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e author wants the reader to focus: The duration of exposure to running water had a pronounced effect on cumulative seed germination percentages (Fig. 2). Seeds exposed to the 2-day treatment had the highest cumulative germination (84%), 1.25 times that of the 12-h or 5-day groups and 4 times that of controls. In contrast, this example strays subtly into interpretation by referring to optimality (a conceptual model) and tieing the observed result to that idea: The results of the germination experiment (Fig. 2) suggest that the optimal time for running-water treatment is 2 days. This group showed the highest cumulative germination (84%), with longer (5 d) or shorter (12 h) exposures producing smaller gains in germination when compared to the control group. 3. Strategy for Writing the Results Section 4. Frequently asked questions (FAQs). Top of Page Things to consider as you write your Results section:What are the "results"?: When you pose a testable hypothesis that can be answered experimentally, or ask a question that can be answered by collectingsamples, you accumulate observations about those organisms or phenomena. Those observations are then analyzed to yield an answer to the question. In general, the answer is the " key result". The above statements apply regardless of the complexity of the analysis you employ. So, in an introductory course your analysis may consist of visual inspection of figures and simple calculations of means and standard deviations; in a later course you may be expected to apply and interpret a variety of statistical tests. You instructor will tell you the level of analysis that is expected. For example, suppose you asked the question, "Is the average height of male students the same as female students in a pool of Biology majors?" You would first collect height data from large random samples of male and female students. You would then calculate the descriptive statistics for those samples (mean, SD, n, range, etc) and plot these numbers. In a course where statistical tests are not employed, you would visually inspect these plots. Suppose you found that male Biology majors are, on average, 12.5 cm taller than female majors; this is the answer to the question. Notice that the outcome of a statistical analysis is not a key result, but rather an analytical tool that helps us understand what is our key result. Top of Page Organize the results section based on the sequence of Table and Figures you'll include. Prepare the Tables and Figures as soon as all the data are analyzed and arrange them in the sequence that best presents your findings in a logical way. A good strategy is to note, on a draft of each Table or Figure, the one or two key results you want to addess in the text portion of the Results. Simple rules to follow related to Tables and Figures: Tables and Figures are assigned numbers separately and in the sequence that you will refer to them from the text. The first Table you refer to is Table 1, the next Table 2 and so forth. Similarly, the first Figure is Figure 1, the next Figure 2, etc. Each Table or Figure must include a brief description of the results being presented and other necessary information in a legend. Table legends go above the Table; tables are read from top to bottom. Figure legends go below the figure; figures are usually viewed from bottom to top. When referring to a Figure from the text, "Figure" is abbreviated as Fig.,e.g., Fig. 1. Table is never abbreviated, e