Writing Your Writing Your Dissertation / Dissertation /

ThesisThesis

Andrea Cheshire Andrea Cheshire

& Robert Blake& Robert Blake

Thanks to Anwen Woodcock & Maki Yasui

A 2

OutlineOutline

You as a WriterYou as a Writer

Planning and PreparationPlanning and Preparation

Actually WritingActually Writing

PlagiarismPlagiarism

Writing HabitsWriting Habits

Q&AQ&A

B 3

Getting to know yourself as a writerGetting to know yourself as a writer

Part of pre-writing and the early writing stages is Part of pre-writing and the early writing stages is

realising what kind of writer you are and that realising what kind of writer you are and that

writing for many is not a linear processwriting for many is not a linear process

• Look at the following slides describing writing Look at the following slides describing writing

types [adapted from Crème & Lea (2003)].types [adapted from Crème & Lea (2003)].

• Can you classify yourself as one of these types Can you classify yourself as one of these types

of writer?of writer?

B 4

Getting to know yourself as a writerGetting to know yourself as a writer

Can you classify yourself as one of Can you classify yourself as one of

these types of writer? these types of writer?

The ‘Diver’ writerThe ‘Diver’ writer

The ‘Patchwork’ WriterThe ‘Patchwork’ Writer

The ‘Grand Plan’ WriterThe ‘Grand Plan’ Writer

The ‘Architect’ WriterThe ‘Architect’ Writer

B 5

Getting to know yourself as a writer: Diver Getting to know yourself as a writer: Diver WritersWriters

Divers leap in and start Divers leap in and start

writing early on, to find writing early on, to find

out what they want to out what they want to

say. say.

Divers start anywhere Divers start anywhere

to see what emerges, to see what emerges,

before working towards before working towards

a plana plan

B 6

Getting to know yourself as a writer: Patchwork writersGetting to know yourself as a writer: Patchwork writers

Patchwork writers Patchwork writers work on segments work on segments (perhaps under (perhaps under headings) quite early headings) quite early in the process, and in the process, and combine them with combine them with linking ideas and linking ideas and words laterwords later

B 7

Getting to know yourself as a writer: Grand Plan writersGetting to know yourself as a writer: Grand Plan writers

Grand plan writers Grand plan writers read and make notes, read and make notes, and do not write a and do not write a plan or much else plan or much else until they have an until they have an almost complete almost complete picture of the essay picture of the essay ready in their headready in their head

B 8

Getting to know yourself as a writer:Getting to know yourself as a writer: Architect Architect writerswriters

Architects have a Architects have a sense of the sense of the structure (perhaps structure (perhaps before the before the content) and content) and could produce a could produce a complex plan or complex plan or spider diagram spider diagram early in the early in the processprocess

B 9

Getting to know yourself as a writerGetting to know yourself as a writer

What might be the advantages and What might be the advantages and

disadvantages of these styles?disadvantages of these styles?

Which way of planning is most like your own?Which way of planning is most like your own?

Can you classify yourself as one of these Can you classify yourself as one of these

types of writer or as a writer do you mix types of writer or as a writer do you mix

styles?styles?

B 10

Planning and Planning and PreparationPreparation

Timetables Timetables

Reading HabitsReading Habits

B 11

Timetabling Your DissertationTimetabling Your Dissertation

• Make a wall/Gantt chart. Be realistic. Make a wall/Gantt chart. Be realistic.

Identify best work times and keep to a Identify best work times and keep to a

dailydaily writing slot writing slot• Section dissertation/thesis (Bite-size Section dissertation/thesis (Bite-size

chunks)chunks)• Familiarise yourself with deadlines and Familiarise yourself with deadlines and

plan accordinglyplan accordingly• Include time taken for supervisor input Include time taken for supervisor input

(drafts, re-drafts)(drafts, re-drafts)

B 12

Good Planning- Research & WritingGood Planning- Research & Writing

Look at the following examples of Look at the following examples of timetables & Gantt charts:timetables & Gantt charts:

dissertation chart *dissertation chart * weekly chart*weekly chart* detailed dissertation chartdetailed dissertation chart

Which timetables do you find most helpful? Which timetables do you find most helpful?

