What do you think?
Rate this book
Writing Your Thesis
`The material is very accessible and it is surely one of the best of the genre′ - Nurse Researcher `This book will undoubtedly benefit anyone whatever stage they are with their work. Despite my bookshelf having several books devoted to writing a PhD, I would happily trade them for this book′ - Scott Buckler, Institute of Education, University of Worcester `The book covers its subject thoroughly and comprehensively. It uses simple language, is easy to read and the advice is good. Just about anything a student would want to know about writing a thesis is discussed′ - Douglas Newton, Professor of Education, University of Newcastle This book is designed to help postgraduate and research students with the process, preparation, writing and examination of their theses. Many students are able to design their programme of research and to collect the data, but they can find it more difficult to transform their data into a thesis. Using his extensive experience as a successful thesis supervisor, the author the purpose of the thesis and what it should achieve; strategies for organizing your work as you write your thesis; how to the incorporate a theoretical perspective; sound techniques of academic writing; how to benefit from your supervisors′ experience; what to do about publishing preliminary findings; and tips on preparing for the oral examination. This book is essential reading for students who are completing theses on ′taught′ Masters programmes, M.Phil. and Ph.D. students and for those working on the newer ′taught′ doctoral programmes.
Paperback
First published January 31, 2004
2 people are currently reading
48 people want to read
Ratings & Reviews
Friends & Following
Create a free account to discover what your friends think of this book!
Community Reviews
Displaying 1 - 2 of 2 reviews
July 18, 2016
Overall it was a great read. Some chapters were basic. Good for a beginning researcher. Published in 2004.
Chapter 1: The process of academic writing
Quote I liked: "Thesis writing is an opportunity to express understandings about the world in a fresh and novel way". This chapter differentiates between "thesis" and "dissertation". A thesis is a piece of formal academic writing which reports on a research study. Empirical data is often defined as data which is collected through the use of our senses. A thesis generally extends our understanding of a subject. This chapter also differentiates between a Masters and a doctorate. Length is about the same and so is the structure, however, the literature review, methodology, conceptual framework are treated more thoroughly. It discusses the use of jargon (don't use it!) and provides some writing tips.
Chapter 2: The intellectual content of the thesis
It discusses the problem of whether someone has already researched your particular topic. Each type of data is normally associated with one or more approaches to analysis. e.g. Questionnaire survey data is associated with statistical analysis; conversational data may be analysed using ethno-methodological techniques. When analyzing the data it is important to include a reflective account (reflect on your intellectual background and perspectives - It can include courses you have studied and institutions you have attended). This chapter differentiates between a theoretical framework, theoretical perspective and paradigm (as they tend to be used by different writers in slightly different ways). The term 'paradigm' is normally used to refer to the broad world view which informs an approach to research. The term 'theoretical perspective' may be used to refer to the rather more specific assumptions made in terms of research. Tips: Positvism tends to be associated with the use of quantitative data. Interpretivism is associated with a number of perspectives used in research including phenomenology, interactionism, feminism, ethnography, and action research. Such perspectives tend primarily to employ qualitative data.
This chapter also discusses the relationship between ontology, epistemology, and methodology. Ontology and epistemology are both important terms to use in philosophy. The term 'ontology' may be used to refer to the fundamental nature of the world and what it means to exist in the world. Many students even at a doctoral level would probably not feel the necessity to discuss their research in these terms. Epistemology, in philosophical terms, is the study of the grounds on which we claim to know something about the world. Methodology refers to the data collection process. In this sense, it perhaps exists on a logical continuum starting with ontology, epistemology, and ending with methodology.
It is necessary to articulate all alternatives when omitting and discarding data through analysis as this demonstrates that the data in it's entirety is being employed to develop theory.
Chapter 3: Organizing your work
It is important to write and write the thesis as closely as possible to the length required.
Chapter 4: The role of the supervisor
It discusses basic information on your role and the supervisors role.
