STEM 100

1.Illustrate interest in the IMRaD format and

publication of the research paper to online journals;
2.Compose an introduction which follows the
guidelines and format; and
3.Practice the proper in-text citation in writing the
review, including the use of the APA style.
I - INTRODUCTION
M - METHODOLOGY
R - RESULTS
A - AND
D - DISCUSSION
Establishing a
Research
Territory Establishing a
"The Situation" Niche Occupying the
Niche
"The Problem"
"The Solution"
MOVE 1. ESTABLISHING A RESEARCH TERRITORY.
THE SITUATION
Demonstrate that a general area of
research is IMPORTANT, CRITICAL,
INTERESTING, PROBLEMATIC,
RELEVANT, OR WORTHY of investigation
MOVE 1. ESTABLISHING A RESEARCH TERRITORY.
THE SITUATION
Introduce and review key
sources of prior research in
that area to show where GAPS
EXIST
MOVE 1. ESTABLISHING A RESEARCH TERRITORY.
THE SITUATION

STEPS IN WRITING MOVE 1.

• BACKGROUND OF THE STUDY
• RATIONALE
FIRST PART: ARGUMENTS OR CLAIMS
EXAMPLE
Spectral Effects of Three Types of White
Light-emitting Diodes on Plant Growth and
Development: Absolute versus Relative
Amounts of Blue Light
Kevin R. Cope1 and Bruce Bugbee
Department of Plants Soils and Climate, Utah State
University,
4820 Old Main Hill, Logan, UT 84322-4820
HORTSCIENCE 48(4):504–509. 2013.
The application of LEDs for plant growth lighting has been
studied for over two decades (Barta et al., 1992; Bula et al.,
1991). Initial studies included only red LEDs because they
were the most efficient and emit light that coincides with
the maximum absorption of chlorophyll (660 nm).
However, it quickly became apparent that some blue light
was necessary for normal growth and development of
sorghum (Britz and Sager, 1990), soybean (Britz and Sager,
1990; Dougher and Bugbee, 2001a; Wheeler et al., 1991),
wheat (Barnes and Bugbee, 1992; Dougher and Bugbee,
2001a; Goins et al., 1997), lettuce (Dougher and Bugbee,
2001a; Hoenecke et al., 1992; Yorio et al., 2001), pepper
(Brown et al., 1995), spinach, and radish (Yorio et al., 2001).
 MOVE 1. ESTABLISHING A RESEARCH TERRITORY.
THE SITUATION

STEPS IN WRITING MOVE 1.

Second (2nd) part: Discussion of
Variable/s
Third (3rd) part: RRL that SUPPORTS
variables
Spectral Effects of Three Types of White
Light-emitting Diodes on Plant Growth and
Development: Absolute versus Relative
Amounts of Blue Light
Kevin R. Cope1 and Bruce Bugbee
Department of Plants Soils and Climate, Utah State
University,
4820 Old Main Hill, Logan, UT 84322-4820
HORTSCIENCE 48(4):504–509. 2013.
2ND PART: DISCUSSION OF VARIABLES
EXAMPLE
At the time these studies were conducted, blue LEDs were
only 3% to 4% efficient, whereas red LEDs were 15% to 18%
efficient (Massa et al., 2006). As such, the goal of these
studies was to determine the minimum amount of blue
light necessary for normal growth and development (Kim
et al., 2005). The efficiency of blue LEDs has since
dramatically increased to more than 30%. Because white
LEDs are produced by using blue LEDs and phosphors, an
increase in the efficiency of blue LEDs has made efficient
white LEDs possible (Pimputkar et al., 2009).
3rd part: RRL that SUPPORTS Variables
EXAMPLE
 MOVE 2. ESTABLISHING A NICHE
THE PROBLEM

1. Indicating a gap from previous study

2.Challenging a broadly accepted assumption
3. Raising a question, hypothesis, or need
4.Extending previous knowledge in some way
a precise statement about a concern – a gap in
knowledge, skills and/or practice, a condition to
improve upon, a difficulty to be eliminated, or an
unanswered question that exists from field or theory
or academic/field practice, which needs a systematic
and empirical investigation
(University of Southern Carolina (USC), 2016 as cited
by Sivakumar, 2017)
Why is it important for you to
clearly define and identify the
research problem?
The application of LEDs for plant growth lighting has been
studied for over two decades (Barta et al., 1992; Bula et al.,
1991). Initial studies included only red LEDs because they
were the most efficient and emit light that coincides with
the maximum absorption of chlorophyll (660 nm).
However, it quickly became apparent that some blue light
was necessary for normal growth and development of
sorghum (Britz and Sager, 1990), soybean (Britz and Sager,
1990; Dougher and Bugbee, 2001a; Wheeler et al., 1991),
wheat (Barnes and Bugbee, 1992; Dougher and Bugbee,
2001a; Goins et al., 1997), lettuce (Dougher and Bugbee,
2001a; Hoenecke et al., 1992; Yorio et al., 2001), pepper
(Brown et al., 1995), spinach, and radish (Yorio et al., 2001).
Studies on blue light. Wheeler et al. (1991) were the first to
propose that the plant developmental response to blue
light was dependent on absolute blue light levels (mmol of
photons per m–2·s –1 between 400 and 500 nm) rather
than the relative amount of blue light (percent of total
PPF). This was a departure from other photobiological
responses that are determined by ratios of light rather than
absolute amounts (e.g., red:far red ratio and phytochrome
photoequilbria). These results were reviewed by Yorio et al.
(1998).
 MOVE 2. ESTABLISHING A NICHE
THE PROBLEM

