Journal articles: 'Writing a dissertation'

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Queen, Robin, and Lauren Squires. "Writing a Dissertation." Journal of English Linguistics 39, no. 3 (July 10, 2011): 300–305. http://dx.doi.org/10.1177/0075424211415834.

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Stephenson, Paul, and David Brigden. "Writing a dissertation." BMJ 336, Suppl S1 (January 1, 2008): 0801024. http://dx.doi.org/10.1136/sbmj.0801024.

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Benea, Marius-Tudor. "Writing your dissertation." XRDS: Crossroads, The ACM Magazine for Students 22, no. 1 (September 2015): 11. http://dx.doi.org/10.1145/2837758.

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Silinda, Fortunate Tintswalo. "A transactional approach to predicting stress experienced when writing dissertations." South African Journal of Psychology 49, no. 3 (October 2, 2018): 417–29. http://dx.doi.org/10.1177/0081246318801733.

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Although substantial attention has been given to doctoral students, the attention given to master’s students writing dissertations is limited. This article outlines a transactional model of stress that conceptualises dissertation writing as a stressor consisting of a series of phases that tend to increase the risk of negative outcomes. A mixed-method design was used to address the aim of the study. An adapted version of the Stress and Support Questionnaire for University Students was used to measure the stress that master’s students experienced. Open-ended questions were employed to measure students’ evaluations of the stress experienced when writing a dissertation. The model proposed that the phases of dissertation writing moderate the relationship between stressor factors and the stress experienced. In an empirical study making use of the model, the moderation analyses revealed that Phase 1 of dissertation writing significantly moderated the relationship between the stress experienced, stressor factors of relationships, financial and transport problems and health related problems. The qualitative data suggested that stress is evaluated either positively or negatively depending on time-management styles and support systems. The results obtained underscore the importance of support structures in alleviating the stress experienced when writing dissertations in order to improve students’ retention and graduation rates.

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Tata, Caroline Linyor. "Unblocking Practical Stumbling Hurdles in writing Master’s Dissertation Abstracts." Journal of English Language Teaching and Applied Linguistics 3, no. 5 (May 29, 2021): 73–81. http://dx.doi.org/10.32996/jeltal.2021.3.5.8.

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This study set out to identify the practical difficulties masters’ students face when writing their dissertation abstracts. Students in their final year of the masters’ programme were the participants. They were randomly selected using random purposive sampling from four different Cameroon state universities that were easily accessible (Universities of Buea, Douala, Dschang and Yaounde 1). Equally, some selected samples of the abstracts extracted from already defended dissertations were used for the study. Even though academic writing is a dynamic form of writing, its importance extends from educational to applied linguistics. Students have often therefore taken measures to see to it that they write abstracts that are acceptable, but they face difficulties doing so. Students in the course of writing master’s dissertation abstracts pause for a while to make sure they are doing the right thing. Findings show significant measurable challenges that students face in writing master’s dissertation abstracts for academic achievements. Solutions are proposed in that light to overcome the practical difficulties.

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Chisholm, Donald. "On Writing a Dissertation." PS 19, no. 1 (1986): 65. http://dx.doi.org/10.2307/419295.

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Chisholm, Donald. "On Writing a Dissertation." PS: Political Science & Politics 19, no. 01 (1986): 65–69. http://dx.doi.org/10.1017/s1049096500017200.

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Capello, Sarah. "Leveraging PhD Students to Support EdD Dissertation Writing." Impacting Education: Journal on Transforming Professional Practice 5, no. 3 (October 6, 2020): 8–13. http://dx.doi.org/10.5195/ie.2020.110.

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Doctoral faculty have long advocated for writing support for doctoral candidates during the dissertation stage. However, schools of education often fail to provide organizational supports to assist struggling dissertators. EdD students in CPED institutions may need additional supports due to shorter time-to-degree programs and full-time work commitments. This paper reports how one PhD student in a CPED institution acted as a dissertation consultant for 35 EdD dissertators and successfully guided them through their dissertations. The author examines how her background in composition, experiences in education research, and willingness to address socio-emotional needs contributed to this success and argues that PhD students with similar backgrounds can take up dissertation consulting work in schools of education as an organizational support for EdD dissertators. The mutual benefits of engaging in this work are discussed as is the potential for school-university partnerships stemming from PhD-EdD student collaboration during doctoral study.

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Ciampa, Katia, and Zora Wolfe. "Preparing for dissertation writing: doctoral education students’ perceptions." Studies in Graduate and Postdoctoral Education 10, no. 2 (July 1, 2019): 86–108. http://dx.doi.org/10.1108/sgpe-03-2019-0039.

