Kretchmer, Paul. Twelve Steps to Writing an Effective Results Section. San Francisco Edit; "Reporting Findings." In Making Sense of Social Research Malcolm Williams, editor. (London;: SAGE Publications, 2003) pp. 188-207.

Structure and Writing Style

I.  Organization and Approach

For most research papers in the social and behavioral sciences, there are two possible ways of organizing the results . Both approaches are appropriate in how you report your findings, but use only one approach.

• Present a synopsis of the results followed by an explanation of key findings . This approach can be used to highlight important findings. For example, you may have noticed an unusual correlation between two variables during the analysis of your findings. It is appropriate to highlight this finding in the results section. However, speculating as to why this correlation exists and offering a hypothesis about what may be happening belongs in the discussion section of your paper.
• Present a result and then explain it, before presenting the next result then explaining it, and so on, then end with an overall synopsis . This is the preferred approach if you have multiple results of equal significance. It is more common in longer papers because it helps the reader to better understand each finding. In this model, it is helpful to provide a brief conclusion that ties each of the findings together and provides a narrative bridge to the discussion section of the your paper.

NOTE:   Just as the literature review should be arranged under conceptual categories rather than systematically describing each source, you should also organize your findings under key themes related to addressing the research problem. This can be done under either format noted above [i.e., a thorough explanation of the key results or a sequential, thematic description and explanation of each finding].

II.  Content

In general, the content of your results section should include the following:

• Introductory context for understanding the results by restating the research problem underpinning your study . This is useful in re-orientating the reader's focus back to the research problem after having read a review of the literature and your explanation of the methods used for gathering and analyzing information.
• Inclusion of non-textual elements, such as, figures, charts, photos, maps, tables, etc. to further illustrate key findings, if appropriate . Rather than relying entirely on descriptive text, consider how your findings can be presented visually. This is a helpful way of condensing a lot of data into one place that can then be referred to in the text. Consider referring to appendices if there is a lot of non-textual elements.
• A systematic description of your results, highlighting for the reader observations that are most relevant to the topic under investigation . Not all results that emerge from the methodology used to gather information may be related to answering the " So What? " question. Do not confuse observations with interpretations; observations in this context refers to highlighting important findings you discovered through a process of reviewing prior literature and gathering data.
• The page length of your results section is guided by the amount and types of data to be reported . However, focus on findings that are important and related to addressing the research problem. It is not uncommon to have unanticipated results that are not relevant to answering the research question. This is not to say that you don't acknowledge tangential findings and, in fact, can be referred to as areas for further research in the conclusion of your paper. However, spending time in the results section describing tangential findings clutters your overall results section and distracts the reader.
• A short paragraph that concludes the results section by synthesizing the key findings of the study . Highlight the most important findings you want readers to remember as they transition into the discussion section. This is particularly important if, for example, there are many results to report, the findings are complicated or unanticipated, or they are impactful or actionable in some way [i.e., able to be pursued in a feasible way applied to practice].

NOTE:   Always use the past tense when referring to your study's findings. Reference to findings should always be described as having already happened because the method used to gather the information has been completed.

III.  Problems to Avoid

When writing the results section, avoid doing the following :

• Discussing or interpreting your results . Save this for the discussion section of your paper, although where appropriate, you should compare or contrast specific results to those found in other studies [e.g., "Similar to the work of Smith [1990], one of the findings of this study is the strong correlation between motivation and academic achievement...."].
• Reporting background information or attempting to explain your findings. This should have been done in your introduction section, but don't panic! Often the results of a study point to the need for additional background information or to explain the topic further, so don't think you did something wrong. Writing up research is rarely a linear process. Always revise your introduction as needed.
• Ignoring negative results . A negative result generally refers to a finding that does not support the underlying assumptions of your study. Do not ignore them. Document these findings and then state in your discussion section why you believe a negative result emerged from your study. Note that negative results, and how you handle them, can give you an opportunity to write a more engaging discussion section, therefore, don't be hesitant to highlight them.
• Including raw data or intermediate calculations . Ask your professor if you need to include any raw data generated by your study, such as transcripts from interviews or data files. If raw data is to be included, place it in an appendix or set of appendices that are referred to in the text.
• Be as factual and concise as possible in reporting your findings . Do not use phrases that are vague or non-specific, such as, "appeared to be greater than other variables..." or "demonstrates promising trends that...." Subjective modifiers should be explained in the discussion section of the paper [i.e., why did one variable appear greater? Or, how does the finding demonstrate a promising trend?].
• Presenting the same data or repeating the same information more than once . If you want to highlight a particular finding, it is appropriate to do so in the results section. However, you should emphasize its significance in relation to addressing the research problem in the discussion section. Do not repeat it in your results section because you can do that in the conclusion of your paper.
• Confusing figures with tables . Be sure to properly label any non-textual elements in your paper. Don't call a chart an illustration or a figure a table. If you are not sure, go here .

Annesley, Thomas M. "Show Your Cards: The Results Section and the Poker Game." Clinical Chemistry 56 (July 2010): 1066-1070; Bavdekar, Sandeep B. and Sneha Chandak. "Results: Unraveling the Findings." Journal of the Association of Physicians of India 63 (September 2015): 44-46; Burton, Neil et al. Doing Your Education Research Project . Los Angeles, CA: SAGE, 2008;  Caprette, David R. Writing Research Papers. Experimental Biosciences Resources. Rice University; Hancock, Dawson R. and Bob Algozzine. Doing Case Study Research: A Practical Guide for Beginning Researchers . 2nd ed. New York: Teachers College Press, 2011; Introduction to Nursing Research: Reporting Research Findings. Nursing Research: Open Access Nursing Research and Review Articles. (January 4, 2012); Kretchmer, Paul. Twelve Steps to Writing an Effective Results Section. San Francisco Edit ; Ng, K. H. and W. C. Peh. "Writing the Results." Singapore Medical Journal 49 (2008): 967-968; Reporting Research Findings. Wilder Research, in partnership with the Minnesota Department of Human Services. (February 2009); Results. The Structure, Format, Content, and Style of a Journal-Style Scientific Paper. Department of Biology. Bates College; Schafer, Mickey S. Writing the Results. Thesis Writing in the Sciences. Course Syllabus. University of Florida.

Writing Tip

Why Don't I Just Combine the Results Section with the Discussion Section?

It's not unusual to find articles in scholarly social science journals where the author(s) have combined a description of the findings with a discussion about their significance and implications. You could do this. However, if you are inexperienced writing research papers, consider creating two distinct sections for each section in your paper as a way to better organize your thoughts and, by extension, your paper. Think of the results section as the place where you report what your study found; think of the discussion section as the place where you interpret the information and answer the "So What?" question. As you become more skilled writing research papers, you can consider melding the results of your study with a discussion of its implications.

Driscoll, Dana Lynn and Aleksandra Kasztalska. Writing the Experimental Report: Methods, Results, and Discussion. The Writing Lab and The OWL. Purdue University.

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Princeton Correspondents on Undergraduate Research

How to Make a Successful Research Presentation

Turning a research paper into a visual presentation is difficult; there are pitfalls, and navigating the path to a brief, informative presentation takes time and practice. As a TA for  GEO/WRI 201: Methods in Data Analysis & Scientific Writing this past fall, I saw how this process works from an instructor’s standpoint. I’ve presented my own research before, but helping others present theirs taught me a bit more about the process. Here are some tips I learned that may help you with your next research presentation:

More is more

In general, your presentation will always benefit from more practice, more feedback, and more revision. By practicing in front of friends, you can get comfortable with presenting your work while receiving feedback. It is hard to know how to revise your presentation if you never practice. If you are presenting to a general audience, getting feedback from someone outside of your discipline is crucial. Terms and ideas that seem intuitive to you may be completely foreign to someone else, and your well-crafted presentation could fall flat.

Less is more

Limit the scope of your presentation, the number of slides, and the text on each slide. In my experience, text works well for organizing slides, orienting the audience to key terms, and annotating important figures–not for explaining complex ideas. Having fewer slides is usually better as well. In general, about one slide per minute of presentation is an appropriate budget. Too many slides is usually a sign that your topic is too broad.

Limit the scope of your presentation

Don’t present your paper. Presentations are usually around 10 min long. You will not have time to explain all of the research you did in a semester (or a year!) in such a short span of time. Instead, focus on the highlight(s). Identify a single compelling research question which your work addressed, and craft a succinct but complete narrative around it.

You will not have time to explain all of the research you did. Instead, focus on the highlights. Identify a single compelling research question which your work addressed, and craft a succinct but complete narrative around it.

Craft a compelling research narrative

After identifying the focused research question, walk your audience through your research as if it were a story. Presentations with strong narrative arcs are clear, captivating, and compelling.

• Introduction (exposition — rising action)

Orient the audience and draw them in by demonstrating the relevance and importance of your research story with strong global motive. Provide them with the necessary vocabulary and background knowledge to understand the plot of your story. Introduce the key studies (characters) relevant in your story and build tension and conflict with scholarly and data motive. By the end of your introduction, your audience should clearly understand your research question and be dying to know how you resolve the tension built through motive.

• Methods (rising action)

The methods section should transition smoothly and logically from the introduction. Beware of presenting your methods in a boring, arc-killing, ‘this is what I did.’ Focus on the details that set your story apart from the stories other people have already told. Keep the audience interested by clearly motivating your decisions based on your original research question or the tension built in your introduction.

• Results (climax)

Less is usually more here. Only present results which are clearly related to the focused research question you are presenting. Make sure you explain the results clearly so that your audience understands what your research found. This is the peak of tension in your narrative arc, so don’t undercut it by quickly clicking through to your discussion.

• Discussion (falling action)

By now your audience should be dying for a satisfying resolution. Here is where you contextualize your results and begin resolving the tension between past research. Be thorough. If you have too many conflicts left unresolved, or you don’t have enough time to present all of the resolutions, you probably need to further narrow the scope of your presentation.

• Conclusion (denouement)

Return back to your initial research question and motive, resolving any final conflicts and tying up loose ends. Leave the audience with a clear resolution of your focus research question, and use unresolved tension to set up potential sequels (i.e. further research).

Use your medium to enhance the narrative

Visual presentations should be dominated by clear, intentional graphics. Subtle animation in key moments (usually during the results or discussion) can add drama to the narrative arc and make conflict resolutions more satisfying. You are narrating a story written in images, videos, cartoons, and graphs. While your paper is mostly text, with graphics to highlight crucial points, your slides should be the opposite. Adapting to the new medium may require you to create or acquire far more graphics than you included in your paper, but it is necessary to create an engaging presentation.

The most important thing you can do for your presentation is to practice and revise. Bother your friends, your roommates, TAs–anybody who will sit down and listen to your work. Beyond that, think about presentations you have found compelling and try to incorporate some of those elements into your own. Remember you want your work to be comprehensible; you aren’t creating experts in 10 minutes. Above all, try to stay passionate about what you did and why. You put the time in, so show your audience that it’s worth it.

For more insight into research presentations, check out these past PCUR posts written by Emma and Ellie .

— Alec Getraer, Natural Sciences Correspondent

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How To Write the Findings Section of a Research Paper

Posted by Rene Tetzner | Sep 2, 2021 | Paper Writing Advice | 0 |

How To Write the Findings Section of a Research Paper Each research project is unique, so it is natural for one researcher to make use of somewhat different strategies than another when it comes to designing and writing the section of a research paper dedicated to findings. The academic or scientific discipline of the research, the field of specialisation, the particular author or authors, the targeted journal or other publisher and the editor making the decisions about publication can all have a significant impact. The practical steps outlined below can be effectively applied to writing about the findings of most advanced research, however, and will prove especially helpful for early-career scholars who are preparing a research paper for a first publication.

Step 1 : Consult the guidelines or instructions that the targeted journal (or other publisher) provides for authors and read research papers it has already published, particularly ones similar in topic, methods or results to your own. The guidelines will generally outline specific requirements for the results or findings section, and the published articles will provide sound examples of successful approaches. Watch particularly for length limitations and restrictions on content. Interpretation, for instance, is usually reserved for a later discussion section, though not always – qualitative research papers often combine findings and interpretation. Background information and descriptions of methods, on the other hand, almost always appear in earlier sections of a research paper. In most cases it is appropriate in a findings section to offer basic comparisons between the results of your study and those of other studies, but knowing exactly what the journal wants in the report of research findings is essential. Learning as much as you can about the journal’s aims and scope as well as the interests of its readers is invaluable as well.

