Beglar D., Murray N. Inside Track to Writing Dissertations and Theses
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Index
236
conclusions,
difficulties and 110
examples 114–15
useful expressions for 114
conducting academic research: common
concerns 1, 2
conferences, networking and 16, 62
confidence,
crisis of 13
don’t lose 15
viva and 190
confidentiality, participants 33
consent form 32–3
controversy, scientists and philosophers 36
‘conventional wisdom’ 159
creating a plan and organising your
argument 53, 76
laying out your plan 77–8
why plan? 76–7
critical readers, active readers 159
Curby, T. 184–5
‘current awareness’ services, keeping
up to date via 61–2
current literature 158
Davies, S. 97–8
Daxecker, U.E. 40, 168
de-personalising language, examples of 85
deciding on a research approach 29, 41–2
disciplinary and subject variations 52
mixed-methods approaches 50–52
philosophical inquiry 42–3
qualitative approaches 47–8
case studies 48–9
ethnographies 47–8
narratives 49–50
quantitative approaches 43–7
quasi experiments 45–7
survey research 43–5
true experiments 46–7
deciding on a research topic 29, 36–8
Activity 2.5 Rating five possible topics 37
Activity 2.6 Refining your top two
topics 38
decimal system, linear system and 72
dedication, research requires 12
delimitations, external validity 157
developing independence as a researcher
and finding your voice 1, 5–7
Activity 1.1 Your strengths and
weaknesses as a researcher 7
developmental editor 205
Dewey decimal system 55
Dinger, S. 145, 147, 150–52, 177
directional hypotheses 41, 168–9
directional hypothesis 167–8
discussion 141, 178
new contributions of your study 181–2
practical consequences of your
results 180–82
relate your results to previous
research 178–9
theoretical consequences of your
results 179–80
dissertation,
choosing a topic that ‘fits’ you 36, 38
one paper out of 198
dissertation/thesis, place consent form
in
participants
section 33
requirements 5
dissertations, examined internally 188
Douglas, M. 116, 121–2
electronic books (e-books) 56
electronic catalogue 55
electronic resources (e-resources) 54
Elliott, C. 103, 128, 133
email 18
embedded design
51
emotive language, undermines
objectivity 104
empirical research, library-based research
and 67
empirical study, data collection slow 23
ethical considerations 29, 32–4
Activity 2.2 Research ethics policies
at your university 34
ethnographic observations 51
examiners, choosing 21, 110
explanatory design
51
exploratory design
51
familiarity with your institutions rules and
regulations 29, 30–32
Activity 2.1 Rules and regulations
governing dissertations at your
university 32
feedback 82, 148, 150, 160, 181,
188, 206
fieldwork 23
empirically-based research
projects 54
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figures,
example: The routes for civil and criminal
cases 133
numbering, 133,
see
appendix
‘finding your own voice’ 7
flaws 161
fonts 82
formal register 82
frustration 14
Gardner, R.C. 40, 162, 173–4, 183
generating research questions and research
hypotheses 29, 38–9
Activity 2.7 Generating research
questions, 39,
see also
research
questions
Gervey, B. 148, 163, 181
‘get together’ online 19
getting your dissertation/thesis
bound 187, 189
Gillies, R. 143–4, 149
good journals, peer-refereed 198
Graesser, A.C. 39, 147
Harvard Style,
referencing of bibliographic entries 135–6
used in Humanities and Social
Sciences 92
high-profile supervisor, advantages and
disadvantages 24
Hodgkinson, G.P. 42–3, 164
human subject committee green light
and 33
ibid, use of 95
identifying a gap in the literature 29, 34–6
Activity 2.3 Identifying the gaps 35
Activity 2.4 Analysing controversy 36
identifying and selecting appropriate
information 53, 62–3
ask a librarian 66
check indexes 65
final note 66–7
know what you are looking for 63
look through tables of contents 64–5
perform an internet search of relevant
theories or concepts 63
perform a name search of relevant
scholars 64
read abstracts 64
read bibliographies 65
read book reviews 66
read synopses of books 64
scan books or articles for key terms 65
scan library shelves 66
search for titles of books or articles 63
impact factors 60
implicit thesis statement indirect 108–9
independence 1, 6
degree of 52
indexes 65
information, recording 75
information literacy skills
55
instruments,
devices and 171
‘off-the-shelf’ 172
integrity 60, 102, 104
