A Structured Approach to Comprehending and Summarizing Software Engineering Research Papers

Core Concepts

A diagramming technique that helps students identify the structure and scientific argument of software engineering research papers, enabling more effective and efficient reading.

Abstract

The paper presents a diagramming technique developed at Carnegie Mellon University to help students read and comprehend software engineering research papers more effectively. The technique involves a close reading of the paper's abstract to identify the key elements of the research process, including the problem/question, the research method, the result, and the validation. This information is then used to create a one-page "storyboard" that visually maps out the structure and scientific argument of the paper.
The paper first discusses the challenges students face when transitioning from reading textbooks to reading primary research literature, and the importance of teaching them how to read research papers effectively. It then explains the diagramming technique in detail, using a specific paper as an example. The technique involves:

Closely reading the abstract to identify the real-world problem, the specific research problem/question, the research method, the result, and the validation.
Mapping these elements onto a diagram that represents the overall research process.
Creating a one-page "storyboard" by printing thumbnails of the paper's pages and marking up the text that corresponds to the different elements of the research process.

The paper discusses the authors' experience using this technique in a first-semester PhD course in software engineering, where it helped address student complaints about the heavy reading load and improved overall course evaluations. The technique has also been introduced in the department's undergraduate research program.
The paper concludes by discussing how the diagramming technique helps students develop critical reading skills for the research literature, and how it could be incorporated into a dedicated course on reading and writing research papers.

Stats

The paper does not contain any specific metrics or figures. It focuses on describing the diagramming technique and the authors' experience using it in their courses.

Quotes

"Reading scientific research papers is a skill that many students do not learn before entering PhD programs, but it is critical to their success."
"We teach students to approach research papers systematically. We discuss the conceptual elements of a research paper as described in [8]: the research problem/question, the kind of result, and the (coupled) research method and validation."
"By identifying the type of research, we have a better idea of what to look for in the paper."

Key Insights Distilled From

A Diagramming Technique for Teaching Students to Read Software Engineering Research Papers: an experience report

by Mary Shaw at arxiv.org 05-07-2024

https://arxiv.org/pdf/2405.02734.pdf

Deeper Inquiries

How could this diagramming technique be adapted for use in other academic disciplines beyond software engineering?

The diagramming technique described in the context can be adapted for use in other academic disciplines by focusing on the fundamental structure and argumentation of research papers specific to those fields. For instance, in disciplines like biology or psychology, the technique can be tailored to help students identify the research problem, methodology, results, and conclusions in scientific papers. By providing guidelines on what elements to look for in research papers and how to visually represent them, students in various disciplines can enhance their critical reading skills. Additionally, incorporating discipline-specific terminology and examples can make the technique more relatable and applicable across different academic fields.

What are some potential limitations or drawbacks of this approach, and how could they be addressed?

One potential limitation of this approach could be the time and effort required to teach students how to effectively use the diagramming technique, especially in disciplines where research papers have complex structures or varied formats. To address this, educators can provide clear and concise instructions on how to apply the technique, offer practice exercises with feedback, and gradually increase the complexity of the papers students analyze. Additionally, creating templates or guidelines specific to different types of research papers can streamline the learning process and make it more manageable for students. Regular feedback and reinforcement of the technique's importance can also help overcome potential challenges.

How might this technique be integrated with other strategies for teaching critical reading and writing skills in research-oriented programs?

Integrating this diagramming technique with other strategies for teaching critical reading and writing skills can enhance students' overall research literacy. One way to do this is to combine the diagramming technique with annotation exercises, where students highlight key points, ask questions, and make connections within the research papers. By incorporating group discussions or peer reviews, students can compare their diagramming results, share insights, and gain a deeper understanding of different approaches to analyzing research papers. Furthermore, educators can link the diagramming technique to broader concepts of research methodology, argumentation, and critical thinking, creating a comprehensive framework for students to approach academic literature effectively. Regular practice, feedback, and reflection on the application of these strategies can further reinforce students' skills in reading and writing research papers.