Step 2 : Reflect at some length on your research results in relation to the journal’s requirements while planning the findings section of your paper. Choose for particular focus experimental results and other research discoveries that are particularly relevant to your research questions and objectives, and include them even if they are unexpected or do not support your ideas and hypotheses. Streamline and clarify your report, especially if it is long and complex, by using subheadings that will help you avoid excessive and peripheral details as you write and also help your reader understand and remember your findings. Consider appendices for raw data that might interest specialists but prove too long or distracting for other readers. The opening paragraph of a findings section often restates research questions or aims to refocus the reader’s attention, and it is always wise to summarise key findings at the end of the section, providing a smooth intellectual transition to the interpretation and discussion that follows in most research papers. There are many effective ways in which to organise research findings. The structure of your findings section might be determined by your research questions and hypotheses or match the arrangement of your methods section. A chronological order or hierarchy of importance or meaningful grouping of main themes or categories might prove effective. It may be best to present all the relevant findings and then explain them and your analysis of them, or explaining the results of each trial or test immediately after reporting it may render the material clearer and more comprehensible for your readers. Keep your audience, your most important evidence and your research goals in mind.

Step 3 : Design effective visual presentations of your research results to enhance the textual report of your findings. Tables of various styles and figures of all kinds such as graphs, maps and photos are used in reporting research findings, but do check the journal guidelines for instructions on the number of visual aids allowed, any required design elements and the preferred formats for numbering, labelling and placement in the manuscript. As a general rule, tables and figures should be numbered according to first mention in the main text of the paper, and each one should be clearly introduced and explained at least briefly in that text so that readers know what is presented and what they are expected to see in a particular visual element. Tables and figures should also be self-explanatory, however, so their design should include all definitions and other information necessary for a reader to understand the findings you intend to show without returning to your text. If you construct your tables and figures before drafting your findings section, they can serve as focal points to help you tell a clear and informative story about your findings and avoid unnecessary repetition. Some authors will even work on tables and figures before organising the findings section (Step 2), which can be an extremely effective approach, but it is important to remember that the textual report of findings remains primary. Visual aids can clarify and enrich the text, but they cannot take its place.

Step 4 : Write your findings section in a factual and objective manner. The goal is to communicate information – in some cases a great deal of complex information – as clearly, accurately and precisely as possible, so well-constructed sentences that maintain a simple structure will be far more effective than convoluted phrasing and expressions. The active voice is often recommended by publishers and the authors of writing manuals, and the past tense is appropriate because the research has already been done. Make sure your grammar, spelling and punctuation are correct and effective so that you are conveying the meaning you intend. Statements that are vague, imprecise or ambiguous will often confuse and mislead readers, and a verbose style will add little more than padding while wasting valuable words that might be put to far better use in clear and logical explanations. Some specialised terminology may be required when reporting findings, but anything potentially unclear or confusing that has not already been defined earlier in the paper should be clarified for readers, and the same principle applies to unusual or nonstandard abbreviations. Your readers will want to understand what you are reporting about your results, not waste time looking up terms simply to understand what you are saying. A logical approach to organising your findings section (Step 2) will help you tell a logical story about your research results as you explain, highlight, offer analysis and summarise the information necessary for readers to understand the discussion section that follows.

Step 5 : Review the draft of your findings section and edit and revise until it reports your key findings exactly as you would have them presented to your readers. Check for accuracy and consistency in data across the section as a whole and all its visual elements. Read your prose aloud to catch language errors, awkward phrases and abrupt transitions. Ensure that the order in which you have presented results is the best order for focussing readers on your research objectives and preparing them for the interpretations, speculations, recommendations and other elements of the discussion that you are planning. This will involve looking back over the paper’s introductory and background material as well as anticipating the discussion and conclusion sections, and this is precisely the right point in the process for reviewing and reflecting. Your research results have taken considerable time to obtain and analyse, so a little more time to stand back and take in the wider view from the research door you have opened is a wise investment. The opinions of any additional readers you can recruit, whether they are professional mentors and colleagues or family and friends, will often prove invaluable as well.

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How To Write the Findings Section of a Research Paper These five steps will help you write a clear & interesting findings section for a research paper

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How to Write the Dissertation Findings or Results – Tips

Published by Grace Graffin at August 11th, 2021 , Revised On August 13, 2024

Each  part of the dissertation is unique, and some general and specific rules must be followed. The dissertation’s findings section presents the key results of your research without interpreting their meaning .

Theoretically, this is an exciting section of a dissertation because it involves writing what you have observed and found. However, it can be a little tricky if there is too much information to confuse the readers.

The goal is to include only the essential and relevant findings in this section. The results must be presented in an orderly sequence to provide clarity to the readers.

This section of the dissertation should be easy for the readers to follow, so you should avoid going into a lengthy debate over the interpretation of the results.

It is vitally important to focus only on clear and precise observations. The findings chapter of the  dissertation  is theoretically the easiest to write.

It includes  statistical analysis and a brief write-up about whether or not the results emerging from the analysis are significant. This segment should be written in the past sentence as you describe what you have done in the past.

This article will provide detailed information about  how to   write the findings of a dissertation .

When to Write Dissertation Findings Chapter

As soon as you have gathered and analysed your data, you can start to write up the findings chapter of your dissertation paper. Remember that it is your chance to report the most notable findings of your research work and relate them to the research hypothesis  or  research questions set out in  the introduction chapter of the dissertation .

You will be required to separately report your study’s findings before moving on to the discussion chapter  if your dissertation is based on the  collection of primary data  or experimental work.

However, you may not be required to have an independent findings chapter if your dissertation is purely descriptive and focuses on the analysis of case studies or interpretation of texts.

• Always report the findings of your research in the past tense.
• The dissertation findings chapter varies from one project to another, depending on the data collected and analyzed.
• Avoid reporting results that are not relevant to your research questions or research hypothesis.

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1. Reporting Quantitative Findings

The best way to present your quantitative findings is to structure them around the research  hypothesis or  questions you intend to address as part of your dissertation project.

Report the relevant findings for each research question or hypothesis, focusing on how you analyzed them.

Analysis of your findings will help you determine how they relate to the different research questions and whether they support the hypothesis you formulated.

While you must highlight meaningful relationships, variances, and tendencies, it is important not to guess their interpretations and implications because this is something to save for the discussion  and  conclusion  chapters.

Any findings not directly relevant to your research questions or explanations concerning the data collection process  should be added to the dissertation paper’s appendix section.

Use of Figures and Tables in Dissertation Findings

Suppose your dissertation is based on quantitative research. In that case, it is important to include charts, graphs, tables, and other visual elements to help your readers understand the emerging trends and relationships in your findings.

Repeating information will give the impression that you are short on ideas. Refer to all charts, illustrations, and tables in your writing but avoid recurrence.

The text should be used only to elaborate and summarize certain parts of your results. On the other hand, illustrations and tables are used to present multifaceted data.

It is recommended to give descriptive labels and captions to all illustrations used so the readers can figure out what each refers to.

How to Report Quantitative Findings

Here is an example of how to report quantitative results in your dissertation findings chapter;

Two hundred seventeen participants completed both the pretest and post-test and a Pairwise T-test was used for the analysis. The quantitative data analysis reveals a statistically significant difference between the mean scores of the pretest and posttest scales from the Teachers Discovering Computers course. The pretest mean was 29.00 with a standard deviation of 7.65, while the posttest mean was 26.50 with a standard deviation of 9.74 (Table 1). These results yield a significance level of .000, indicating a strong treatment effect (see Table 3). With the correlation between the scores being .448, the little relationship is seen between the pretest and posttest scores (Table 2). This leads the researcher to conclude that the impact of the course on the educators’ perception and integration of technology into the curriculum is dramatic.

Paired Samples

Paired samples correlation, paired samples test.

Also Read: How to Write the Abstract for the Dissertation.

2. Reporting Qualitative Findings

A notable issue with reporting qualitative findings is that not all results directly relate to your research questions or hypothesis.

The best way to present the results of qualitative research is to frame your findings around the most critical areas or themes you obtained after you examined the data.

In-depth data analysis will help you observe what the data shows for each theme. Any developments, relationships, patterns, and independent responses directly relevant to your research question or hypothesis should be mentioned to the readers.

Additional information not directly relevant to your research can be included in the appendix .

How to Report Qualitative Findings

Here is an example of how to report qualitative results in your dissertation findings chapter;

The last question of the interview focused on the need for improvement in Thai ready-to-eat products and the industry at large, emphasizing the need for enhancement in the current products being offered in the market. When asked if there was any particular need for Thai ready-to-eat meals to be improved and how to improve them in case of ‘yes,’ the males replied mainly by saying that the current products need improvement in terms of the use of healthier raw materials and preservatives or additives. There was an agreement amongst all males concerning the need to improve the industry for ready-to-eat meals and the use of more healthy items to prepare such meals. The females were also of the opinion that the fast-food items needed to be improved in the sense that more healthy raw materials such as vegetable oil and unsaturated fats, including whole-wheat products, to overcome risks associated with trans fat leading to obesity and hypertension should be used for the production of RTE products. The frozen RTE meals and packaged snacks included many preservatives and chemical-based flavouring enhancers that harmed human health and needed to be reduced. The industry is said to be aware of this fact and should try to produce RTE products that benefit the community in terms of healthy consumption.

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What to Avoid in Dissertation Findings Chapter

• Avoid using interpretive and subjective phrases and terms such as “confirms,” “reveals,” “suggests,” or “validates.” These terms are more suitable for the discussion chapter , where you will be expected to interpret the results in detail.
• Only briefly explain findings in relation to the key themes, hypothesis, and research questions. You don’t want to write a detailed subjective explanation for any research questions at this stage.

The Do’s of Writing the Findings or Results Section

• Ensure you are not presenting results from other research studies in your findings.
• Observe whether or not your hypothesis is tested or research questions answered.
• Illustrations and tables present data and are labelled to help your readers understand what they relate to.
• Use software such as Excel, STATA, and SPSS to analyse results and important trends.

Essential Guidelines on How to Write Dissertation Findings

The dissertation findings chapter should provide the context for understanding the results. The research problem should be repeated, and the research goals should be stated briefly.

This approach helps to gain the reader’s attention toward the research problem. The first step towards writing the findings is identifying which results will be presented in this section.

The results relevant to the questions must be presented, considering whether the results support the hypothesis. You do not need to include every result in the findings section. The next step is ensuring the data can be appropriately organized and accurate.

You will need to have a basic idea about writing the findings of a dissertation because this will provide you with the knowledge to arrange the data chronologically.

Start each paragraph by writing about the most important results and concluding the section with the most negligible actual results.

A short paragraph can conclude the findings section, summarising the findings so readers will remember as they transition to the next chapter. This is essential if findings are unexpected or unfamiliar or impact the study.

Our writers can help you with all parts of your dissertation, including statistical analysis of your results . To obtain free non-binding quotes, please complete our online quote form here .

Be Impartial in your Writing

When crafting your findings, knowing how you will organize the work is important. The findings are the story that needs to be told in response to the research questions that have been answered.

Therefore, the story needs to be organized to make sense to you and the reader. The findings must be compelling and responsive to be linked to the research questions being answered.

Always ensure that the size and direction of any changes, including percentage change, can be mentioned in the section. The details of p values or confidence intervals and limits should be included.

The findings sections only have the relevant parts of the primary evidence mentioned. Still, it is a good practice to include all the primary evidence in an appendix that can be referred to later.

The results should always be written neutrally without speculation or implication. The statement of the results mustn’t have any form of evaluation or interpretation.

Negative results should be added in the findings section because they validate the results and provide high neutrality levels.

The length of the dissertation findings chapter is an important question that must be addressed. It should be noted that the length of the section is directly related to the total word count of your dissertation paper.

The writer should use their discretion in deciding the length of the findings section or refer to the dissertation handbook or structure guidelines.

It should neither belong nor be short nor concise and comprehensive to highlight the reader’s main findings.

Ethically, you should be confident in the findings and provide counter-evidence. Anything that does not have sufficient evidence should be discarded. The findings should respond to the problem presented and provide a solution to those questions.

