All MS Word window, function and command names are in italic. An analysis is a process that contains stages (or phases). Each stage contains one or more procedures that contain steps. Use these terms consistently to avoid confusion and enable replication of your study. To quickly structure an analysis, use process and procedure tables, which you can later convert into paragraphs after you've entered information in each table cell. The tables help ensure that you do not (i) report findings in the analysis and (ii) overlook vital information-because if a cell is empty, then information is probably missing. Note: Some authors find table lines helpful during information development, while others find them distracting. So insert whatever makes the tables usable for you. Open p_templates, select Save As…, and give the file a new name (e.g., DP_anlys). Note: Table-generating macros are an alternative to saving templates in .dot or .doc formats, but instructions for creating and using them are beyond this article's scope. Describe data analysis in the process table in the new file, for example: Creating and using procedure templates Describe the procedure, for example: Study and correct the overall process description and each procedure after you describe each stage in detail to (i) ensure that you've documented everything and (ii) generate ideas for developing transition sentences. Note: Never write two consecutive headings without text in between-a convention that some non-native English speakers use. A heading indicates what the information below it is about. So either delete one heading or write a transition between the two headings, for example: DESIGN AND METHODS This study is part of a mega … This section describes this study's objectives, participants and setting … Objectives Text … Participants and setting Text … When your analysis is in paragraphs, then edit and complement the information. The process table could be reformatted like this: Analysis occurred in these stages and yielded these results: (i) Watching and listening to videos of patients' morning wake-up routines, which gave us the big picture-an overview of patients' capabilities; (ii) transcribing the videos, which documented patients' capabilities in files and on paper; (iii) searching for frequently occurring words and phrases, which led to lists of words and phrases ready for categorization; and (iv) categorizing capabilities, which resulted in identification of frequently occurring categories of capabilities. Or like this: The methods described in this article (i) save development/writing time; (ii) reduce revision time (e.g., when dealing with reviewer/referee comments); (iii) cut translating and editing costs; (iv) facilitate development of clear, concise, consistent information; (v) enable replication of your study; and (vi) increase your chances of acceptance. Judy Petersen, Ph.D. is a freelance writer, editor, indexer, translator, trainer, and project manager. She owns and operates American Writing & Editing AB in Sweden (http://www.americanwitingandediting.se/). Contact Judy at judy.petersen@mailbox.swipnet.se