In the previous part, I elaborated on how we can use the abstract to define the learning objectives/outcomes of our paper. In this part, I present four tools you can use to ensure your writing is constructively aligned to these learning outcomes
In Part I, I drew a parallel between academic writing and the constructive alignment framework used for course design. Essentially, I showed how we may view our academic peers as learners, trying to construct meaning, or in the broader sense, knowledge from our presented results. Now, let’s see where to start.