Structure of the Findings Chapter

The chapter should use appropriate words and phrases to present the results to the readers. Logical sentences should be used, while paragraphs should be linked to produce cohesive work.

You must ensure all the significant results have been added in the section. Recheck after completing the section to ensure no mistakes have been made.

The structure of the findings section is something you may have to be sure of primarily because it will provide the basis for your research work and ensure that the discussions section can be written clearly and proficiently.

One way to arrange the results is to provide a brief synopsis and then explain the essential findings. However, there should be no speculation or explanation of the results, as this will be done in the discussion section.

Another way to arrange the section is to present and explain a result. This can be done for all the results while the section is concluded with an overall synopsis.

This is the preferred method when you are writing more extended dissertations. It can be helpful when multiple results are equally significant. A brief conclusion should be written to link all the results and transition to the discussion section.

Numerous data analysis dissertation examples are available on the Internet, which will help you improve your understanding of writing the dissertation’s findings.

Problems to Avoid When Writing Dissertation Findings

One of the problems to avoid while writing the dissertation findings is reporting background information or explaining the findings. This should be done in the introduction section .

You can always revise the introduction chapter based on the data you have collected if that seems an appropriate thing to do.

Raw data or intermediate calculations should not be added in the findings section. Always ask your professor if raw data needs to be included.

If the data is to be included, then use an appendix or a set of appendices referred to in the text of the findings chapter.

Do not use vague or non-specific phrases in the findings section. It is important to be factual and concise for the reader’s benefit.

The findings section presents the crucial data collected during the research process. It should be presented concisely and clearly to the reader. There should be no interpretation, speculation, or analysis of the data.

The significant results should be categorized systematically with the text used with charts, figures, and tables. Furthermore, avoiding using vague and non-specific words in this section is essential.

It is essential to label the tables and visual material properly. You should also check and proofread the section to avoid mistakes.

The dissertation findings chapter is a critical part of your overall dissertation paper. If you struggle with presenting your results and statistical analysis, our expert dissertation writers can help you get things right. Whether you need help with the entire dissertation paper or individual chapters, our dissertation experts can provide customized dissertation support .

FAQs About Findings of a Dissertation

How do i report quantitative findings.

The best way to present your quantitative findings is to structure them around the research hypothesis or research questions you intended to address as part of your dissertation project. Report the relevant findings for each of the research questions or hypotheses, focusing on how you analyzed them.

How do I report qualitative findings?

The best way to present the qualitative research results is to frame your findings around the most important areas or themes that you obtained after examining the data.

An in-depth analysis of the data will help you observe what the data is showing for each theme. Any developments, relationships, patterns, and independent responses that are directly relevant to your research question or hypothesis should be clearly mentioned for the readers.

Can I use interpretive phrases like ‘it confirms’ in the finding chapter?

No, It is highly advisable to avoid using interpretive and subjective phrases in the finding chapter. These terms are more suitable for the discussion chapter , where you will be expected to provide your interpretation of the results in detail.

Can I report the results from other research papers in my findings chapter?

NO, you must not be presenting results from other research studies in your findings.

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How To Write The Results/Findings Chapter

For qualitative studies (dissertations & theses).

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

So, you’ve collected and analysed your qualitative data, and it’s time to write up your results chapter. But where do you start? In this post, we’ll guide you through the qualitative results chapter (also called the findings chapter), step by step. 

Overview: Qualitative Results Chapter

• What (exactly) the qualitative results chapter is
• What to include in your results chapter
• How to write up your results chapter
• A few tips and tricks to help you along the way
• Free results chapter template

What exactly is the results chapter?

The results chapter in a dissertation or thesis (or any formal academic research piece) is where you objectively and neutrally present the findings of your qualitative analysis (or analyses if you used multiple qualitative analysis methods ). This chapter can sometimes be combined with the discussion chapter (where you interpret the data and discuss its meaning), depending on your university’s preference.  We’ll treat the two chapters as separate, as that’s the most common approach.

In contrast to a quantitative results chapter that presents numbers and statistics, a qualitative results chapter presents data primarily in the form of words . But this doesn’t mean that a qualitative study can’t have quantitative elements – you could, for example, present the number of times a theme or topic pops up in your data, depending on the analysis method(s) you adopt.

Adding a quantitative element to your study can add some rigour, which strengthens your results by providing more evidence for your claims. This is particularly common when using qualitative content analysis. Keep in mind though that qualitative research aims to achieve depth, richness and identify nuances , so don’t get tunnel vision by focusing on the numbers. They’re just cream on top in a qualitative analysis.

So, to recap, the results chapter is where you objectively present the findings of your analysis, without interpreting them (you’ll save that for the discussion chapter). With that out the way, let’s take a look at what you should include in your results chapter.

What should you include in the results chapter?

As we’ve mentioned, your qualitative results chapter should purely present and describe your results , not interpret them in relation to the existing literature or your research questions . Any speculations or discussion about the implications of your findings should be reserved for your discussion chapter.

In your results chapter, you’ll want to talk about your analysis findings and whether or not they support your hypotheses (if you have any). Naturally, the exact contents of your results chapter will depend on which qualitative analysis method (or methods) you use. For example, if you were to use thematic analysis, you’d detail the themes identified in your analysis, using extracts from the transcripts or text to support your claims.

While you do need to present your analysis findings in some detail, you should avoid dumping large amounts of raw data in this chapter. Instead, focus on presenting the key findings and using a handful of select quotes or text extracts to support each finding . The reams of data and analysis can be relegated to your appendices.

While it’s tempting to include every last detail you found in your qualitative analysis, it is important to make sure that you report only that which is relevant to your research aims, objectives and research questions .  Always keep these three components, as well as your hypotheses (if you have any) front of mind when writing the chapter and use them as a filter to decide what’s relevant and what’s not.

Need a helping hand?

How do I write the results chapter?

Now that we’ve covered the basics, it’s time to look at how to structure your chapter. Broadly speaking, the results chapter needs to contain three core components – the introduction, the body and the concluding summary. Let’s take a look at each of these.

Section 1: Introduction

The first step is to craft a brief introduction to the chapter. This intro is vital as it provides some context for your findings. In your introduction, you should begin by reiterating your problem statement and research questions and highlight the purpose of your research . Make sure that you spell this out for the reader so that the rest of your chapter is well contextualised.

The next step is to briefly outline the structure of your results chapter. In other words, explain what’s included in the chapter and what the reader can expect. In the results chapter, you want to tell a story that is coherent, flows logically, and is easy to follow , so make sure that you plan your structure out well and convey that structure (at a high level), so that your reader is well oriented.

The introduction section shouldn’t be lengthy. Two or three short paragraphs should be more than adequate. It is merely an introduction and overview, not a summary of the chapter.

Pro Tip – To help you structure your chapter, it can be useful to set up an initial draft with (sub)section headings so that you’re able to easily (re)arrange parts of your chapter. This will also help your reader to follow your results and give your chapter some coherence.  Be sure to use level-based heading styles (e.g. Heading 1, 2, 3 styles) to help the reader differentiate between levels visually. You can find these options in Word (example below).

Section 2: Body

Before we get started on what to include in the body of your chapter, it’s vital to remember that a results section should be completely objective and descriptive, not interpretive . So, be careful not to use words such as, “suggests” or “implies”, as these usually accompany some form of interpretation – that’s reserved for your discussion chapter.

The structure of your body section is very important , so make sure that you plan it out well. When planning out your qualitative results chapter, create sections and subsections so that you can maintain the flow of the story you’re trying to tell. Be sure to systematically and consistently describe each portion of results. Try to adopt a standardised structure for each portion so that you achieve a high level of consistency throughout the chapter.

For qualitative studies, results chapters tend to be structured according to themes , which makes it easier for readers to follow. However, keep in mind that not all results chapters have to be structured in this manner. For example, if you’re conducting a longitudinal study, you may want to structure your chapter chronologically. Similarly, you might structure this chapter based on your theoretical framework . The exact structure of your chapter will depend on the nature of your study , especially your research questions.

As you work through the body of your chapter, make sure that you use quotes to substantiate every one of your claims . You can present these quotes in italics to differentiate them from your own words. A general rule of thumb is to use at least two pieces of evidence per claim, and these should be linked directly to your data. Also, remember that you need to include all relevant results , not just the ones that support your assumptions or initial leanings.

In addition to including quotes, you can also link your claims to the data by using appendices , which you should reference throughout your text. When you reference, make sure that you include both the name/number of the appendix , as well as the line(s) from which you drew your data.

As referencing styles can vary greatly, be sure to look up the appendix referencing conventions of your university’s prescribed style (e.g. APA , Harvard, etc) and keep this consistent throughout your chapter.

Section 3: Concluding summary

The concluding summary is very important because it summarises your key findings and lays the foundation for the discussion chapter . Keep in mind that some readers may skip directly to this section (from the introduction section), so make sure that it can be read and understood well in isolation.

In this section, you need to remind the reader of the key findings. That is, the results that directly relate to your research questions and that you will build upon in your discussion chapter. Remember, your reader has digested a lot of information in this chapter, so you need to use this section to remind them of the most important takeaways.

Importantly, the concluding summary should not present any new information and should only describe what you’ve already presented in your chapter. Keep it concise – you’re not summarising the whole chapter, just the essentials.

Tips for writing an A-grade results chapter

Now that you’ve got a clear picture of what the qualitative results chapter is all about, here are some quick tips and reminders to help you craft a high-quality chapter:

• Your results chapter should be written in the past tense . You’ve done the work already, so you want to tell the reader what you found , not what you are currently finding .
• Make sure that you review your work multiple times and check that every claim is adequately backed up by evidence . Aim for at least two examples per claim, and make use of an appendix to reference these.
• When writing up your results, make sure that you stick to only what is relevant . Don’t waste time on data that are not relevant to your research objectives and research questions.
• Use headings and subheadings to create an intuitive, easy to follow piece of writing. Make use of Microsoft Word’s “heading styles” and be sure to use them consistently.
• When referring to numerical data, tables and figures can provide a useful visual aid. When using these, make sure that they can be read and understood independent of your body text (i.e. that they can stand-alone). To this end, use clear, concise labels for each of your tables or figures and make use of colours to code indicate differences or hierarchy.
• Similarly, when you’re writing up your chapter, it can be useful to highlight topics and themes in different colours . This can help you to differentiate between your data if you get a bit overwhelmed and will also help you to ensure that your results flow logically and coherently.

If you have any questions, leave a comment below and we’ll do our best to help. If you’d like 1-on-1 help with your results chapter (or any chapter of your dissertation or thesis), check out our private dissertation coaching service here or book a free initial consultation to discuss how we can help you.

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23 Comments

This was extremely helpful. Thanks a lot guys

Hi, thanks for the great research support platform created by the gradcoach team!

I wanted to ask- While “suggests” or “implies” are interpretive terms, what terms could we use for the results chapter? Could you share some examples of descriptive terms?

I think that instead of saying, ‘The data suggested, or The data implied,’ you can say, ‘The Data showed or revealed, or illustrated or outlined’…If interview data, you may say Jane Doe illuminated or elaborated, or Jane Doe described… or Jane Doe expressed or stated.

I found this article very useful. Thank you very much for the outstanding work you are doing.

What if i have 3 different interviewees answering the same interview questions? Should i then present the results in form of the table with the division on the 3 perspectives or rather give a results in form of the text and highlight who said what?

I think this tabular representation of results is a great idea. I am doing it too along with the text. Thanks

That was helpful was struggling to separate the discussion from the findings

this was very useful, Thank you.

Very helpful, I am confident to write my results chapter now.

It is so helpful! It is a good job. Thank you very much!

Very useful, well explained. Many thanks.

Hello, I appreciate the way you provided a supportive comments about qualitative results presenting tips

I loved this! It explains everything needed, and it has helped me better organize my thoughts. What words should I not use while writing my results section, other than subjective ones.

Thanks a lot, it is really helpful

Thank you so much dear, i really appropriate your nice explanations about this.

Thank you so much for this! I was wondering if anyone could help with how to prproperly integrate quotations (Excerpts) from interviews in the finding chapter in a qualitative research. Please GradCoach, address this issue and provide examples.

what if I’m not doing any interviews myself and all the information is coming from case studies that have already done the research.

Very helpful thank you.

This was very helpful as I was wondering how to structure this part of my dissertation, to include the quotes… Thanks for this explanation

This is very helpful, thanks! I am required to write up my results chapters with the discussion in each of them – any tips and tricks for this strategy?