interdependence theory 155
Internet (World Wide Web) 60
interviews 51
intrinsic motivation 44
introduction 141, 146
audience for the study 156
Activity 5.5 Thinking of how various
audiences will benefit from your
study 156
background of the issue 146–7
creating a sense of interest 147–50
delimitations 157
Activity 5.6 To whom can you
generalise your results? 157
presenting key terminology 150
purposes of the study 152–3
Activity 5.3 Analyse the location and
wording of purpose statements
153
significance of the study 153–4
statement of the problem 150–51
theoretical perspective 154–5
Activity 5.4 Examine the theoretical
perspective of a study 155
Introductions, useful expressions for 109
intuition 42–3
jargon, discouraged 82
journals, strategies for getting published
199, 201
key information record of 76
keyword searches 145
Kilamanjaro region of Tanzania Chagga
community 47–8
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238
knowledge-based gap 34
Kotler, P. 97, 127
Kurtzberg, T.R. 41, 147, 154, 168, 181
language accuracy 81
‘lecture style’ academic papers and 148
Librarians, work in discipline-specific
areas 66
Library of Congress System 55
library shelves, scan of shelves 66
library’s cataloguing system 64
linear notes 70, 72
literature review 141, 158
how to review published papers and
books 160–61
Activity 5.7 Practice summarising
a study 161
options for writing the literature review
159–60
organising the literature review 161–2
presenting the gap in the literature 162–3
the purposes of a literature review 158
reading critically 158–9
stating the major purposes of the study
163–4
stating research hypotheses 167–9
stating research questions and research
hypotheses, 164–5,
see also
types
of research questions
synthesising and summarising major
sections 162
Lombrozo, T. 46, 182
loneliness and isolation, distress and 12
longitudinal studies 24
Martin, G. 121–2, 124, 127
mechanics of academic writing 79, 116
acknowledgements 139–40
acronyms and abbreviations 140
appendices 140
bibliography 135–8
Activity 4.14 Formatting sources for
inclusion in a bibliography 137–8
software packages 137
capitalisation and punctuation 116
apostrophes 126–7
capital letters 116–17
colons 120–22
commas 118–20
dashes 124
exclamation marks 123
hyphens 123–4
parentheses 124–5
question marks 123
semicolons 122–3
single and double inverted
commas 125–6
[square] brackets 125
English and Latin abbreviations 128, 129
Activity 4.11 Punctuating three
texts 127–8
Activity 4.12 Scanning articles for
abbreviations 128
figures 132–3
see also
appendix
footnotes 134
headings 128, 130–32
Activity 4.13 Organising information
using headings 130–32
table of contents, 140,
see also
appendix
meeting the challenges of academic
research 1, 8
Activity 1.2 Different challenges you will
face and strategies for dealing with
them 16–17
emotional challenges 12–13
intellectural challenges 8
breaking new ground 10
designing the research 9
identifying a problem 8–9
making sense of large bodies of
complex and often conflicting
literature 10–11
making sense of your findings 11
mastering ‘research tools’ 11
organising information logically 11
resolving unexpected problems 9
understanding concepts 9
motivational challenges 13–14
organisational challenges 14–16
Mendaglio, S. 39, 151–2
meta-search engines, search group
of search engines 63
methodological gap 34
methodology 141, 169
analytical approach 175–6
instrumentation 171–4
Activity 5.9 Analyse the description
of an instrument used in a
study 173–4
procedures 174
Activity 5.10 Analyse the procedures
described in a study 174–5
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research participants 170
Activity 5.8 Examine the characteristics
of the study participants 170–71
microfilm 55
Microsoft Word and Word Perfect 137
Minfang, EFL teacher in People’s Republic
of China 50
‘miniature paper’ abstract as 143
Miron, A. 145, 154
mixed-methods approach, quantitative and
qualitative approaches 42
Moss, S. 94–5
motivation 172, 197
MSN 18
Mueller, J.S. 41, 147, 154, 168, 181
multi-disciplinary databases 56
multiple-case studies 48
narrative inquiry, other types of qualitative
methods 49
navigational tool, introduction 110
note-making 53, 67
directing your note-making 67–8
guided and disciplined 68
making your notes understandable 69
Activity 3.2 Working with symbols
and abbreviations 70
Activity 3.3 Practicing note-taking 75
