PRESENTING IMPLICATIONS Implications, according to Martin and Ohmann (as cited in Dadufalza, 1996, p.

28) pertains to the logical consequences of a particular statement, or something that is true as a result of another true assertion. Drawing the implications also means explaining the value or significance of a statement, usually in connection to society, or certain sectors of it (e.g. the educational sector, political sector, etc.). According to Martin and Ohmann, one general question that can help you draw implications is If this assertion is true, then what other assertions are necessarily true? We can restate this as, If my findings/arguments are true, then what logically follows? Your task: Below are excerpts taken from the implications sections of various research articles. Based on these excerpts, formulate other questions that can serve as guides for presenting the implications of your research. SAMPLE 1 On the whole, findings of the study have implications for research and pedagogy. Implications for research First, this paper shows the viability of discourse analysis of written texts, especially professional texts like editorials, news stories, and other media texts, including multimodal texts such as print ads. [] In terms of possible areas for future research, more studies should be conducted on the interpersonal function (or meaning) of language. Specific topics include manifestations of this meaning in written texts, such as evaluation, stance, commitment, detachment, and attitude to the speakers proposition and to readers, and how these are realized linguistically. As in the strategic story, the implications for language teaching from communicating change points to the need for looking at an integrated way of teaching. The situational context helps to make lessons meaningful to the student; it argues against teaching the English language in discrete units all the time without looking at the overall communication skills. In addition, I suggest more studies be conducted on media discourses (in the written mode) such as news stories. [] Pedagogical implications First, learning and teaching might be more insightful and informed if the Claim-Counterclaim pattern were introduced/exploited in argumentative writing classes, rather than the traditional Introduction-Body-Conclusion framework. Perhaps the linguistic signals of this pattern should also be taught without converting the English class into a grammar-oriented class. [] Lastly, corollary to the first implication, teaching interpersonal meaning and how it is coded linguistically in written texts may inform our teaching. Not only should we focus on coherence, cohesion, and organization we should also pay attention to interpersonal, attitudinal or orientational meanings.

SAMPLE 2

SAMPLE 3 [. . .] There is an urgent need for decentralized and differentiated policies and procedures simply because what works for one will not work for another. On the question of language instruction, for example, the bilingual policy must be adopted using a differentiated scheme. [. . .]