For qualitative studies, can the findings be structured according to the Research questions? Thank you.

Do I need to include literature/references in my findings chapter?

This was very helpful

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Many believe that a scientist’s most difficult job is not conducting an experiment but presenting the results in an effective and coherent way. Even when your methods and technique are sound and your notes are comprehensive, writing a report can be a challenge because organizing and communicating scientific findings requires patience and a thorough grasp of certain conventions. Having a clear understanding of the typical goals and strategies for writing an effective lab report can make the process much less troubling.

General Considerations

It is useful to note that effective scientific writing serves the same purpose that your lab report should. Good scientific writing explains:

• The goal(s) of your experiment
• How you performed the experiment
• The results you obtained
• Why these results are important

While it’s unlikely that you’re going to win the Nobel Prize for your work in an undergraduate laboratory course, tailoring your writing strategies in imitation of professional journals is easier than you might think, since they all follow a consistent pattern. However, your instructor has the final say in determining how your report should be structured and what should appear in each section. Please use the following explanations only to supplement your given writing criteria, rather than thinking of them as an indication of how all lab reports must be written.

In Practice

The structure of a report.

The traditional experimental report is structured using the acronym “IMRAD” which stands for I ntroduction, M ethods, R esults and D iscussion. The “ A ” is sometimes used to stand for A bstract. For help writing abstracts, please see Sweetland’s resource entitled “What is an abstract, and how do I write one?”

Introduction: “What am I doing here?”

The introduction should accomplish what any good introduction does: draw the reader into the paper. To simplify things, follow the “inverted pyramid” structure, which involves narrowing information from the most broad (providing context for your experiment’s place in science) to the most specific (what exactly your experiment is about). Consider the example below.

Most broad: “Caffeine is a mild stimulant that is found in many common beverages, including coffee.”

Less broad: “Common reactions to caffeine use include increased heart rate and increased respiratory rate.”

Slightly more specific (moving closer to your experiment): Previous research has shown that people who consume multiple caffeinated beverages per day are also more likely to be irritable.

Most specific (your experiment): This study examines the emotional states of college students (ages 18-22) after they have consumed three cups of coffee each day.

See how that worked? Each idea became slightly more focused, ending with a brief description of your particular experiment. Here are a couple more tips to keep in mind when writing an introduction:

• Include an overview of the topic in question, including relevant literature A good example: “In 1991, Rogers and Hammerstein concluded that drinking coffee improves alertness and mental focus (citation 1991).
• Explain what your experiment might contribute to past findings A good example: “Despite these established benefits, coffee may negatively impact mood and behavior. This study aims to investigate the emotions of college coffee drinkers during finals week.”
• Keep the introduction brief There’s no real advantage to writing a long introduction. Most people reading your paper already know what coffee is, and where it comes from, so what’s the point of giving them a detailed history of the coffee bean? A good example: “Caffeine is a psychoactive stimulant, much like nicotine.” (Appropriate information, because it gives context to caffeine—the molecule of study) A bad example: “Some of the more popular coffee drinks in America include cappuccinos, lattés, and espresso.” (Inappropriate for your introduction. This information is useless for your audience, because not only is it already familiar, but it doesn’t mention anything about caffeine or its effects, which is the reason that you’re doing the experiment.)
• Avoid giving away the detailed technique and data you gathered in your experiment A good example: “A sample of coffee-drinking college students was observed during end-of-semester exams.” ( Appropriate for an introduction ) A bad example: “25 college students were studied, and each given 10oz of premium dark roast coffee (containing 175mg caffeine/serving, except for Folgers, which has significantly lower caffeine content) three times a day through a plastic straw, with intervals of two hours, for three weeks.” ( Too detailed for an intro. More in-depth information should appear in your “Methods” or “Results” sections. )

Methods: “Where am I going to get all that coffee…?”

A “methods” section should include all the information necessary for someone else to recreate your experiment. Your experimental notes will be very useful for this section of the report. More or less, this section will resemble a recipe for your experiment. Don’t concern yourself with writing clever, engaging prose. Just say what you did, as clearly as possible. Address the types of questions listed below:

• Where did you perform the experiment? (This one is especially important in field research— work done outside the laboratory.)
• How much did you use? (Be precise.)
• Did you change anything about them? (i.e. Each 5 oz of coffee was diluted with 2 oz distilled water.)
• Did you use any special method for recording data? (i.e. After drinking coffee, students’ happiness was measured using the Walter Gumdrop Rating System, on a scale of 1-10.)
• Did you use any techniques/methods that are significant for the research? (i.e. Maybe you did a double blinded experiment with X and Y as controls. Was your control a placebo? Be specific.)
• Any unusual/unique methods for collecting data? If so, why did you use them?

After you have determined the basic content for your “methods” section, consider these other tips:

• Decide between using active or passive voice

There has been much debate over the use of passive voice in scientific writing. “Passive voice” is when the subject of a sentence is the recipient of the action.

• For example: Coffee was given to the students.

“Active voice” is when the subject of a sentence performs the action.

• For example: I gave coffee to the students.

The merits of using passive voice are obvious in some cases. For instance, scientific reports are about what is being studied, and not about YOU. Using too many personal pronouns can make your writing sound more like a narrative and less like a report. For that reason, many people recommend using passive voice to create a more objective, professional tone, emphasizing what was done TO your subject. However, active voice is becoming increasingly common in scientific writing, especially in social sciences, so the ultimate decision of passive vs. active voice is up to you (and whoever is grading your report).

• Units are important When using numbers, it is important to always list units, and keep them consistent throughout the section. There is a big difference between giving someone 150 milligrams of coffee and 150 grams of coffee—the first will keep you awake for a while, and the latter will put you to sleep indefinitely. So make sure you’re consistent in this regard.
• Don’t needlessly explain common techniques If you’re working in a chemistry lab, for example, and you want to take the melting point of caffeine, there’s no point saying “I used the “Melting point-ometer 3000” to take a melting point of caffeine. First I plugged it in…then I turned it on…” Your reader can extrapolate these techniques for him or herself, so a simple “Melting point was recorded” will work just fine.
• If it isn’t important to your results, don’t include it No one cares if you bought the coffee for your experiment on “3 dollar latte day”. The price of the coffee won’t affect the outcome of your experiment, so don’t bore your reader with it. Simply record all the things that WILL affect your results (i.e. masses, volumes, numbers of trials, etc).

Results: The only thing worth reading?

The “results” section is the place to tell your reader what you observed. However, don’t do anything more than “tell.” Things like explaining and analyzing belong in your discussion section. If you find yourself using words like “because” or “which suggests” in your results section, then STOP! You’re giving too much analysis.

A good example: “In this study, 50% of subjects exhibited symptoms of increased anger and annoyance in response to hearing Celine Dion music.” ( Appropriate for a “results” section—it doesn’t get caught up in explaining WHY they were annoyed. )

In your “results” section, you should:

• Display facts and figures in tables and graphs whenever possible. Avoid listing results like “In trial one, there were 5 students out of 10 who showed irritable behavior in response to caffeine. In trial two…” Instead, make a graph or table. Just be sure to label it so you can refer to it in your writing (i.e. “As Table 1 shows, the number of swear words spoken by students increased in proportion to the amount of coffee consumed.”) Likewise, be sure to label every axis/heading on a chart or graph (a good visual representation can be understood on its own without any textual explanation). The following example clearly shows what happened during each trial of an experiment, making the trends visually apparent, and thus saving the experimenter from having to explain each trial with words.
• Identify only the most significant trends. Don’t try to include every single bit of data in this section, because much of it won’t be relevant to your hypothesis. Just pick out the biggest trends, or what is most significant to your goals.

Discussion: “What does it all mean?”

The “discussion” section is intended to explain to your reader what your data can be interpreted to mean. As with all science, the goal for your report is simply to provide evidence that something might be true or untrue—not to prove it unequivocally. The following questions should be addressed in your “discussion” section:

• Is your hypothesis supported? If you didn’t have a specific hypothesis, then were the results consistent with what previous studies have suggested? A good example: “Consistent with caffeine’s observed effects on heart rate, students’ tendency to react strongly to the popping of a balloon strongly suggests that caffeine’s ability to heighten alertness may also increase nervousness.”
• Was there any data that surprised you? Outliers are seldom significant, and mentioning them is largely useless. However, if you see another cluster of points on a graph that establish their own trend, this is worth mentioning.
• Are the results useful? If you have no significant findings, then just say that. Don’t try to make wild claims about the meanings of your work if there is no statistical/observational basis for these claims—doing so is dishonest and unhelpful to other scientists reading your work. Similarly, try to avoid using the word “proof” or “proves.” Your work is merely suggesting evidence for new ideas. Just because things worked out one way in your trials, that doesn’t mean these results will always be repeatable or true.
• What are the implications of your work? Here are some examples of the types of questions that can begin to show how your study can be significant outside of this one particular experiment: Why should anyone care about what you’re saying? How might these findings affect coffee drinkers? Do your findings suggest that drinking coffee is more harmful than previously thought? Less harmful? How might these findings affect other fields of science? What about the effects of caffeine on people with emotional disorders? Do your findings suggest that they should or should not drink coffee?
• Any shortcomings of your work? Were there any flaws in your experimental design? How should future studies in this field accommodate for these complications. Does your research raise any new questions? What other areas of science should be explored as a result of your work?

Hogg, Alan. "Tutoring Scientific Writing." Sweetland Center for Writing. University of Michigan, Ann Arbor. 3/15/2011. Lecture.

Swan, Judith A, and George D. Gopen. "The Science of Scientific Writing." American Scientist . 78. (1990): 550-558. Print.

"Scientific Reports." The Writing Center . University of North Carolina, n.d. Web. 5 May 2011. http://www.unc.edu/depts/wcweb/handouts/lab_report_complete.html

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• How to present a research paper in PPT: best practices

A research paper presentation is frequently used at conferences and other events where you have a chance to share the results of your research and receive feedback from colleagues. Although it may appear as simple as summarizing the findings, successful examples of research paper presentations show that there is a little bit more to it.

In this article, we’ll walk you through the basic outline and steps to create a good research paper presentation. We’ll also explain what to include and what not to include in your presentation of research paper and share some of the most effective tips you can use to take your slides to the next level.

Research paper PowerPoint presentation outline

Creating a PowerPoint presentation for a research paper involves organizing and summarizing your key findings, methodology, and conclusions in a way that encourages your audience to interact with your work and share their interest in it with others. Here’s a basic research paper outline PowerPoint you can follow:

1. Title (1 slide)

Typically, your title slide should contain the following information:

• Title of the research paper
• Affiliation or institution
• Date of presentation

2. Introduction (1-3 slides)

On this slide of your presentation, briefly introduce the research topic and its significance and state the research question or objective.

3. Research questions or hypothesis (1 slide)

This slide should emphasize the objectives of your research or present the hypothesis.

4. Literature review (1 slide)

Your literature review has to provide context for your research by summarizing relevant literature. Additionally, it should highlight gaps or areas where your research contributes.

5. Methodology and data collection (1-2 slides)

This slide of your research paper PowerPoint has to explain the research design, methods, and procedures. It must also Include details about participants, materials, and data collection and emphasize special equipment you have used in your work.

6. Results (3-5 slides)

On this slide, you must present the results of your data analysis and discuss any trends, patterns, or significant findings. Moreover, you should use charts, graphs, and tables to illustrate data and highlight something novel in your results (if applicable).

7. Conclusion (1 slide)

Your conclusion slide has to summarize the main findings and their implications, as well as discuss the broader impact of your research. Usually, a single statement is enough.

8. Recommendations (1 slide)

If applicable, provide recommendations for future research or actions on this slide.

9. References (1-2 slides)

The references slide is where you list all the sources cited in your research paper.

10. Acknowledgments (1 slide)

On this presentation slide, acknowledge any individuals, organizations, or funding sources that contributed to your research.

11. Appendix (1 slide)

If applicable, include any supplementary materials, such as additional data or detailed charts, in your appendix slide.

The above outline is just a general guideline, so make sure to adjust it based on your specific research paper and the time allotted for the presentation.