Chapter 5: Grammar, punctuation, and conventions of academic writing
This chapter discusses first and third person. The traditional way of writing about research is to use the third person or passive voice. However, as educational research gradually becomes more influences by philosophical approaches such as phenomenology, there is a growing awareness of the importance of individual interpretation (using first person in some situations). This chapter discusses referencing, sexist language (avoid using), notes/footnotes. Some Latin words used in research include:
a fortiori - with greater reason; ceteris paribus - other things being equal; sine qua non- a necessary condition; ex post facto - after the event has occurred; ipso facto - by the very fact; magnum opus - great work, or most significant work; non-sequitur - does not follow; prima facie- a first sight; ultra vires - beyond legal rights. It discusses 'dashes' including long and short dashes. Long (includes space at beginning and end) and short (no spaces). Short dashes are used to connect two words whilst a long dash is used to indicate an additional inclusion in a sentence.
Chapter 6: Layout of the thesis
This chapter discusses font and size, headings, frequency of quotations (as a rule of thumb the quotations on a typical page should not exceed about one-third of the total lines); bullet points, tables, and appendices. Before you start typing your thesis - look at examples of theses, academic journals and academic books for ideas on page layout and formatting.
Part 2: Writing your thesis
Chapter 7: The preliminary pages and the introduction
Chapter 7 provides information on what to include in the title page, abstract, contents page, tables, figures, abbreviations, key terms, and acknowledgements. It discusses what should be included in the first chapter. The main purpose of the introduction is to provide the reader with an overview of the research study. It sets the scene for the reader.
The personal background of the researcher should be explained and analysed carefully in the introduction. It also discusses the "aims" section of the introductory section.
Chapter 8: The literature review
The literature review chapter is often the longest chapter in a thesis.
Chapter 9: Methodology
The term 'methodology' is similar to the term research design however are used in slightly different senses by different writers. It should explain how theoretical frameworks provide a like between the aims and the practical methodological issue of collecting data. Discuss at the end the advantages and disadvantages of the whole methodology. Most students write the methodology chapter in the past tense, however, some write it in future tense. You should try relate the theoretical framework and data collection method back to the aims established in the introduction. Some question to ask yourself when writing the methodology include: Where did I decide to collect the data? Why?; What kind of data did I decide to collect? Why?; Who did I ask to provide the data? Why?; How did I go about asking them? Why did I use that approach?; What arrangements did I use to collect the data? Why did I choose those arrangements?; Did I ask people for formal permission to conduct the research?; Did I offer guarantees about the way the research would be conducted or reported?; How did I analyse the data? What was the method?; How did I disseminate the findings? Why?.
You need to discuss the 'research population' and 'sample'. It goes in depth as to how to write about the sample groups. Try to reconstruct the reasons for the way you did things. It is useful to write these down in a notebook at the time.
It is good to discuss the limitations of the approach you have chosen. This chapter discusses ethics, informed consent, anonymity, and interview ethics.
Chapter 10: The data analysis chapters
Data analysis sections are usually divided into three to six chapters. In the conclusion it may be possible to show relationships between the themes in the form of algorithm. There are a variety of possible strategies which you could use to select some data for analysis and to discard other data: If a certain proportion of respondents all raise a particular issue, then the data may be selected. Some data may concur with findings from previous research. Respondent may themselves suggest a hierarchy of data, indicating that some issues are more significant than others.
When analyzing qualitative data, it is important to have explained clearly the analytic process. You should try to provide the readers with as many 'signposts' as possible within a thesis. See Burgess (1994) and Dey (1993). The extracts from audio-recorded data are treated much the same way as quotations.
Chapter 11: The conclusion
If examiners wish to make a very rapid judgement about a thesis, then they can read the aims and conclusion and consider the extent to which the latter meets the requirement of the former.
You need to write how the project makes an 'original contribution' to knowledge in the field of your research. It should be the first of its find and innovative.