What level of detail do you need?What level of detail do you need?

Would these timetables allow you to keep to Would these timetables allow you to keep to

schedule?schedule?

Examples 1 & 2 from Strathclyde University Useful Learning website Examples 1 & 2 from Strathclyde University Useful Learning website

B 13

Planning- Research & Writing-Dissertation Planning- Research & Writing-Dissertation timetabletimetable

B 14

Planning Research & Writing-Weekly timetablePlanning Research & Writing-Weekly timetable

B 15

Planning- Research & Writing-Dissertation Planning- Research & Writing-Dissertation timetabletimetable

A 16

Reading HabitsReading Habits

Save literature searchesSave literature searches Metalib / internet databasesMetalib / internet databases

Keep up to date with new researchKeep up to date with new research Record of readingRecord of reading

Index CardsIndex Cards EndnoteEndnote JournalJournal Other formats*Other formats*

A 17

What to Include in Your What to Include in Your Reading RecordReading Record

Date readDate read Complete referenceComplete reference Useful quotes - with page numbersUseful quotes - with page numbers Own opinionsOwn opinions

What you think of the reading?What you think of the reading? How it fits in with your own work?How it fits in with your own work? Identifying opinionsIdentifying opinions

A 18

End Note exampleEnd Note example

A 19

WritingWriting

Knowing What to WriteKnowing What to Write Initial Writing TasksInitial Writing Tasks Writing About Existing ResearchWriting About Existing Research Organising Your WritingOrganising Your Writing Writing ClearlyWriting Clearly EditingEditing ReferencingReferencing

A 20

Knowing What to WriteKnowing What to Write

Requirements of PhD / MScRequirements of PhD / MSc Departmental expectationsDepartmental expectations Word count, format etc.Word count, format etc.

Look at previous dissertations/thesesLook at previous dissertations/theses Postgraduate secretaryPostgraduate secretary OrganisationOrganisation Level of writingLevel of writing Content - how many experiments?Content - how many experiments? Don’t panic!Don’t panic!

A 21

Actually WritingActually Writing

Other sessions in GSSEOther sessions in GSSE Initial Writing TasksInitial Writing Tasks Writing about other people’s Writing about other people’s

researchresearch Writing about your own researchWriting about your own research

B 22

Initial writing tasksInitial writing tasks

Ideas while reading:Ideas while reading: Documenting readingDocumenting reading SummariesSummaries Reading & synthesising background theoryReading & synthesising background theory Critiques of other researchCritiques of other research Drafting & revising proposalsDrafting & revising proposals Logging experiments/pilots/observationsLogging experiments/pilots/observations Sketching plan of work [Gantt chart etc]Sketching plan of work [Gantt chart etc] Explaining sequence of work [in sentences]Explaining sequence of work [in sentences] Sketching structure of thesisSketching structure of thesis Speculative writing: routes forward in Speculative writing: routes forward in

projectproject Design for progress or 1st year report Design for progress or 1st year report

[MURRAY 2002][MURRAY 2002]

B 23

Writing prompts in the middle stages to outline your Writing prompts in the middle stages to outline your workwork

What can I write about -the context backgroundWhat can I write about -the context background My research questions/hypotheses are e.g. [50 words]My research questions/hypotheses are e.g. [50 words] Researchers who have looked at the subject are [50 Researchers who have looked at the subject are [50

words]words] They argue that….[25 words]They argue that….[25 words] Smith argues that ….[25 words]Smith argues that ….[25 words] Brown argues that ….[25 words]Brown argues that ….[25 words] Debate centres on the issue of ….[25 words]Debate centres on the issue of ….[25 words] My research is closest to that of X in that ….[25 words]My research is closest to that of X in that ….[25 words]

[slightly adapted from Murray 2002][slightly adapted from Murray 2002]

B 24

Why do we bring other scientists into our work?Why do we bring other scientists into our work?