Steps to creating a memorable research paper presentation

Creating a PowerPoint presentation for a research paper involves several critical steps needed to convey your findings and engage your audience effectively, and these steps are as follows:

Step 1. Understand your audience:

• Identify the audience for your presentation.
• Tailor your content and level of detail to match the audience’s background and knowledge.

Step 2. Define your key messages:

• Clearly articulate the main messages or findings of your research.
• Identify the key points you want your audience to remember.

Step 3. Design your research paper PPT presentation:

• Use a clean and professional design that complements your research topic.
• Choose readable fonts, consistent formatting, and a limited color palette.
• Opt for PowerPoint presentation services if slide design is not your strong side.

Step 4. Put content on slides:

• Follow the outline above to structure your presentation effectively; include key sections and topics.
• Organize your content logically, following the flow of your research paper.

Step 5. Final check:

• Proofread your slides for typos, errors, and inconsistencies.
• Ensure all visuals are clear, high-quality, and properly labeled.

Step 6. Save and share:

• Save your presentation and ensure compatibility with the equipment you’ll be using.
• If necessary, share a copy of your presentation with the audience.

By following these steps, you can create a well-organized and visually appealing research paper presentation PowerPoint that effectively conveys your research findings to the audience.

What to include and what not to include in your presentation

In addition to the must-know PowerPoint presentation recommendations, which we’ll cover later in this article, consider the following do’s and don’ts when you’re putting together your research paper presentation:

• Focus on the topic.
• Be brief and to the point.
• Attract the audience’s attention and highlight interesting details.
• Use only relevant visuals (maps, charts, pictures, graphs, etc.).
• Use numbers and bullet points to structure the content.
• Make clear statements regarding the essence and results of your research.

Don’ts:

• Don’t write down the whole outline of your paper and nothing else.
• Don’t put long, full sentences on your slides; split them into smaller ones.
• Don’t use distracting patterns, colors, pictures, and other visuals on your slides; the simpler, the better.
• Don’t use too complicated graphs or charts; only the ones that are easy to understand.
• Now that we’ve discussed the basics, let’s move on to the top tips for making a powerful presentation of your research paper.

8 tips on how to make research paper presentation that achieves its goals

You’ve probably been to a presentation where the presenter reads word for word from their PowerPoint outline. Or where the presentation is cluttered, chaotic, or contains too much data. The simple tips below will help you summarize a 10 to 15-page paper for a 15 to 20-minute talk and succeed, so read on!

Tip #1: Less is more

You want to provide enough information to make your audience want to know more. Including details but not too many and avoiding technical jargon, formulas, and long sentences are always good ways to achieve this.

Tip #2: Be professional

Avoid using too many colors, font changes, distracting backgrounds, animations, etc. Bullet points with a few words to highlight the important information are preferable to lengthy paragraphs. Additionally, include slide numbers on all PowerPoint slides except for the title slide, and make sure it is followed by a table of contents, offering a brief overview of the entire research paper.

Tip #3: Strive for balance

PowerPoint slides have limited space, so use it carefully. Typically, one to two points per slide or 5 lines for 5 words in a sentence are enough to present your ideas.

Tip #4: Use proper fonts and text size

The font you use should be easy to read and consistent throughout the slides. You can go with Arial, Times New Roman, Calibri, or a combination of these three. An ideal text size is 32 points, while a heading size is 44.

Tip #5: Concentrate on the visual side

A PowerPoint presentation is one of the best tools for presenting information visually. Use graphs instead of tables and topic-relevant illustrations instead of walls of text. Keep your visuals as clean and professional as the content of your presentation.

Tip #6: Practice your delivery

Always go through your presentation when you’re done to ensure a smooth and confident delivery and time yourself to stay within the allotted limit.

Tip #7: Get ready for questions

Anticipate potential questions from your audience and prepare thoughtful responses. Also, be ready to engage in discussions about your research.

Tip #8: Don’t be afraid to utilize professional help

If the mere thought of designing a presentation overwhelms you or you’re pressed for time, consider leveraging professional PowerPoint redesign services . A dedicated design team can transform your content or old presentation into effective slides, ensuring your message is communicated clearly and captivates your audience. This way, you can focus on refining your delivery and preparing for the presentation.

Lastly, remember that even experienced presenters get nervous before delivering research paper PowerPoint presentations in front of the audience. You cannot know everything; some things can be beyond your control, which is completely fine. You are at the event not only to share what you know but also to learn from others. So, no matter what, dress appropriately, look straight into the audience’s eyes, try to speak and move naturally, present your information enthusiastically, and have fun!

If you need help with slide design, get in touch with our dedicated design team and let qualified professionals turn your research findings into a visually appealing, polished presentation that leaves a lasting impression on your audience. Our experienced designers specialize in creating engaging layouts, incorporating compelling graphics, and ensuring a cohesive visual narrative that complements content on any subject.

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Steps to Plan Your Presentation

Delivering an effective oral presentation is an essential skill for sharing your research findings with an audience. Tailoring your presentation to your audience, preparing for technical issues, and engaging your listeners with clear, concise content are crucial for the success of your research project. This guide provides comprehensive advice on how to prepare, what to include, and common pitfalls to avoid, ensuring your presentation is impactful and memorable.

For further assistance, contact the Office of Undergraduate Research for individual consultations.

What You Need To Know

 Purpose

The purpose of an oral presentation is to share your research with an audience, typically through PowerPoint or Prezi. It is typically a synopsis of your research. If you've conducted a study, you will probably address the following topics:

• Background research on your topic (with citations to past studies)
• The rationale for your study (how does your study address a gap in the literature?)
• Hypotheses/research questions
• Methodology
• Results (graphs are more interesting than tables or words)
• Conclusions (for example, the implications or applications of your research, limitations, future research directions, a concise summary of your main findings, concluding thoughts)
• References and Acknowledgements (such as grant support, a faculty advisor if he/she is not an author on the presentation, assistance from others who are not listed as authors)

If your scholarship is in a different form (e.g., a film analysis, a presentation of a creative work), the structure will likely be a little different, but in all cases, it should be clear to the audience what the main goals of your research are, why it's important to do this work, and what you found in your research.  

Preparation

• First, make sure you know how much time you have; it is common for oral presentations at conferences to exceed the time limit. Prepare a presentation that is a little shorter than the allotted time to allow for questions and other comments.
• Think about your audience: Will they understand technical terms, jargon, and acronyms? Will they be mostly undergraduates or professors in the field? You should tailor your presentation to your expected audience.
• Think carefully about your central message. What do you want the audience to know by the end of your presentation? Most people will only remember a few take-home points from your carefully constructed presentation (if that!). There's no point in getting bogged down in minutia that the audience can't really process anyway.
• The most important parts are the beginning (to draw the audience in) and the ending (to wrap up, to inspire). Put some thought into how to make these parts of your presentation have impact.
• Think about your speaking style; can you speak loudly and clearly? Can you modulate your voice appropriately, or do you tend to sound monotone when you give presentations? Consider working on your public speaking skills if it's needed; consider joining Legacy Owls Toastmasters Club  for this purpose and check out Toastmasters International public speaking tips .

 Plan for the Unexpected

• Will the conference provide computers or do you bring your own laptop?
• Will there be internet available?
• How reliable is the internet?
• Will there be speakers or a way to use audio (if necessary)?
• Back up your presentation in at least two places (e.g., flash drive, Dropbox, email it to yourself).
• When you prepare a presentation on a Mac and then use a PC (or vice versa), be aware that sometimes things look different.
• Bring a printed copy in case the technology fails, or have a tablet/laptop with you.
• Find the room early, and check out the technology so you’re familiar with it.

What to Avoid

It is usually not required that you use visuals for your presentation, but a PowerPoint or Prezi can often help the audience follow along with your research.

If you use PowerPoint or Prezi:

• Avoid the temptation to put too much text on your slides; the audience can get bored or overwhelmed and might not be able to clearly see all the words if you've used a small font (less than 20-pt is considered "small"). 
• Avoid font types that are hard to read or look unprofessional.
• Avoid putting words on a busy powerpoint background that makes the words hard to read.
• Avoid using font color that doesn't contrast with the background (in other words, your audience can't read gray text on a black background). 
• Avoid tables and graphs that have too much information - you can recreate those tables and graphs with just the most important information instead.

Also, consider your verbal and physical presentation:

• Avoid reading your slides to the audience.
• Avoid reading from prepared notes; the audience will maintain interest better if you can speak extemporaneously directly to them. It's also hard to make eye contact with the audience if you are reading.
• Avoid distracting behaviors or verbal tics (“um,” “like,” “uh”).
• Dress appropriately for the occasion.
• Consider your body language (e.g., arms crossed can come across as you not wanting to be there).

Ways to Stand Out

• Embrace a "Presentation Zen" style: simple (not simplistic), clean, and powerful.
• Have interesting, high-resolution images on your slides.
• You could connect your research to recent events (perhaps asking the audience to summarize the recent event).
• You could ask specific questions throughout the presentation.
• You could poll the audience on a topic relevant to your presentation (perhaps even using a free resource such as Socrative or Poll Everywhere ).
• You could insert a powerful quote into your presentation (perhaps at the beginning or end).
• You can show a short video to illustrate something important about your topic.
• The point is not to be gimmicky; the point is to keep your audience interested and engaged (especially when the audience has been listening to oral presentations all day and might be tired). Be aware, though, that different disciplines have different conventions regarding what is and is not appropriate for an oral presentation; be sure to ask your research advisor for advice first.
• Showing enthusiasm for their work
• Being energetic
• Using emphasis on certain words
• Using hand gestures to keep the audience engaged

Handling Audience Questions

• Be sure to leave some time at the end.
• If a questioner is soft-spoken, repeat the question so everyone hears.
• Avoid long, meandering answers.
• Don’t make something up if you don’t know an answer. Offer to look it up and get back to the person, and be open to someone in the audience knowing the answer.
• Give positive reinforcement to questioners (smiling, nodding, “that’s a good question”).
• If someone is attacking you or otherwise being rude, remember that this usually comes from someone who wants to show off or appear smart in front of everyone The other audience members will recognize the rudeness and be on your side! Stay calm, answer as best you can, and acknowledge it when he/she makes a good point (smiling and nodding can disarm an attacker).
• People will often talk to you right afterwards; try to avoid running out right after your presentation if you can help it.
• Audience members may email for a copy of your presentation or to ask further questions; be sure to follow up with them.

Conclusions

If you have been accepted to present your research at a conference, congratulations! This is a great honor, and you should be proud of this accomplishment. If you would like an individual consultation with someone from the Office of Undergraduate Research about your presentation, please do not hesitate to contact us at [email protected] .

Other online resources to check out include:

• Presentation Tips (Prepare, Design, Deliver)
• 18 Tips for Killer Presentations

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Presenting and Evaluating Qualitative Research

The purpose of this paper is to help authors to think about ways to present qualitative research papers in the American Journal of Pharmaceutical Education . It also discusses methods for reviewers to assess the rigour, quality, and usefulness of qualitative research. Examples of different ways to present data from interviews, observations, and focus groups are included. The paper concludes with guidance for publishing qualitative research and a checklist for authors and reviewers.

INTRODUCTION

Policy and practice decisions, including those in education, increasingly are informed by findings from qualitative as well as quantitative research. Qualitative research is useful to policymakers because it often describes the settings in which policies will be implemented. Qualitative research is also useful to both pharmacy practitioners and pharmacy academics who are involved in researching educational issues in both universities and practice and in developing teaching and learning.