flow charts 74
linear notes 70, 72
spidergrams 70, 71
time lines 72–3
recording your sources 75–6
null hypothesis 167
OCLC First Search (Online Computer Centre)
– oclc.org/firstsearch 56, 58–9
oral examination 188
oral sources of information 62
‘order in’ hard copies, when not available
in library 55
originality, research and 4, 6, 13
outcome 187, 195–7
overview, purpose of abstract 64
paraphrasing, five stages of effective 100
participants 32–3, 170
participants section of dissertation,
information about consent 33
perfectionism, definition 152
Person, N.K. 39, 147
Personalities, clash of 25
PhD,
flow chart to obtaining 74
possible outcomes of examination 195–7
thesis 4
viva and 190
PhD students,
publishing a book 202
select own supervisor 23
philosophical approach 41
photocopy facilities, copyright regulations
and 55
physical activities, sports and 15
plagiarism 190
plain English 81–2
planning, importance of 76–7
population, random selection ideal 170
preparing your research 29
introduction 30
presentations, potential benefits 206
Prins, B.C. 40, 168
prioritise commitments 14
professional bodies 18, 62
proximal goals 16
pseudonyms or identification numbers 32
psychological position, commitments
and 14–15
psychology quasi-experiments 46
publication record 198
‘publish or die’ 198
publisher’s ‘style guide’ 205
publishing and presenting your
research 187, 197–8
finally 206
presenting your research 206
publishing a book 202
Activity 6.5 Assessing the possibility
of book publishing 203
the review process 204
writing the book 204–6
writing a proposal 203–4
publishing in journals 198–201
Activity 6.3 Identifying possible
journals 201
qualitative approaches, new theories
or hypotheses 47
qualitative data, analysis and 175
quantitative study 175
quasi-experiment, differs from
non-experiment in three ways 45
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questionnaires, social sciences and 43–5
questions, logic of 165
Quinn, F. 103, 128, 133
quoting data/statistics 89
randomisation, quasi-experiments and true
experiments 46–7
rational exposition 89
reading and planning before you write 53, 54
record resources 90
references, important to provide 90
relationship-based gap 34
research ethics committee, information
about 34
research hypotheses research questions 41
research project 141
introduction 142
research questions 39
cause and effect 40
classification 39
compare and contrast 40
definition 39
relationship 40
stability 40–41
time 40
research-family life balance 12
researchers, four approaches to data
gathering 51
‘resolution’, definition 113–14
respected journals, reviews in 66
results 141, 176
organising the results 176–7
report succinctly 176
using tables and graphs to present
results 177
rewards, definition 155
‘rogue’ information, avoidance of 60
Ruismäki, H. 40, 144
rules and regulations, issues covering 30
Sarroub, L.K. 48–9
satellite sub-plans 78
schedule, implementation of 14
search engines 63
selected answers to activities 223–30
selecting information, summary of
strategies 67
selecting your examiners 187, 188–9
Activity 6.1 Considering suitable
examiners 189
selective literature review 159
server log records 51
similarities and differences between a thesis
and a dissertation 3–5
skim read 65, 75
Skype 18
social sciences,
quantitative approaches dominant 43
quasi-experiments 46
Social Sciences Citation Index 57
Socialising, study and 16
Sociality, important in narrative inquiry 49
socio-economic status (SES) 169, 184
Sosik, J. 147, 150–52, 177
sources of information 53, 54
Activity 3.1 Familiarising yourself with the
library resources 59
electronic sources of information
56–59,
see also
separate entries
citation indexes and impact factors 60
the internet (World Wide Web) 60–61
keeping up to date via ‘current
awareness’ services 61–2
information literacy 54–5
oral sources of information 62
types of source materials 55–6
special interest groups (SIGs) 18, 62
spidergrams 70, 71, 77–8
statements, need to be supported 89
Steptoe, A. 163, 169
strategies for selecting information,
summary of 67
style of academic writing 79, 80
acknowledging alternative
perspectives 103–4
avoiding clichés 87–8
Activity 4.1 Avoiding clichés and using
alternatives 87–8
avoiding plagiarism 90
clarity 80
assume little or nothing on the part
of your reader 81
be concise 81
be sure your writing is coherent 80–81
beware of jargon 82