To demonstrate to readers and examiners that To demonstrate to readers and examiners that we are familiar with the field and that we have we are familiar with the field and that we have been selective in reviewing relevant studies been selective in reviewing relevant studies

To provide an overview of current knowledge To provide an overview of current knowledge in a particular area of application and in a particular area of application and or/methodologyor/methodology

To provide a context for our current study and To provide a context for our current study and to locate it within a specific fieldto locate it within a specific field

To review other studies criticallyTo review other studies critically To highlight a gap in knowledge, areas of To highlight a gap in knowledge, areas of

application, etcapplication, etc To justify the use of a particular methodology, To justify the use of a particular methodology,

area of application, etcarea of application, etc To support to data/facts To support to data/facts

B 25

Methods of bringing other writers into our Methods of bringing other writers into our writing:writing:

We can either do this byWe can either do this by

1.1. Rephrasing in our own words & adding an Rephrasing in our own words & adding an acknowledgement. This can be either through:acknowledgement. This can be either through:

summary summary

or or

paraphraseparaphrase

This is the norm for most writing in sciences & This is the norm for most writing in sciences & engineering. It also makes it easier for the writer to engineering. It also makes it easier for the writer to comment critically on the source text.comment critically on the source text.

2. 2. Direct quotation & acknowledgement: this method is Direct quotation & acknowledgement: this method is much less common in science & engineeringmuch less common in science & engineering

B 26

Citing other writers in the body of your text :Citing other writers in the body of your text :

When you’ve paraphrased or summarised another writer, When you’ve paraphrased or summarised another writer, always acknowledge the source. You can do this in two ways:always acknowledge the source. You can do this in two ways:

1. Begin the sentence with the author’s surname + year of 1. Begin the sentence with the author’s surname + year of publication in brackets e.g.publication in brackets e.g.

Berridge (2002) has demonstrated that statistical analysis Berridge (2002) has demonstrated that statistical analysis can be used …can be used …

This method emphasises the author you are citing.This method emphasises the author you are citing.

2. Paraphrase the idea, then give the surname of the author 2. Paraphrase the idea, then give the surname of the author + year of publication in brackets e.g.+ year of publication in brackets e.g.

Statistical analysis can be used to demonstrate… (Berridge Statistical analysis can be used to demonstrate… (Berridge 2002)2002)

emphasises the study rather than author and can be used emphasises the study rather than author and can be used when the focus is on studies in your field.when the focus is on studies in your field. [See Andy Gillett’s very helpful UEFAP site. Look under citation and reporting [See Andy Gillett’s very helpful UEFAP site. Look under citation and reporting http://www.uefap.co.uk/writing/writfram.htm ] http://www.uefap.co.uk/writing/writfram.htm ]

B 27

Integrating the source into your textIntegrating the source into your text

When reviewing other studies, they need to be integrated into When reviewing other studies, they need to be integrated into

your own text, rather than read as a series of disconnected your own text, rather than read as a series of disconnected

voices of other researchers [patchwork writing]. So when you voices of other researchers [patchwork writing]. So when you

refer to another writer, you should begin and end in your own refer to another writer, you should begin and end in your own

voice, with the middle part consisting of paraphrase or voice, with the middle part consisting of paraphrase or

summary of the source and the final part a commentary on the summary of the source and the final part a commentary on the

contribution of this writer. However, you will still need to adopt contribution of this writer. However, you will still need to adopt

an impersonal scientific style* [See session 1].an impersonal scientific style* [See session 1].  

Harvey (1998:) outlines 3 basic principles for integrating Harvey (1998:) outlines 3 basic principles for integrating sources in academic writing: sources in academic writing: 1. “Use sources as concisely as possibly so your own thinking 1. “Use sources as concisely as possibly so your own thinking isn’t crowded out by your presentations of other people’s isn’t crowded out by your presentations of other people’s thinking, or your own voice by your quoting of other people’s thinking, or your own voice by your quoting of other people’s voices”voices”To do this paraphrase is more effective than quotation.To do this paraphrase is more effective than quotation.  