Qualitative research involves the collection, analysis, and interpretation of data that are not easily reduced to numbers. These data relate to the social world and the concepts and behaviors of people within it. Qualitative research can be found in all social sciences and in the applied fields that derive from them, for example, research in health services, nursing, and pharmacy. 1 It looks at X in terms of how X varies in different circumstances rather than how big is X or how many Xs are there? 2 Textbooks often subdivide research into qualitative and quantitative approaches, furthering the common assumption that there are fundamental differences between the 2 approaches. With pharmacy educators who have been trained in the natural and clinical sciences, there is often a tendency to embrace quantitative research, perhaps due to familiarity. A growing consensus is emerging that sees both qualitative and quantitative approaches as useful to answering research questions and understanding the world. Increasingly mixed methods research is being carried out where the researcher explicitly combines the quantitative and qualitative aspects of the study. 3 , 4

Like healthcare, education involves complex human interactions that can rarely be studied or explained in simple terms. Complex educational situations demand complex understanding; thus, the scope of educational research can be extended by the use of qualitative methods. Qualitative research can sometimes provide a better understanding of the nature of educational problems and thus add to insights into teaching and learning in a number of contexts. For example, at the University of Nottingham, we conducted in-depth interviews with pharmacists to determine their perceptions of continuing professional development and who had influenced their learning. We also have used a case study approach using observation of practice and in-depth interviews to explore physiotherapists' views of influences on their leaning in practice. We have conducted in-depth interviews with a variety of stakeholders in Malawi, Africa, to explore the issues surrounding pharmacy academic capacity building. A colleague has interviewed and conducted focus groups with students to explore cultural issues as part of a joint Nottingham-Malaysia pharmacy degree program. Another colleague has interviewed pharmacists and patients regarding their expectations before and after clinic appointments and then observed pharmacist-patient communication in clinics and assessed it using the Calgary Cambridge model in order to develop recommendations for communication skills training. 5 We have also performed documentary analysis on curriculum data to compare pharmacist and nurse supplementary prescribing courses in the United Kingdom.

It is important to choose the most appropriate methods for what is being investigated. Qualitative research is not appropriate to answer every research question and researchers need to think carefully about their objectives. Do they wish to study a particular phenomenon in depth (eg, students' perceptions of studying in a different culture)? Or are they more interested in making standardized comparisons and accounting for variance (eg, examining differences in examination grades after changing the way the content of a module is taught). Clearly a quantitative approach would be more appropriate in the last example. As with any research project, a clear research objective has to be identified to know which methods should be applied.

Types of qualitative data include:

• Audio recordings and transcripts from in-depth or semi-structured interviews
• Structured interview questionnaires containing substantial open comments including a substantial number of responses to open comment items.
• Audio recordings and transcripts from focus group sessions.
• Field notes (notes taken by the researcher while in the field [setting] being studied)
• Video recordings (eg, lecture delivery, class assignments, laboratory performance)
• Case study notes
• Documents (reports, meeting minutes, e-mails)
• Diaries, video diaries
• Observation notes
• Press clippings
• Photographs

RIGOUR IN QUALITATIVE RESEARCH

Qualitative research is often criticized as biased, small scale, anecdotal, and/or lacking rigor; however, when it is carried out properly it is unbiased, in depth, valid, reliable, credible and rigorous. In qualitative research, there needs to be a way of assessing the “extent to which claims are supported by convincing evidence.” 1 Although the terms reliability and validity traditionally have been associated with quantitative research, increasingly they are being seen as important concepts in qualitative research as well. Examining the data for reliability and validity assesses both the objectivity and credibility of the research. Validity relates to the honesty and genuineness of the research data, while reliability relates to the reproducibility and stability of the data.

The validity of research findings refers to the extent to which the findings are an accurate representation of the phenomena they are intended to represent. The reliability of a study refers to the reproducibility of the findings. Validity can be substantiated by a number of techniques including triangulation use of contradictory evidence, respondent validation, and constant comparison. Triangulation is using 2 or more methods to study the same phenomenon. Contradictory evidence, often known as deviant cases, must be sought out, examined, and accounted for in the analysis to ensure that researcher bias does not interfere with or alter their perception of the data and any insights offered. Respondent validation, which is allowing participants to read through the data and analyses and provide feedback on the researchers' interpretations of their responses, provides researchers with a method of checking for inconsistencies, challenges the researchers' assumptions, and provides them with an opportunity to re-analyze their data. The use of constant comparison means that one piece of data (for example, an interview) is compared with previous data and not considered on its own, enabling researchers to treat the data as a whole rather than fragmenting it. Constant comparison also enables the researcher to identify emerging/unanticipated themes within the research project.

STRENGTHS AND LIMITATIONS OF QUALITATIVE RESEARCH

Qualitative researchers have been criticized for overusing interviews and focus groups at the expense of other methods such as ethnography, observation, documentary analysis, case studies, and conversational analysis. Qualitative research has numerous strengths when properly conducted.

Strengths of Qualitative Research

• Issues can be examined in detail and in depth.
• Interviews are not restricted to specific questions and can be guided/redirected by the researcher in real time.
• The research framework and direction can be quickly revised as new information emerges.
• The data based on human experience that is obtained is powerful and sometimes more compelling than quantitative data.
• Subtleties and complexities about the research subjects and/or topic are discovered that are often missed by more positivistic enquiries.
• Data usually are collected from a few cases or individuals so findings cannot be generalized to a larger population. Findings can however be transferable to another setting.

Limitations of Qualitative Research

• Research quality is heavily dependent on the individual skills of the researcher and more easily influenced by the researcher's personal biases and idiosyncrasies.
• Rigor is more difficult to maintain, assess, and demonstrate.
• The volume of data makes analysis and interpretation time consuming.
• It is sometimes not as well understood and accepted as quantitative research within the scientific community
• The researcher's presence during data gathering, which is often unavoidable in qualitative research, can affect the subjects' responses.
• Issues of anonymity and confidentiality can present problems when presenting findings
• Findings can be more difficult and time consuming to characterize in a visual way.

PRESENTATION OF QUALITATIVE RESEARCH FINDINGS

The following extracts are examples of how qualitative data might be presented:

Data From an Interview.

The following is an example of how to present and discuss a quote from an interview.

The researcher should select quotes that are poignant and/or most representative of the research findings. Including large portions of an interview in a research paper is not necessary and often tedious for the reader. The setting and speakers should be established in the text at the end of the quote.

The student describes how he had used deep learning in a dispensing module. He was able to draw on learning from a previous module, “I found that while using the e learning programme I was able to apply the knowledge and skills that I had gained in last year's diseases and goals of treatment module.” (interviewee 22, male)

This is an excerpt from an article on curriculum reform that used interviews 5 :

The first question was, “Without the accreditation mandate, how much of this curriculum reform would have been attempted?” According to respondents, accreditation played a significant role in prompting the broad-based curricular change, and their comments revealed a nuanced view. Most indicated that the change would likely have occurred even without the mandate from the accreditation process: “It reflects where the profession wants to be … training a professional who wants to take on more responsibility.” However, they also commented that “if it were not mandated, it could have been a very difficult road.” Or it “would have happened, but much later.” The change would more likely have been incremental, “evolutionary,” or far more limited in its scope. “Accreditation tipped the balance” was the way one person phrased it. “Nobody got serious until the accrediting body said it would no longer accredit programs that did not change.”

Data From Observations

The following example is some data taken from observation of pharmacist patient consultations using the Calgary Cambridge guide. 6 , 7 The data are first presented and a discussion follows:

Pharmacist: We will soon be starting a stop smoking clinic. Patient: Is the interview over now? Pharmacist: No this is part of it. (Laughs) You can't tell me to bog off (sic) yet. (pause) We will be starting a stop smoking service here, Patient: Yes. Pharmacist: with one-to-one and we will be able to help you or try to help you. If you want it. In this example, the pharmacist has picked up from the patient's reaction to the stop smoking clinic that she is not receptive to advice about giving up smoking at this time; in fact she would rather end the consultation. The pharmacist draws on his prior relationship with the patient and makes use of a joke to lighten the tone. He feels his message is important enough to persevere but he presents the information in a succinct and non-pressurised way. His final comment of “If you want it” is important as this makes it clear that he is not putting any pressure on the patient to take up this offer. This extract shows that some patient cues were picked up, and appropriately dealt with, but this was not the case in all examples.

Data From Focus Groups

This excerpt from a study involving 11 focus groups illustrates how findings are presented using representative quotes from focus group participants. 8

Those pharmacists who were initially familiar with CPD endorsed the model for their peers, and suggested it had made a meaningful difference in the way they viewed their own practice. In virtually all focus groups sessions, pharmacists familiar with and supportive of the CPD paradigm had worked in collaborative practice environments such as hospital pharmacy practice. For these pharmacists, the major advantage of CPD was the linking of workplace learning with continuous education. One pharmacist stated, “It's amazing how much I have to learn every day, when I work as a pharmacist. With [the learning portfolio] it helps to show how much learning we all do, every day. It's kind of satisfying to look it over and see how much you accomplish.” Within many of the learning portfolio-sharing sessions, debates emerged regarding the true value of traditional continuing education and its outcome in changing an individual's practice. While participants appreciated the opportunity for social and professional networking inherent in some forms of traditional CE, most eventually conceded that the academic value of most CE programming was limited by the lack of a systematic process for following-up and implementing new learning in the workplace. “Well it's nice to go to these [continuing education] events, but really, I don't know how useful they are. You go, you sit, you listen, but then, well I at least forget.”

The following is an extract from a focus group (conducted by the author) with first-year pharmacy students about community placements. It illustrates how focus groups provide a chance for participants to discuss issues on which they might disagree.

Interviewer: So you are saying that you would prefer health related placements? Student 1: Not exactly so long as I could be developing my communication skill. Student 2: Yes but I still think the more health related the placement is the more I'll gain from it. Student 3: I disagree because other people related skills are useful and you may learn those from taking part in a community project like building a garden. Interviewer: So would you prefer a mixture of health and non health related community placements?

GUIDANCE FOR PUBLISHING QUALITATIVE RESEARCH

Qualitative research is becoming increasingly accepted and published in pharmacy and medical journals. Some journals and publishers have guidelines for presenting qualitative research, for example, the British Medical Journal 9 and Biomedcentral . 10 Medical Education published a useful series of articles on qualitative research. 11 Some of the important issues that should be considered by authors, reviewers and editors when publishing qualitative research are discussed below.

Introduction.

A good introduction provides a brief overview of the manuscript, including the research question and a statement justifying the research question and the reasons for using qualitative research methods. This section also should provide background information, including relevant literature from pharmacy, medicine, and other health professions, as well as literature from the field of education that addresses similar issues. Any specific educational or research terminology used in the manuscript should be defined in the introduction.

The methods section should clearly state and justify why the particular method, for example, face to face semistructured interviews, was chosen. The method should be outlined and illustrated with examples such as the interview questions, focusing exercises, observation criteria, etc. The criteria for selecting the study participants should then be explained and justified. The way in which the participants were recruited and by whom also must be stated. A brief explanation/description should be included of those who were invited to participate but chose not to. It is important to consider “fair dealing,” ie, whether the research design explicitly incorporates a wide range of different perspectives so that the viewpoint of 1 group is never presented as if it represents the sole truth about any situation. The process by which ethical and or research/institutional governance approval was obtained should be described and cited.

The study sample and the research setting should be described. Sampling differs between qualitative and quantitative studies. In quantitative survey studies, it is important to select probability samples so that statistics can be used to provide generalizations to the population from which the sample was drawn. Qualitative research necessitates having a small sample because of the detailed and intensive work required for the study. So sample sizes are not calculated using mathematical rules and probability statistics are not applied. Instead qualitative researchers should describe their sample in terms of characteristics and relevance to the wider population. Purposive sampling is common in qualitative research. Particular individuals are chosen with characteristics relevant to the study who are thought will be most informative. Purposive sampling also may be used to produce maximum variation within a sample. Participants being chosen based for example, on year of study, gender, place of work, etc. Representative samples also may be used, for example, 20 students from each of 6 schools of pharmacy. Convenience samples involve the researcher choosing those who are either most accessible or most willing to take part. This may be fine for exploratory studies; however, this form of sampling may be biased and unrepresentative of the population in question. Theoretical sampling uses insights gained from previous research to inform sample selection for a new study. The method for gaining informed consent from the participants should be described, as well as how anonymity and confidentiality of subjects were guaranteed. The method of recording, eg, audio or video recording, should be noted, along with procedures used for transcribing the data.

Data Analysis.

A description of how the data were analyzed also should be included. Was computer-aided qualitative data analysis software such as NVivo (QSR International, Cambridge, MA) used? Arrival at “data saturation” or the end of data collection should then be described and justified. A good rule when considering how much information to include is that readers should have been given enough information to be able to carry out similar research themselves.

One of the strengths of qualitative research is the recognition that data must always be understood in relation to the context of their production. 1 The analytical approach taken should be described in detail and theoretically justified in light of the research question. If the analysis was repeated by more than 1 researcher to ensure reliability or trustworthiness, this should be stated and methods of resolving any disagreements clearly described. Some researchers ask participants to check the data. If this was done, it should be fully discussed in the paper.