don’t be vague 81
eliminate repetition 82
keep a look out for ambiguity 81–2
conclusions 113–16
introductions 104
Activity 4.6 Writing an introduction 1 105
Activity 4.8 Writing an introduction 2 109
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Activity 4.9 Writing an introduction 3 110
engaging the reader 105
explicit vs. implicit thesis statements 108
providing an overview 110
providing a contextual frame for your
discussion 104–5
the thesis statement 105
thesis statements at the start vs. thesis
statements at the end of the
introduction 105–7
Activity 4.7 Constructing and
positioning thesis statements 107
keeping your writing gender-neutral 88
level of formality 82
avoid biased or stereotypical
language 83–4
avoid casual fonts 82
avoid emotive language 83
avoid overly ornate titles 82
avoid shortened forms 83
avoid using rhetorical questions 84
avoid using slang and other casual
forms of language 85
consider more academic words and
phrases 86–7
don’t use a ‘jokey’ tone or try to be
comical 83
minimise the use of abbreviations 84
minimise the use of colour 83
never use unconventional spellings 82
the use of ‘I’: a special note 85
referencing and quotations 90–91
citation styles 91–4
dealing with multiple sources written
by the same author in the same
year 99
deliberately omitting information from
a quotation 98
paraphrasing 100
Activity 4.4 paraphrasing a text 101
quoting electronic sources 102
quoting extended extracts 94–5
Activity 4.2 Integrating and formatting
long quotations 96
quoting primary vs. secondary sources
102–3
Activity 4.5 Quoting secondary
sources 103
quoting short extracts 96–8
Activity 4.3 Integrating and formatting
short quotations 97–9
single vs. double inverted commas
99–100
the use of
et al.
99
ways of introducing quotations and
paraphrases 100–102
summarising and concluding individual
chapters 110
conclusions 113–16
summaries 110–113
Activity 4.10 Summarising a text 112–13
supporting your statements 89–90
submitting your dissertation/thesis 187, 188
Sullivan, H.W. 172–3
supervisions, how often they take
place 20–21
supervisor,
must approve dissertation topic 31
relationship with 13, 16, 52
support mechanisms, use of 16
survey research, social sciences and 44
surveys 51
synopsis, summary statement 64
table of contents, content coverage 64
target audiences 156
temporality, people and events in
transition 49
‘terrestrial’ seminar 19
theories, needed in all fields 154
theory-based gap 34
theses,
examined by two examiners 188–9
two to four papers from 198
thesis statement, positioning of 105, 106
‘think first, and analyse second’ 41
thinking critically, multi-faceted and
complex 158
triangular design
50
true experiment 46
Tsui, A, abstract of narrative inquiry study 50
Tubbs, S.L. 94–5
types of research questions 165
causality 166
classification 166
combination 166–7
comparison-contrast 166
composition 165
description 165
existence 165
relationship 166
time 167
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242
university libraries, introductory sessions 55
University of London regulations for BA
degree in Philosophy 31
university’s counselling service, access
to 13
upgrading process 1, 26–8
three possible outcomes 27
useful expressions for conclusions 114
useful expressions for summaries 111
Vancouver, Chicago and Modern Languages
Association (MLA) styles 91
Vision,
definition 150
vision statements 151
viva,
possible questions 193
strategies for preparing for 191
strategies for success 194
viva (oral examination) 187, 190
preparing for 191
Activity 6.2 Identifying weaknesses;
anticipating and preparing for
questions 192
what is a viva and what is its purpose?
190–91
what to expect in the viva 192–3
Activity 6.3 Preparing for typical, more
generic questions 193
‘vocabulary testing’ 145
‘waste’ time re-familiarising yourself 14
Web of Knowledge-isiknowledge.com 56
Arts and Humanities Citation Index 56
ISI Proceedings – Social Sciences and
Humanities 57
Journal Citation Reports 57
web of science 56
web resources information on how
to check 61
Whyville.net 51
Wilson, K. 115, 121
Social Work: An Introduction to
Contemporary Practice
96
Wittrock, M.C. 179–80
Women’s suffrage: A time-line 73
writing identity 7
writing style academic disciplines and 52
written consent form 33
Yashima, T. 184, 186
Yemini girls, ethnographic study of group
48–9
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