B 28

Integrating the source into your textIntegrating the source into your text

  

2. “Never leave your reader in doubt as to when you are 2. “Never leave your reader in doubt as to when you are

speaking and when you are using materials from a source.”speaking and when you are using materials from a source.”

Part of your responsibility as a scientific writer is to make the Part of your responsibility as a scientific writer is to make the

source of any data very clear so that it can be verified.source of any data very clear so that it can be verified.  

3. “Always make clear how each source you introduce into 3. “Always make clear how each source you introduce into

your paper relates to your argument (analysis)” your paper relates to your argument (analysis)”

It is poor practice to insert quotations or a series of It is poor practice to insert quotations or a series of

paraphrases without indicating how each source is used. Use paraphrases without indicating how each source is used. Use

paraphrasing [or (sparingly) quotations, for example, to paraphrasing [or (sparingly) quotations, for example, to

support data, to illustrate a point, to give an opposing view, to support data, to illustrate a point, to give an opposing view, to

evaluate and criticise a pointevaluate and criticise a point

B 29

Organising a review of other studiesOrganising a review of other studies

Avoid providing a purely narrative account of other studies. The Avoid providing a purely narrative account of other studies. The literature review needs to be constructed logically and you’ll need to literature review needs to be constructed logically and you’ll need to find a way of grouping studies. Here are some suggestions for doing find a way of grouping studies. Here are some suggestions for doing so:so:  

Follow a general- to -specific patternFollow a general- to -specific pattern Chunk studies using a matrix structure, by explaining the overall Chunk studies using a matrix structure, by explaining the overall structure first before examining a particular branch in detail. Tell the structure first before examining a particular branch in detail. Tell the reader when you are returning to the main stem of the branch reader when you are returning to the main stem of the branch [signposting][signposting] Introduce each paragraph with a clear topic sentence (beginning Introduce each paragraph with a clear topic sentence (beginning sentence of each paragraph). This should make clear the aspect of sentence of each paragraph). This should make clear the aspect of literature that is being reviewed and the purpose of that aspect of literature that is being reviewed and the purpose of that aspect of your review.your review. Each study discussed needs a clear introduction that highlights its Each study discussed needs a clear introduction that highlights its purpose or relevance. A possible pattern is:purpose or relevance. A possible pattern is: General idea of studyGeneral idea of study Application/relevance Application/relevance Strengths and weaknessesStrengths and weaknesses If relevant, relationship with to the present study If relevant, relationship with to the present study

B 30

Reporting other scientists’ workReporting other scientists’ work One of the most difficult skills for postgraduate students is to One of the most difficult skills for postgraduate students is to

develop a critical discussion of other writers' work. Dissertation develop a critical discussion of other writers' work. Dissertation

writers and supervisors have commented on the difficulties of writers and supervisors have commented on the difficulties of

1] clearly distinguishing their critical voice from that of the 1] clearly distinguishing their critical voice from that of the

authors they are readingauthors they are reading

2] indicating their position in relation to the work they are 2] indicating their position in relation to the work they are

reviewing. reviewing.   

The next slide gives a list of verbs used to report others writers’ The next slide gives a list of verbs used to report others writers’

ideas. ideas.

Select 10 of these that would most commonly used in your fieldSelect 10 of these that would most commonly used in your field

Delete verbs that would not be used in your field?Delete verbs that would not be used in your field?

Are there verbs you wish to add? Are there verbs you wish to add?