An adequate account of how the findings were produced should be included A description of how the themes and concepts were derived from the data also should be included. Was an inductive or deductive process used? The analysis should not be limited to just those issues that the researcher thinks are important, anticipated themes, but also consider issues that participants raised, ie, emergent themes. Qualitative researchers must be open regarding the data analysis and provide evidence of their thinking, for example, were alternative explanations for the data considered and dismissed, and if so, why were they dismissed? It also is important to present outlying or negative/deviant cases that did not fit with the central interpretation.

The interpretation should usually be grounded in interviewees or respondents' contributions and may be semi-quantified, if this is possible or appropriate, for example, “Half of the respondents said …” “The majority said …” “Three said…” Readers should be presented with data that enable them to “see what the researcher is talking about.” 1 Sufficient data should be presented to allow the reader to clearly see the relationship between the data and the interpretation of the data. Qualitative data conventionally are presented by using illustrative quotes. Quotes are “raw data” and should be compiled and analyzed, not just listed. There should be an explanation of how the quotes were chosen and how they are labeled. For example, have pseudonyms been given to each respondent or are the respondents identified using codes, and if so, how? It is important for the reader to be able to see that a range of participants have contributed to the data and that not all the quotes are drawn from 1 or 2 individuals. There is a tendency for authors to overuse quotes and for papers to be dominated by a series of long quotes with little analysis or discussion. This should be avoided.

Participants do not always state the truth and may say what they think the interviewer wishes to hear. A good qualitative researcher should not only examine what people say but also consider how they structured their responses and how they talked about the subject being discussed, for example, the person's emotions, tone, nonverbal communication, etc. If the research was triangulated with other qualitative or quantitative data, this should be discussed.

Discussion.

The findings should be presented in the context of any similar previous research and or theories. A discussion of the existing literature and how this present research contributes to the area should be included. A consideration must also be made about how transferrable the research would be to other settings. Any particular strengths and limitations of the research also should be discussed. It is common practice to include some discussion within the results section of qualitative research and follow with a concluding discussion.

The author also should reflect on their own influence on the data, including a consideration of how the researcher(s) may have introduced bias to the results. The researcher should critically examine their own influence on the design and development of the research, as well as on data collection and interpretation of the data, eg, were they an experienced teacher who researched teaching methods? If so, they should discuss how this might have influenced their interpretation of the results.

Conclusion.

The conclusion should summarize the main findings from the study and emphasize what the study adds to knowledge in the area being studied. Mays and Pope suggest the researcher ask the following 3 questions to determine whether the conclusions of a qualitative study are valid 12 : How well does this analysis explain why people behave in the way they do? How comprehensible would this explanation be to a thoughtful participant in the setting? How well does the explanation cohere with what we already know?

CHECKLIST FOR QUALITATIVE PAPERS

This paper establishes criteria for judging the quality of qualitative research. It provides guidance for authors and reviewers to prepare and review qualitative research papers for the American Journal of Pharmaceutical Education . A checklist is provided in Appendix 1 to assist both authors and reviewers of qualitative data.

ACKNOWLEDGEMENTS

Thank you to the 3 reviewers whose ideas helped me to shape this paper.

Appendix 1. Checklist for authors and reviewers of qualitative research.

Introduction

• □ Research question is clearly stated.
• □ Research question is justified and related to the existing knowledge base (empirical research, theory, policy).
• □ Any specific research or educational terminology used later in manuscript is defined.
• □ The process by which ethical and or research/institutional governance approval was obtained is described and cited.
• □ Reason for choosing particular research method is stated.
• □ Criteria for selecting study participants are explained and justified.
• □ Recruitment methods are explicitly stated.
• □ Details of who chose not to participate and why are given.
• □ Study sample and research setting used are described.
• □ Method for gaining informed consent from the participants is described.
• □ Maintenance/Preservation of subject anonymity and confidentiality is described.
• □ Method of recording data (eg, audio or video recording) and procedures for transcribing data are described.
• □ Methods are outlined and examples given (eg, interview guide).
• □ Decision to stop data collection is described and justified.
• □ Data analysis and verification are described, including by whom they were performed.
• □ Methods for identifying/extrapolating themes and concepts from the data are discussed.
• □ Sufficient data are presented to allow a reader to assess whether or not the interpretation is supported by the data.
• □ Outlying or negative/deviant cases that do not fit with the central interpretation are presented.
• □ Transferability of research findings to other settings is discussed.
• □ Findings are presented in the context of any similar previous research and social theories.
• □ Discussion often is incorporated into the results in qualitative papers.
• □ A discussion of the existing literature and how this present research contributes to the area is included.
• □ Any particular strengths and limitations of the research are discussed.
• □ Reflection of the influence of the researcher(s) on the data, including a consideration of how the researcher(s) may have introduced bias to the results is included.
• □ The conclusion states the main finings of the study and emphasizes what the study adds to knowledge in the subject area.

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• How to Write Recommendations in Research | Examples & Tips

How to Write Recommendations in Research | Examples & Tips

Published on September 15, 2022 by Tegan George . Revised on July 18, 2023.

Recommendations in research are a crucial component of your discussion section and the conclusion of your thesis , dissertation , or research paper .

As you conduct your research and analyze the data you collected , perhaps there are ideas or results that don’t quite fit the scope of your research topic. Or, maybe your results suggest that there are further implications of your results or the causal relationships between previously-studied variables than covered in extant research.

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What should recommendations look like, building your research recommendation, how should your recommendations be written, recommendation in research example, other interesting articles, frequently asked questions about recommendations.

Recommendations for future research should be:

• Concrete and specific
• Supported with a clear rationale
• Directly connected to your research

Overall, strive to highlight ways other researchers can reproduce or replicate your results to draw further conclusions, and suggest different directions that future research can take, if applicable.

Relatedly, when making these recommendations, avoid:

• Undermining your own work, but rather offer suggestions on how future studies can build upon it
• Suggesting recommendations actually needed to complete your argument, but rather ensure that your research stands alone on its own merits
• Using recommendations as a place for self-criticism, but rather as a natural extension point for your work

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There are many different ways to frame recommendations, but the easiest is perhaps to follow the formula of research question   conclusion  recommendation. Here’s an example.

Conclusion An important condition for controlling many social skills is mastering language. If children have a better command of language, they can express themselves better and are better able to understand their peers. Opportunities to practice social skills are thus dependent on the development of language skills.

As a rule of thumb, try to limit yourself to only the most relevant future recommendations: ones that stem directly from your work. While you can have multiple recommendations for each research conclusion, it is also acceptable to have one recommendation that is connected to more than one conclusion.

These recommendations should be targeted at your audience, specifically toward peers or colleagues in your field that work on similar subjects to your paper or dissertation topic . They can flow directly from any limitations you found while conducting your work, offering concrete and actionable possibilities for how future research can build on anything that your own work was unable to address at the time of your writing.

See below for a full research recommendation example that you can use as a template to write your own.

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While it may be tempting to present new arguments or evidence in your thesis or disseration conclusion , especially if you have a particularly striking argument you’d like to finish your analysis with, you shouldn’t. Theses and dissertations follow a more formal structure than this.

All your findings and arguments should be presented in the body of the text (more specifically in the discussion section and results section .) The conclusion is meant to summarize and reflect on the evidence and arguments you have already presented, not introduce new ones.

The conclusion of your thesis or dissertation should include the following:

• A restatement of your research question
• A summary of your key arguments and/or results
• A short discussion of the implications of your research

For a stronger dissertation conclusion , avoid including:

• Important evidence or analysis that wasn’t mentioned in the discussion section and results section
• Generic concluding phrases (e.g. “In conclusion …”)
• Weak statements that undermine your argument (e.g., “There are good points on both sides of this issue.”)

Your conclusion should leave the reader with a strong, decisive impression of your work.

In a thesis or dissertation, the discussion is an in-depth exploration of the results, going into detail about the meaning of your findings and citing relevant sources to put them in context.

The conclusion is more shorter and more general: it concisely answers your main research question and makes recommendations based on your overall findings.

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

George, T. (2023, July 18). How to Write Recommendations in Research | Examples & Tips. Scribbr. Retrieved September 9, 2024, from https://www.scribbr.com/dissertation/recommendations-in-research/

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How to write findings in a research paper

Skip to content Skip to navigation. Another technique you how to write findings in a research paper use to unlock your unconscious thought processes is freewriting. Step 5 : Review the finfings of your ifndings section and edit and revise until it reports your key findings exactly as you would apollo 13 movie review essay them presented to your readers. Data from multiple graphs can be placed into one figure to consolidate results. How to Write a Proper Report. Vieira, R. Examples Chemical Engineering PhD thesis: In this Chapter, all the experimental results from the phenomenological experiments outlined in Section 5. Now present the results that address this specific research question first. Freewriting on a topic means taking a fresh piece of paper or opening a new word-processor document and writing anything that comes into your head on that topic for a limited time. To start, organize your research data based on how important those are in relation to your research questions. There ar

Instead of presenting on a panel of 4-5 people to an audience, a poster presenter is with others in a large hall or room, and talks one-on-one with visitors who look at the visual poster display of the research. As in an oral presentation, a poster highlights just the main point of the paper.

Qualitative Findings. Qualitative research is an exploratory research method used to understand the complexities of human behavior and experiences. Qualitative findings are non-numerical and descriptive data that describe the meaning and interpretation of the data collected. Examples of qualitative findings include quotes from participants ...

Checklist: Research results 0 / 7. I have completed my data collection and analyzed the results. I have included all results that are relevant to my research questions. I have concisely and objectively reported each result, including relevant descriptive statistics and inferential statistics. I have stated whether each hypothesis was supported ...

Reporting Research Results in APA Style | Tips & Examples. Published on December 21, 2020 by Pritha Bhandari.Revised on January 17, 2024. The results section of a quantitative research paper is where you summarize your data and report the findings of any relevant statistical analyses.. The APA manual provides rigorous guidelines for what to report in quantitative research papers in the fields ...

Here are some general guidelines on how to write results in a research paper: Organize the results section: Start by organizing the results section in a logical and coherent manner. Divide the section into subsections if necessary, based on the research questions or hypotheses. Present the findings: Present the findings in a clear and concise ...

Don't make the reader do the analytic work for you. Now, on to some specific ways to structure your findings section. 1). Tables. Tables can be used to give an overview of what you're about to present in your findings, including the themes, some supporting evidence, and the meaning/explanation of the theme.

The ' Results' section of a research paper, like the 'Introduction' and other key parts, attracts significant attention from editors, reviewers, and readers. The reason lies in its critical role — that of revealing the key findings of a study and demonstrating how your research fills a knowledge gap in your field of study. Given its importance, crafting a clear and logically ...

Step 1: Consult the guidelines or instructions that the target journal or publisher provides authors and read research papers it has published, especially those with similar topics, methods, or results to your study. The guidelines will generally outline specific requirements for the results or findings section, and the published articles will ...

This section aims to answer the research questions or hypotheses formulated earlier in the paper and provide evidence to support or refute them. In the findings section, researchers typically present the data clearly and organized. They may use tables, graphs, charts, or other visual aids to illustrate the patterns, trends, or relationships ...

Here are a few best practices: Your results should always be written in the past tense. While the length of this section depends on how much data you collected and analysed, it should be written as concisely as possible. Only include results that are directly relevant to answering your research questions.

For most research papers in the social and behavioral sciences, there are two possible ways of organizing the results. Both approaches are appropriate in how you report your findings, but use only one approach. Present a synopsis of the results followed by an explanation of key findings. This approach can be used to highlight important findings.

The results section of a research paper tells the reader what you found, while the discussion section tells the reader what your findings mean. The results section should present the facts in an academic and unbiased manner, avoiding any attempt at analyzing or interpreting the data. Think of the results section as setting the stage for the ...

The Results (also sometimes called Findings) section in an empirical research paper describes what the researcher(s) found when they analyzed their data. Its primary purpose is to use the data collected to answer the research question(s) posed in the introduction, even if the findings challenge the hypothesis.

But in the end, you want to be presenting with the happy penguins on top of the ice, not flailing in the water. Limit the scope of your presentation. Don't present your paper. Presentations are usually around 10 min long. You will not have time to explain all of the research you did in a semester (or a year!) in such a short span of time.