This of ways to how your thesis might have been improved in the limitations sections. Things to reflection on: Should I have revised the aims?; Are they too broad or are they too narrowly focused and restrictive?; Did I look wide enough for relevant literature?; Are there areas of research at which I should have looked?; Were there practical alternatives to the methodology which I selected?; Did I employ the correct strategy for choosing my sample?; Was there any way in which I should have been more careful in collecting my data?; Were there ethical issues which I should have addressed more fully?; Was I sufficiently rigorous in the data analysis?; Did I explain my procedures sufficiently to the reader of the thesis?; Are there questions of validity or reliability which I should have addressed?; Do my findings meet the requirements for a thesis at this level?
The writing of abstract is discussed in Brause (2000). Stage 1 looks at formatting - read the thesis out loud to check for errors. Get someone else to read it out to you.
Chapter 12: Completing the thesis
Chapter 13: Publishing tips
Chapter 14: The oral examination. Bring you thesis to the oral presentation. No two oral examinations are the same.
Chapter 1: The process of academic writing
Quote I liked: "Thesis writing is an opportunity to express understandings about the world in a fresh and novel way". This chapter differentiates between "thesis" and "dissertation". A thesis is a piece of formal academic writing which reports on a research study. Empirical data is often defined as data which is collected through the use of our senses. A thesis generally extends our understanding of a subject. This chapter also differentiates between a Masters and a doctorate. Length is about the same and so is the structure, however, the literature review, methodology, conceptual framework are treated more thoroughly. It discusses the use of jargon (don't use it!) and provides some writing tips.
Chapter 2: The intellectual content of the thesis
It discusses the problem of whether someone has already researched your particular topic. Each type of data is normally associated with one or more approaches to analysis. e.g. Questionnaire survey data is associated with statistical analysis; conversational data may be analysed using ethno-methodological techniques. When analyzing the data it is important to include a reflective account (reflect on your intellectual background and perspectives - It can include courses you have studied and institutions you have attended). This chapter differentiates between a theoretical framework, theoretical perspective and paradigm (as they tend to be used by different writers in slightly different ways). The term 'paradigm' is normally used to refer to the broad world view which informs an approach to research. The term 'theoretical perspective' may be used to refer to the rather more specific assumptions made in terms of research. Tips: Positvism tends to be associated with the use of quantitative data. Interpretivism is associated with a number of perspectives used in research including phenomenology, interactionism, feminism, ethnography, and action research. Such perspectives tend primarily to employ qualitative data.
This chapter also discusses the relationship between ontology, epistemology, and methodology. Ontology and epistemology are both important terms to use in philosophy. The term 'ontology' may be used to refer to the fundamental nature of the world and what it means to exist in the world. Many students even at a doctoral level would probably not feel the necessity to discuss their research in these terms. Epistemology, in philosophical terms, is the study of the grounds on which we claim to know something about the world. Methodology refers to the data collection process. In this sense, it perhaps exists on a logical continuum starting with ontology, epistemology, and ending with methodology.
It is necessary to articulate all alternatives when omitting and discarding data through analysis as this demonstrates that the data in it's entirety is being employed to develop theory.
Chapter 3: Organizing your work
It is important to write and write the thesis as closely as possible to the length required.
Chapter 4: The role of the supervisor
It discusses basic information on your role and the supervisors role.
Chapter 5: Grammar, punctuation, and conventions of academic writing
This chapter discusses first and third person. The traditional way of writing about research is to use the third person or passive voice. However, as educational research gradually becomes more influences by philosophical approaches such as phenomenology, there is a growing awareness of the importance of individual interpretation (using first person in some situations). This chapter discusses referencing, sexist language (avoid using), notes/footnotes. Some Latin words used in research include:
a fortiori - with greater reason; ceteris paribus - other things being equal; sine qua non- a necessary condition; ex post facto - after the event has occurred; ipso facto - by the very fact; magnum opus - great work, or most significant work; non-sequitur - does not follow; prima facie- a first sight; ultra vires - beyond legal rights. It discusses 'dashes' including long and short dashes. Long (includes space at beginning and end) and short (no spaces). Short dashes are used to connect two words whilst a long dash is used to indicate an additional inclusion in a sentence.