B 31

Verbs for reporting other scientists’ findingsVerbs for reporting other scientists’ findings

acknowledges critic ises explores observes shows

admits deals with expresses points out /to signals

agrees decides finds predicts states

alleges defines focuses presumes studies

argues demonstrates highlights proves suggests

assumes denies hypothesises proposes tries to identify

believes depicts identifies provides evidence for

sums up

challenges determines implies questions underlines

claims diagnoses indicates recognises views

classifies discovers infers reports wonders

comments doubts interprets reveals

concentrates on

emphasises makes the point

says

concludes establishes maintains seeks to explain

considers explains notes seeks to identify

B 32

How reporting verbs indicate your position towards the How reporting verbs indicate your position towards the sourcesource

You can see from the table that selecting a particular verb involves taking a particular position in relation to other scientists’ ideas. We can grade reporting verbs on a scale i.e. from those that show a strong level of agreement to those that indicate a strongly negative stance.

f ound concludes claims shows neglects

POSI TI VE NEUTRAL NEGATI VE/ CRI TI CAL

Show can be seen as positive as it reports an observation or finding as a proven fact. At the other end of the scale, claims disassociates the writer from the position of the author cited. This allows the writer to establish a critical perspective and follow with a counterargument.

B 33

How reporting verbs indicate your position towards How reporting verbs indicate your position towards the sourcethe source

reports suggests claims finds

attempts to explain

distorts fails to take account of

oversimplifies

concludes lends support to

indicates states

proves contends [that] points out declares

neglects to identifies assumes

Task The table below contains 16 reporting verbs that range from positive to negative. Can you sort these verbs into the categories in table 2?

Table 2 POSITIVE NEUTRAL NEUTRAL TO NEGATIVE

        

   

 

A 34

Writing About Your Own Writing About Your Own ResearchResearch

How it is different from writing a paperHow it is different from writing a paper LengthLength More space for arguments and justificationMore space for arguments and justification Tell a story over a number of studiesTell a story over a number of studies

AccumulativeAccumulative Demonstrating competence as a Demonstrating competence as a

researcherresearcher Audience?Audience?

Scholars in area, external examiner, supervisorScholars in area, external examiner, supervisor

A 35

Organising Your WritingOrganising Your Writing

Overall PlanOverall Plan A paragraph per chapter outlining the A paragraph per chapter outlining the

key points/argumentskey points/arguments How each paragraph links togetherHow each paragraph links together Can be revisedCan be revised Stick it on your office wallStick it on your office wall

A 36

Organising Your WritingOrganising Your Writing

Chapter plansChapter plans ExperimentsExperiments

Intro, method, results, discussionIntro, method, results, discussion

Other chapters Other chapters (Dunleavy, 2003)(Dunleavy, 2003) Intro (200-1000 words)Intro (200-1000 words) 3/4 main sections (2000-2500 words each)3/4 main sections (2000-2500 words each) Conclusion (200-1000 words)Conclusion (200-1000 words)

A 37

Writing ClearlyWriting Clearly

Good structureGood structure Logical Logical

Paragraphs single units of thoughtParagraphs single units of thought ReadabilityReadability

Straightforward languageStraightforward language Simple grammar Simple grammar

Managing readers’ expectationsManaging readers’ expectations Relevancy / need to know basisRelevancy / need to know basis

A 38

Writing Not-So-ClearlyWriting Not-So-Clearly

Inaccessibility Inaccessibility Too much jargon Too much jargon Too parsimonious Too parsimonious Long sentences Long sentences

Picking up bad habitsPicking up bad habits

A 39

A Good ParagraphA Good Paragraph

Good lengthGood length Approx 150 wordsApprox 150 words

A ‘topic’ sentenceA ‘topic’ sentence Opening sentence - sets up what the Opening sentence - sets up what the

paragraph is aboutparagraph is about The main bodyThe main body

E.g., argument, justification, elaboration or E.g., argument, justification, elaboration or analysis.analysis.