Step 4: Write your findings section in a factual and objective manner. The goal is to communicate information - in some cases a great deal of complex information - as clearly, accurately and precisely as possible, so well-constructed sentences that maintain a simple structure will be far more effective than convoluted phrasing and expressions.

If not, we can help. Our panel of experts makes sure to keep the 3 pillars of the Dissertation strong. 1. Reporting Quantitative Findings. The best way to present your quantitative findings is to structure them around the research hypothesis or questions you intend to address as part of your dissertation project.

The conclusion of a research paper restates the research problem, summarizes your arguments or findings, and discusses the implications. ... or summarizing your overall findings. Argumentative paper: Restate your thesis and arguments. ... Don't go into the details of your evidence or present new ideas; focus on outlining in broad strokes the ...

The results chapter in a dissertation or thesis (or any formal academic research piece) is where you objectively and neutrally present the findings of your qualitative analysis (or analyses if you used multiple qualitative analysis methods). This chapter can sometimes be combined with the discussion chapter (where you interpret the data and ...

Here are a couple more tips to keep in mind when writing an introduction: Include an overview of the topic in question, including relevant literature. A good example: "In 1991, Rogers and Hammerstein concluded that drinking coffee improves alertness and mental focus (citation 1991). Explain what your experiment might contribute to past ...

Creating a PowerPoint presentation for a research paper involves several critical steps needed to convey your findings and engage your audience effectively, and these steps are as follows: Step 1. Understand your audience: Identify the audience for your presentation. Tailor your content and level of detail to match the audience's background ...

Qualitative research presents "best examples" of raw data to demonstrate an analytic point, not simply to display data. Numbers (descriptive statistics) help your reader understand how prevalent or typical a finding is. Numbers are helpful and should not be avoided simply because this is a qualitative dissertation.

The purpose of an oral presentation is to share your research with an audience, typically through PowerPoint or Prezi. It is typically a synopsis of your research. If you've conducted a study, you will probably address the following topics: Background research on your topic (with citations to past studies)

The purpose of this paper is to help authors to think about ways to present qualitative research papers in the American Journal of Pharmaceutical Education. It also discusses methods for reviewers to assess the rigour, quality, and usefulness of qualitative research. Examples of different ways to present data from interviews, observations, and ...

Overall, strive to highlight ways other researchers can reproduce or replicate your results to draw further conclusions, and suggest different directions that future research can take, if applicable. Relatedly, when making these recommendations, avoid: Undermining your own work, but rather offer suggestions on how future studies can build upon it.

How to write findings in a research paper It follows the presentation of the Methods and Materials and is presented before the Discussion section —although the Results and Discussion are presented together in many journals. Tests of statistical significance should always be presented with your results to show that your research findings objectively confirm or disprove your hypotheses.

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Trek Émonda Bikes Compared: Which One to Choose?

CyclistsHub is supported by its readers. We may receive a commission if you buy products using our links.

I’ll help you navigate the Trek Émonda aero road bikes in this article by comparing the Émonda SL 6 to SLR 9 .

You will also learn:

• Who are they best suited for?
• Why I think you shouldn’t buy Trek Émonda with SRAM groupset.
• And which model gives you the best value for your money?

KEY TAKEAWAY

Trek Émonda bikes are ideal for climbing and hilly terrain. They are the lightest bike family of all Trek road bikes . The models differ in components (e.g., electronic shifting) and frames. The more expensive ones are usually lighter and have a higher-grade carbon frame, but usually diminishing returns.

Let’s dive deeper to help make your decision easier.

This article compares Trek Émonda Gen 6 and 7. The main difference between Émonda Gen 6 and Gen 7 is that Gen 6 has IsoSpeed decoupler, while Gen 7 has IsoFlow.

Trek Émonda ALR 5 to SLR 9

The following table summarizes the main differences between all Émonda road bikes.

Émonda Pros & Cons Summary

I summarized the pros & cons of the Émonda series below.

Émonda Pros

• Lighter than Madone road bikes
• Aluminum and carbon models are available
• Relaxed geometry
• Availability in multiple sizes and colors
• Integrated cable routing
• Lifetime warranty

Émonda Cons

• Slower than Madone road bikes
• Narrow tire clearance (28mm)

Émonda Main Features

Let me now explain the most important features of the Trek Émonda aero bikes.

Frame and Geometry

The Émonda bikes are part of Trek’s road bike lineup . They’re made of aluminum or carbon .

The names of the bikes have abbreviations that refer to the type of material used for the frame:

• ALR  are  aluminum  frame bikes.
• SL are bikes with 500 series OCLV*  carbon (mid-range).
• SLR are bikes with 800 series OCLV carbon (high-end).

*OCLV carbon is Trek’s patented carbon fiber process ( learn more ).

ALR Émondas are great entry-level road bikes , thanks to their affordability. However, they are still a bit more expensive than less-known competitors.

SLs are the best mid-range option. They are slightly heavier than SLRs but about 25% cheaper.

And SLRs are ideal for people who have more money to spend and don’t want to compromise.

Most Émondas are available in 47-62 sizes and multiple colors, giving you a wide range of options.

Their geometry is more relaxed than on other racing bikes, so you won’t experience as much strain on your lower back and neck. The following picture shows the comparison with Specialized Tarmac SL 7.

Weight & Aerodynamics

Trek Émonda frame weighs 760g in size 56. The highest-end Émonda even weighs below the UCI 6.8 kg limit. However, low weight is not everything. Stiffness and aerodynamics are also important.

Trek claims Émonda frames are also relatively stiff and aero (of course, less aero than Madone). They are 18 seconds per hour faster at 8% gradients. ( Source ) However, more information on the methodology is not available.

Émondas are lightweight, thanks to the absence of an IsoSpeed decoupler that adds weight.

Wheels and Tires

Although the wheels on some Émonda models may be different, Émonda bikes typically come with Bontrager Aeolus Pro 37 wheels.

Of course, the low-end models have cheaper aluminum wheels . Fortunately, all Émondas come with tubeless-ready wheels. But remember, the tires are clinchers. So, if you want tubeless tires, you have to buy them separately.

One of the things that surprised me is that the lower-end Émondas have 28mm tires, while the higher-end only have 25mm. Most road bikes these days (except for some aero bikes) have 28mm or 30mm tires.

Unfortunately, Émondas only have tire clearance for 28mm tires.

Unsurprisingly, the Émonda bikes have a 2X drivetrain, as is customary for road bikes.

Trek fits them with Shimano and SRAM groupsets, and the number in the bike name indicates the groupset.

• Models ending with 5 use Shimano  105  (R7000) groupset.
• Models ending with 6 use Shimano Ultegra , 105 Di2 (R7100) or SRAM Rival AXS groupsets.
• Models ending with 7 use Shimano Ultegra Di2 (R8100) or SRAM Force AXS groupsets.
• Models ending with 9 use Shimano Dura-Ace Di2 (R9200) or SRAM Red AXS groupsets.

Interestingly, the Émondas with SRAM are heavier than the Émondas of the same series with the Shimano groupset. In addition, those with Shimano are also cheaper.

This is somewhat strange because Shimano retail prices are higher than SRAM’s. That’s why I recommend choosing Trek bikes with Shimano groupsets unless you prefer SRAM.

TIP : You might also be interested in this comparison of Shimano vs. SRAM .

So, which Trek Émonda bike is the best?

If you’re considering buying an Émonda, I suggest a model with a Shimano groupset. They are lighter and less expensive than the equivalent SRAM models.

For better value, consider the Émonda SL. It’s around 30% cheaper than the SLR but offers almost the same performance. From all models, I believe the Émonda SL 6 Pro with the Shimano 105 Di2 is the best deal.

However, if you don’t want to compromise, go for the SLR, which is more expensive but lighter.

Trek Émonda FAQ

Trek Émonda bikes are for pro cyclists, competitive roadies, and enthusiast cyclists who want a lightweight road bike. They are ideal for hilly, mountainous terrain and short, medium, and long-distance rides.

The main difference between Émonda and Madone is that Émonda is a lightweight road bike, while Émonda is an aero road bike. For more detailed info, please check out my comparison of Émonda vs. Madone .

The main difference between Émonda and Domane is that Émonda is a lightweight aero road bike. Domane is an endurance road bike with wider tire clearance, and it is also suitable for off-road adventures. Domane is somewhere between Émonda and Madone. Learn more in my Émonda vs. Domane comparison.

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Contract renewals for Lidl-Trek core: Hanson, Spratt and Sanguineti

Lidl-Trek is pleased to announce a trio of contract extensions for Lauretta Hanson (through 2026) Amanda Spratt (2026), and Ilaria Sanguineti (2025).

(Photo by Luc Claessen/Getty Images)

Lauretta Hanson, who has been with the Team since its inception in 2019, has evolved into one of the peloton’s top domestiques. Over the last six years, the Australian rider has demonstrated exceptional growth, becoming an indispensable asset to the Team. Known for her strength in the grueling northern classics, Hanson’s relentless work ethic and selfless dedication have seen her thrive across all terrains throughout the season.

Lauretta Hanson : “Extending with Lidl-Trek is an easy decision and one that I’m super happy with. I’ve been a part of this team since the beginning and it’s an environment where I feel valued, but also constantly challenged and inspired to be the best I can be. In 2019, we were a new team and everyone was growing and developing together. Now, 6 years on, we are one of the best teams in the world. I feel incredibly proud to have been a part of that journey, and excited to be continuing it into the future. I think the next couple of years will see some big changes, but I’m excited for that and ready to ride this next chapter with Lidl-Trek.”

(Photo by Tim de Waele/Getty Images)

A seasoned climber with a wealth of experience, Amanda Spratt has embraced her role as both a mentor to Lidl-Trek’s emerging GC riders and a contender in her own right. Spratty has made a significant impact over the past two seasons, not only through her leadership but also by battling at the front of the pack in key races. After two successful years racing in the iconic red, yellow, and blue of Lidl-Trek, Spratty is excited to continue her journey with the Team, helping to push its ambitious goals even further.

Amanda Spratt: “It was an easy decision to renew with Lidl-Trek and to remain part of this family for another two years. Lidl-Trek was a team that I had admired long before joining in 2023 and I continue to be constantly inspired and motivated by the people around me, especially my teammates. Lidl-Trek is going from strength to strength and I think it’s a really exciting moment for us. Personally, I am as ambitious as ever for the 2025 and 2026 seasons whether that’s racing for my own results or working for my teammates, I think we can continue to set big goals and achieve them together. The beauty of cycling is that when a teammate wins, it feels just as good as when you win yourself and this team spirit is one of my favourite things about racing, and racing for Lidl-Trek.”

(Photo by Alex Broadway/Getty Images)

Ilaria ‘Yaya’ Sanguineti has cemented her reputation as one of the top lead-out riders in the peloton, playing a pivotal role in delivering multiple victories for Elisa Balsamo, and more. Known for her ability to stay calm under pressure, Sanguineti expertly navigates the chaos of the peloton. She continues to be a driving force behind Balsamo’s success, with many more wins on the horizon.

Ilaria Sanguineti: “ This reconfirmation is a great honour for me. Lidl-Trek is a dream team, a unique group, a second family for me. I am very, very happy. Our group has been renewed a lot for the future. We have several new riders coming in and, already this year, we have included a large group of young riders. Numbers in hand, I will be one of the most experienced and I want to contribute from this point of view as well. I believe, however, that the winning formula is interchange: I have several years of professionalism behind me, I’ve done a lot of apprenticeship, but that doesn’t mean you stop learning also from the new generation. I see this as an exciting challenge and prospective. However, the first goal is to redeem a 2024 that did not go as I wanted. Needless to say, I was not able to give the team everything I wanted. Now that I have recovered my health and condition, I aim to finish the season with bold performances. Then, head straight to 2025. The spirit and passion will always be the same, but I hope to add important experiences and results. Being a team player who leads by example for the team and the group, inside and outside of racing, would be an important reward. The trust the team has given me with the contract renewal is the strongest push to bring out the best in myself and grow further.”

Lidl-Trek Sports Director Ina-Yoko Teutenberg commented, “We are incredibly fortunate to have riders like Spratty, Lauretta, and Yaya in the Team. Spratty’s leadership and climbing expertise, Lauretta’s strength across all terrains, and Yaya’s exceptional lead-out skills have been crucial to our success. Each of these riders brings something unique to the team, and they give their all to the task. With their support, our leaders are able to perform at the highest level.

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