STEPS TO WRITE MOVE 2:

Fourth (4th) part: RRL that CONTRADICTS
variables
>> Make a counter claim by introducing an
opposing viewpoint or perspective or identify a
gap in prior research that you believe has
weakened or undermined the prevailing argument
4th part: RRL that CONTRADICTS Variables
EXAMPLE
Later, Dougher and Bugbee (2001a) examined the effects of
blue light on growth and development of lettuce, soybean,
and wheat using high-pressure sodium (HPS) and metal
halide (MH) lamps filtered to achieve six blue light levels
from 0.1% to 26% at 200 and 500 mmol·m–2·s–1. Blue light
did not affect total DW, and developmental responses were
species-dependent. Lettuce was the most responsive with
dramatic decreases in stem length as blue light levels
increased. Soybean stem length decreased and leaf area
increased up to 6% blue light. Wheat was not significantly
affected by blue light. For lettuce, stem length was better
predicted by absolute blue light, but for soybean, stem
length was better predicted by relative blue light.
 MOVE 2. ESTABLISHING A NICHE
THE PROBLEM

STEPS TO WRITE MOVE 2:

Fifth (5th) part: Research Gap

Indicate the research gap

 MOVE 2. ESTABLISHING A NICHE
THE PROBLEM

STEPS TO WRITE MOVE 2:

Fifth (5th) part: Research Gap
Present key questions about the consequences of
gaps in prior research that will be addressed by
your study
5th part: Research Gap EXAMPLE
The application of LEDs for plant growth lighting has been
studied for over two decades (Barta et al., 1992; Bula et al.,
1991). Initial studies included only red LEDs because they
were the most efficient and emit light that coincides with
the maximum absorption of chlorophyll (660 nm).
However, it quickly became apparent that some blue light
was necessary for normal growth and development of
sorghum (Britz and Sager, 1990), soybean (Britz and Sager,
1990; Dougher and Bugbee, 2001a; Wheeler et al., 1991),
wheat (Barnes and Bugbee, 1992; Dougher and Bugbee,
2001a; Goins et al., 1997), lettuce (Dougher and Bugbee,
2001a; Hoenecke et al., 1992; Yorio et al., 2001), pepper
(Brown et al., 1995), spinach, and radish (Yorio et al., 2001).
 MOVE 2. ESTABLISHING A NICHE
THE PROBLEM

STEPS TO WRITE MOVE 2:

Sixth (6th) part: RRL that EMPHASIZE THE GAP
• Provide relevant RRL that emphasize the gap
 MOVE 2. ESTABLISHING A NICHE
THE PROBLEM
STEPS TO WRITE MOVE 2:
Sixth (6th) part: RRL that EMPHASIZE THE GAP
Extend prior research to expand upon or clarify a
research problem by using connectors that implies
a need
6th part: RRL that EMPHASIZE THE GAP
EXAMPLE
Dougher and Bugbee (2001a) plotted stem length
against both absolute and relative blue light, but
because filtered light sources were used, the
results may have been complicated by interactions
with other wavelengths of light. In our study, we
used three types of white LEDs without filters to
determine if other plant growth parameters are
better predicted by either absolute or relative
blue light.
 MOVE 3. OCCUPYING THE NICHE
THE SOLUTION

The final "move" is to announce the means

by which your study will contribute new
knowledge or new understanding in
contrast to prior research on the topic.
 MOVE 3. OCCUPYING THE NICHE
THE SOLUTION

STEPS TO WRITE MOVE 3:

Seventh (7th) part: Goal or
Purpose of the Research
 MOVE 3. OCCUPYING THE NICHE
THE SOLUTION

• Clearly explain the objectives/goal/purpose of the

study (answering the “So what?” question)
• Briefly explain as to how you are going to
accomplish your goal (what will be done?)
• Significance of the study (reasons why the study
adds to the scholarly research and literature in the
field and how the study helps improve practice)
7th part: Goal or Purpose of the Research
EXAMPLE
Dougher and Bugbee (2001a) plotted stem length
against both absolute and relative blue light, but
because filtered light sources were used, the
results may have been complicated by interactions
with other wavelengths of light. In our study, we
used three types of white LEDs without filters to
determine if other plant growth parameters are
better predicted by either absolute or relative
blue light.
 MOVE 3. OCCUPYING THE NICHE
THE SOLUTION

STEPS TO WRITE MOVE 3:

Eighth (8th) part: Theory that supports your study
>> Theoretical Framework (relate your research
problem to particular theories parallel to your research
aims and objectives)
 MOVE 3. OCCUPYING THE NICHE
THE SOLUTION

Tips on how to write the Theoretical Framework:

• Introduce the theory, proponent, and year.
• Briefly discuss the theory.
• State which part of the theory best supports your
study.
• Elaborate how this theory supports your study
Do you have
questions?