The ‘wrap’The ‘wrap’ Clear, bottom line messageClear, bottom line message

A 40

A Good ChapterA Good Chapter

Interesting opening Interesting opening High impactHigh impact

Memorable quotation / striking example / Memorable quotation / striking example / problem or paradoxproblem or paradox

Framing textFraming text Linking opening to main points in chapterLinking opening to main points in chapter 1 paragraph - 4 pages1 paragraph - 4 pages

Effective signpostsEffective signposts E.g., First… Second… Finally…E.g., First… Second… Finally…

A 41

A Good ChapterA Good Chapter

SubsectionsSubsections Short headings (punchy, 4-8 words)Short headings (punchy, 4-8 words) Framing textFraming text Brief conclusionsBrief conclusions

Draw out the main messageDraw out the main message

Chapter conclusionsChapter conclusions At least 2 paragraphs longAt least 2 paragraphs long Gather key points (use section conclusions)Gather key points (use section conclusions) Outline broader issuesOutline broader issues Point forwards to the next chapterPoint forwards to the next chapter

A 42

EditingEditing

Vital part of writingVital part of writing Accept the fact you have to editAccept the fact you have to edit

Timetable editing sessionsTimetable editing sessions Expect to have to completely rewrite Expect to have to completely rewrite

sectionssections Time in between writing and editingTime in between writing and editing Using your supervisorUsing your supervisor

Set up clear deadlines - both waysSet up clear deadlines - both ways Ask for clarificationAsk for clarification

A 43

EditingEditing

Different levelsDifferent levels Word level Word level

misspellings, grammar mistakes, repetition of wordsmisspellings, grammar mistakes, repetition of words Paragraph levelParagraph level

How different sections link to each otherHow different sections link to each other Chapter levelChapter level

Can your argument be strengthened?Can your argument be strengthened? Can your links to previous research be strengthened?Can your links to previous research be strengthened?

Use of external sourcesUse of external sources Conferences, reading groups, publicationsConferences, reading groups, publications

A 44

EditingEditing

Some questions to guide editing…Some questions to guide editing… Is the chapter structure good? Is the chapter structure good?

Are the subheadings appropriate?Are the subheadings appropriate?

Is the argument clear and logical?Is the argument clear and logical?

Are your paragraphs linked to each other?Are your paragraphs linked to each other?

Does each sentence say what you want it to?Does each sentence say what you want it to?

Are there any sentences out of place? Are there any sentences out of place?

Is the language appropriate?Is the language appropriate?

B 45

ReferencingReferencing

ReferencesReferences should be listed alphabetically or should be listed alphabetically or

numerically depending on the conventions adopted by numerically depending on the conventions adopted by

your department. Double check that you have listed all your department. Double check that you have listed all

the works you have used in the text. the works you have used in the text.

Some departments specify the style of a particular Some departments specify the style of a particular

journal. See your postgrad handbook or website for journal. See your postgrad handbook or website for

format e.g. format e.g.

ES dissertation referencing guidelines: ES dissertation referencing guidelines:

http://www.es.lancs.ac.uk/studentshome/Masters/http://www.es.lancs.ac.uk/studentshome/Masters/

dissertations/AuthorRefSheet.pdfdissertations/AuthorRefSheet.pdf

B 46

Citation- referring to other writers in the main body of your Citation- referring to other writers in the main body of your workwork

If you are using the author –year system in the If you are using the author –year system in the

main body of the text, use the main body of the text, use the name and datename and date

form form e.g.e.g.

   ... the texture of rock buns is akin to that of ... the texture of rock buns is akin to that of

gabbro (Beaton, 1834), although Craddock (1975) gabbro (Beaton, 1834), although Craddock (1975)

has argued that they are nearer to diorite, and has argued that they are nearer to diorite, and

examples of Diserens examples of Diserens et al.et al. (1979) have been (1979) have been

widely likened to peridotite ..widely likened to peridotite ..

B 47

Citation-Web ReferencingCitation-Web Referencing

Do not include URLs in the text! Simply Do not include URLs in the text! Simply give the author/body and date as with give the author/body and date as with the citation convention detailed the citation convention detailed previously e.g.previously e.g.