Chapter 6: Layout of the thesis
This chapter discusses font and size, headings, frequency of quotations (as a rule of thumb the quotations on a typical page should not exceed about one-third of the total lines); bullet points, tables, and appendices. Before you start typing your thesis - look at examples of theses, academic journals and academic books for ideas on page layout and formatting.
Part 2: Writing your thesis
Chapter 7: The preliminary pages and the introduction
Chapter 7 provides information on what to include in the title page, abstract, contents page, tables, figures, abbreviations, key terms, and acknowledgements. It discusses what should be included in the first chapter. The main purpose of the introduction is to provide the reader with an overview of the research study. It sets the scene for the reader.
The personal background of the researcher should be explained and analysed carefully in the introduction. It also discusses the "aims" section of the introductory section.
Chapter 8: The literature review
The literature review chapter is often the longest chapter in a thesis.
Chapter 9: Methodology
The term 'methodology' is similar to the term research design however are used in slightly different senses by different writers. It should explain how theoretical frameworks provide a like between the aims and the practical methodological issue of collecting data. Discuss at the end the advantages and disadvantages of the whole methodology. Most students write the methodology chapter in the past tense, however, some write it in future tense. You should try relate the theoretical framework and data collection method back to the aims established in the introduction. Some question to ask yourself when writing the methodology include: Where did I decide to collect the data? Why?; What kind of data did I decide to collect? Why?; Who did I ask to provide the data? Why?; How did I go about asking them? Why did I use that approach?; What arrangements did I use to collect the data? Why did I choose those arrangements?; Did I ask people for formal permission to conduct the research?; Did I offer guarantees about the way the research would be conducted or reported?; How did I analyse the data? What was the method?; How did I disseminate the findings? Why?.
You need to discuss the 'research population' and 'sample'. It goes in depth as to how to write about the sample groups. Try to reconstruct the reasons for the way you did things. It is useful to write these down in a notebook at the time.
It is good to discuss the limitations of the approach you have chosen. This chapter discusses ethics, informed consent, anonymity, and interview ethics.
Chapter 10: The data analysis chapters
Data analysis sections are usually divided into three to six chapters. In the conclusion it may be possible to show relationships between the themes in the form of algorithm. There are a variety of possible strategies which you could use to select some data for analysis and to discard other data: If a certain proportion of respondents all raise a particular issue, then the data may be selected. Some data may concur with findings from previous research. Respondent may themselves suggest a hierarchy of data, indicating that some issues are more significant than others.
When analyzing qualitative data, it is important to have explained clearly the analytic process. You should try to provide the readers with as many 'signposts' as possible within a thesis. See Burgess (1994) and Dey (1993). The extracts from audio-recorded data are treated much the same way as quotations.
Chapter 11: The conclusion
If examiners wish to make a very rapid judgement about a thesis, then they can read the aims and conclusion and consider the extent to which the latter meets the requirement of the former.
You need to write how the project makes an 'original contribution' to knowledge in the field of your research. It should be the first of its find and innovative.
This of ways to how your thesis might have been improved in the limitations sections. Things to reflection on: Should I have revised the aims?; Are they too broad or are they too narrowly focused and restrictive?; Did I look wide enough for relevant literature?; Are there areas of research at which I should have looked?; Were there practical alternatives to the methodology which I selected?; Did I employ the correct strategy for choosing my sample?; Was there any way in which I should have been more careful in collecting my data?; Were there ethical issues which I should have addressed more fully?; Was I sufficiently rigorous in the data analysis?; Did I explain my procedures sufficiently to the reader of the thesis?; Are there questions of validity or reliability which I should have addressed?; Do my findings meet the requirements for a thesis at this level?
The writing of abstract is discussed in Brause (2000). Stage 1 looks at formatting - read the thesis out loud to check for errors. Get someone else to read it out to you.
Chapter 12: Completing the thesis
Chapter 13: Publishing tips
Chapter 14: The oral examination. Bring you thesis to the oral presentation. No two oral examinations are the same.
Want to read
October 31, 2014sdf
Displaying 1 - 2 of 2 reviews