… …Two different Fluxnet (Baldocchi et al. Two different Fluxnet (Baldocchi et al. 2001b) deciduous forest sites have been 2001b) deciduous forest sites have been chosen for the illustration of the model chosen for the illustration of the model development: Harvard Forest, development: Harvard Forest, Massachusetts (HF, 1994-1999, Wosfy & Massachusetts (HF, 1994-1999, Wosfy & Munger 2003) and University of Michigan Munger 2003) and University of Michigan Biological Station, Michigan (UMBS, 1999-Biological Station, Michigan (UMBS, 1999-2001, Curtis 2003, Schmidt et al. 2003)…2001, Curtis 2003, Schmidt et al. 2003)…

B 48

Web references in the reference list [author- year Web references in the reference list [author- year system]system]

Curtis, P.S. (2003) UMBS Forest Carbon Cycle Curtis, P.S. (2003) UMBS Forest Carbon Cycle Research. UMBS research. Ameriflux network. Research. UMBS research. Ameriflux network. UMBS data access. UMBS data access. http://cdiac.esd.ornl.gov/ftp/ameriflux/data/us-http://cdiac.esd.ornl.gov/ftp/ameriflux/data/us-sites/preliminary-data/UMBS (data accessed on sites/preliminary-data/UMBS (data accessed on February 14, 2003)February 14, 2003)

Wofsy, S.C., Munger, J.W. (2003) Harvard Wofsy, S.C., Munger, J.W. (2003) Harvard University. Atmospheric Sciences. Forest and University. Atmospheric Sciences. Forest and Atmospheric Measurements. Data exchange. Atmospheric Measurements. Data exchange. NIGEC data archive. http://www-NIGEC data archive. http://www-as.harvard.edu/data/nigec-data.html (accessed as.harvard.edu/data/nigec-data.html (accessed on June 23, 2003)on June 23, 2003)

B 49

Referencing: further guidelinesReferencing: further guidelines

Keep an accurate record of all reading using a card index Keep an accurate record of all reading using a card index

system or Endnote 9 + in your research journalsystem or Endnote 9 + in your research journal

Check if a style manual or a particular journal is used as a Check if a style manual or a particular journal is used as a

model for citation & referencing in your department model for citation & referencing in your department

The UEFAP website provides a good introduction to citation, The UEFAP website provides a good introduction to citation,

referencing, paraphrase & summary with exercisesreferencing, paraphrase & summary with exercises

http://www.uefap.co.uk/writing/writfram.htm http://www.uefap.co.uk/writing/writfram.htm

Try also Try also

http://owl.english.purdue.edu/handouts/research/r_paraphr.hthttp://owl.english.purdue.edu/handouts/research/r_paraphr.ht

mlml

B 50

PlagiarismPlagiarismPlagiarism means using other writers’ ideas, Plagiarism means using other writers’ ideas,

words or frameworks without acknowledgement. words or frameworks without acknowledgement.

It means that you are falsely claiming that the It means that you are falsely claiming that the

work is your own. work is your own.

This can range from deliberate plagiarism such This can range from deliberate plagiarism such

copying whole papers, paragraphs, sentences or copying whole papers, paragraphs, sentences or

phrases without acknowledgement to splicing phrases without acknowledgement to splicing

phrases from other writers into your work without phrases from other writers into your work without

acknowledgement. acknowledgement.

B 51

What are the limits of plagiarism?What are the limits of plagiarism?

From Purdue University http://owl.english.purdue.edu/handouts/research/r_plagiar.html

B 52

What are the limits of plagiarism?What are the limits of plagiarism?

1.1. Copying a paragraph verbatim from a source without any Copying a paragraph verbatim from a source without any acknowledgement.acknowledgement.

2.2. Copying a paragraph & making small changes - e.g. replacing a few Copying a paragraph & making small changes - e.g. replacing a few verbs, replacing an adjective with a synonym; acknowledgement in the verbs, replacing an adjective with a synonym; acknowledgement in the bibliography. bibliography.

3.3. Cutting and pasting a paragraph by using sentences of the original but Cutting and pasting a paragraph by using sentences of the original but omitting one or two and putting one or two in a different order, no omitting one or two and putting one or two in a different order, no quotation marks; with an in-text acknowledgement plus bibliography.quotation marks; with an in-text acknowledgement plus bibliography.

4.4. Composing a paragraph by taking short phrases from a number of Composing a paragraph by taking short phrases from a number of sources & putting them together using words of your own to make a sources & putting them together using words of your own to make a coherent whole with an in-text acknowledgement + bibliography.coherent whole with an in-text acknowledgement + bibliography.

5.5. Paraphrasing a paragraph by rewriting with substantial changes in Paraphrasing a paragraph by rewriting with substantial changes in language & organisation; the new version will also have changes in the language & organisation; the new version will also have changes in the amount of detail used & the examples cited; citing in bibliography.amount of detail used & the examples cited; citing in bibliography.

6.6. Quoting a paragraph by placing it in block format with the source cited Quoting a paragraph by placing it in block format with the source cited in text & bibliography.in text & bibliography.[Carroll J. 2000 [Carroll J. 2000 Teaching NewsTeaching News November, 2000. Based on an exercise in November, 2000. Based on an exercise in Academic Writing for Graduate StudentsAcademic Writing for Graduate Students by Swales and Feak, by Swales and Feak, University of Michigan, 1993] on http://www.ilt.ac.uk/resources/Jcarroll.htm Accessed 12/05/2003University of Michigan, 1993] on http://www.ilt.ac.uk/resources/Jcarroll.htm Accessed 12/05/2003

A 53

Writing HabitsWriting Habits

Regular writing sessions - daily?Regular writing sessions - daily? Writing locationWriting location

Office vs home vs library vs otherOffice vs home vs library vs other Writing timesWriting times

When?When? For how long?For how long?

Reference as you are going along!Reference as you are going along!

A 54

Potential ProblemsPotential Problems

Worried about feedbackWorried about feedback Bored and tiredBored and tired Lack of momentumLack of momentum HardHard Lack of rewardsLack of rewards Too high expectationsToo high expectations SizeSize Other pressures on your timeOther pressures on your time

A 55

How to overcome How to overcome problemsproblems

Just do something…Just do something… Talk through problems with Talk through problems with

supervisorsupervisor Have a break from writingHave a break from writing Set manageable goals Set manageable goals

A 56

Sources of HelpSources of Help

Thesis in ProgressThesis in Progresshttp://www.lancs.ac.uk/depts/celt/sldc/http://www.lancs.ac.uk/depts/celt/sldc/courses/tip.htmcourses/tip.htm

Student SupportStudent SupportReading/Research GroupsReading/Research GroupsSeminars and ConferencesSeminars and ConferencesInternet Internet Books…Books…

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Some Recommended Some Recommended BooksBooks

Dunleavey, P. (2003). Authoring a Dunleavey, P. (2003). Authoring a PhD PhD

Murray, R. (2002) How to Write a Murray, R. (2002) How to Write a Thesis.Thesis.

Sternberg, R. (2000). Guide to Sternberg, R. (2000). Guide to Publishing in Psychology Journals.Publishing in Psychology Journals.

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Next weekNext week

Alistair Hetherington on Writing Alistair Hetherington on Writing Grant ProposalsGrant Proposals

Analysis of past dissertations/theses-Analysis of past dissertations/theses-please read one and look at the please read one and look at the questions before next week’s sessionquestions before next week’s session

A 59

Good Luck!Good Luck!

Robert BlakeRobert Blake r.blake@lancaster.ac.ukr.blake@lancaster.ac.uk

Andrea CheshireAndrea Cheshire a.cheshire@lancaster.ac.uka.cheshire@lancaster.ac.uk

Any questions?Any questions?

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Verbs for reporting other scientists’ findingsVerbs for reporting other scientists’ findings

acknowledges criticises explores observes shows admits deals with expresses points out / to signals agrees decides finds predicts states alleges defines focuses presumes studies argues demonstrates highlights proves suggests assumes denies hypothesises proposes tries to

identif y believes depicts identifies provides

evidence for sums up

challenges determines implies questions underlines claims diagnoses indicates recognises views classifies discovers infers reports wonders comments doubts interprets reveals concentrates on

emphasises makes the point

says

concludes establishes maintains seeks to explain

considers explains notes seeks to identif y