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Purpose This paper aims to investigate doctoral students’ perceptions of and satisfaction with their doctor of education program, specifically related to dissertation writing preparation. The results offer a complex picture that has implications for the design of doctoral education programs that aim to help students prepare for culminating academic writing products such as dissertations. Design/methodology/approach Qualitative data, by means of an anonymous online survey with open-ended questions, were used to ascertain 115 doctoral students’ writing experiences in a doctoral program at one university in the USA. Findings The findings of this study suggest the importance of intrapersonal factors, specifically the ability to engage in self-directed learning; interpersonal factors, such as peer and faculty support; and institutional factors, namely, faculty’s writing-based pedagogical practices, in supporting doctoral students’ academic writing. Practical implications This study suggests in addition to selecting and nurturing students’ ability to engage in self-directed learning, there are a number of specific strategies and practices doctoral faculty can engage in and use to prepare students for successful dissertation writing. Originality/value This study provides the perspective of former and existing doctoral students to illuminate the needs they perceive as they engage in dissertation writing. The study provides practical strategies based on common themes in student responses.

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Riebschleger, Joanne. "Writing a Dissertation: Lessons Learned." Families in Society: The Journal of Contemporary Social Services 82, no. 6 (December 2001): 579–82. http://dx.doi.org/10.1606/1044-3894.158.

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Pion-Berlin, David. "Reflections on Writing a Dissertation." PS 19, no. 1 (1986): 63. http://dx.doi.org/10.2307/419293.

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Pion-Berlin, David. "Reflections on Writing a Dissertation." PS: Political Science & Politics 19, no. 01 (1986): 63–64. http://dx.doi.org/10.1017/s1049096500017182.

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Mayberry, Tommy, and Sarah Gibbons. "Dissertation Pedagogy in Theory and Practice: Extending Our Roundtable." Canadian Journal for Studies in Discourse and Writing/Rédactologie 30 (August 19, 2020): 79–104. http://dx.doi.org/10.31468/cjsdwr.797.

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In this paper, we extend our roundtable session from the 2019 Canadian Writing Centre Association Conference in Vancouver, which ignited dialogue about how writing centre practitioners and educational developers can help faculty review and strengthen their approaches to providing feedback on graduate student theses and dissertations. We discuss how we designed and delivered an instructional development workshop for faculty at our university to strengthen their approaches to supporting graduate student thesis and dissertation writers. In doing so, we aim to foster further dialogue about how writing centre professionals and educational developers can partner with faculty to enhance and develop their approaches to providing feedback on large-scale writing projects.

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Marhaban, Saiful, Nur Mukminatien, Utami Widiati, Teguh Sulistyo, Wardani Dwi Suhastyanang, Yunita Puspitasari, and Asnawi Muslem. "Strategies employed by EFL doctoral candidates in dissertation writing completion." Studies in English Language and Education 8, no. 2 (May 3, 2021): 546–60. http://dx.doi.org/10.24815/siele.v8i2.17694.

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This research study aimed at revealing the strategies employed by successful English as a Foreign Language (EFL) doctoral candidates in accomplishing their dissertation writing and their perspectives in association with the stages of research report writing. This is a narrative qualitative inquiry, and the data were collected through an in-depth interview with ten successful EFL fresh graduates who had completed their dissertation writing within six and seven semesters. Using a retrospective technique, the respondents were asked to recall their experiences and activities during the process of writing their dissertation. The results reveal that the successful doctoral candidates used four main strategies of dissertation writing: cognitive, metacognitive, affective, and social strategies. In completing each of the dissertation stages, the doctoral candidates spent much time reading a huge collection of research articles, writing their dissertation on a daily basis, and having intensive consultation with their advisors. This study would be useful for EFL doctoral students to avoid delay in completing their studies and to meet their academic timeline so that they can face their challenging dissertation writing to complete their study on time.

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Ali, Azad, and Shardul Pandya. "Starting Doctoral Dissertation Journey with a Solid Research Problem Statement – A Four Stage Framework." International Journal of Doctoral Studies 16 (2021): 469–85. http://dx.doi.org/10.28945/4810.

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Aim/Purpose: Provide methodology suggesting steps to doctoral mentors to work with students in constructing their research problem statement in their dissertation. Background: Doctoral students face difficulties writing their dissertation and they begin by writing the research problem statement. Methodology: This paper uses a framework widely used to describe student adjustment to graduate studies in general and to doctoral program in particular. Contribution: This study provides a framework to mentors/advisors that is helpful in guiding the students to writing their research problem statement. Findings: Writing a research problem statement is difficult by itself. Following a methodological approach suggested in this study could help with writing it. Recommendations for Practitioners: A methodological approach in writing the dissertation is helpful to mitigate the difficulties of writing the dissertation. Our study tackles difficulties with writing the research problem statement. Recommendations for Researchers: More research needs to be done on methodological approach to writing the other sections in the dissertation. Impact on Society: Our findings in this research will help doctoral mentors/advisors as they guide students in completing the writing of their research problem statement Future Research: Intention for future research is to follow similar methodological approach in guiding students in writing the other sections of the dissertation

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Abdulkhabirov, Magomed Abdulkhabirovich. "Prospects for digital evaluation of the dissertation." KANT 38, no. 1 (March 2021): 186–91. http://dx.doi.org/10.24923/2222-243x.2021-38.37.

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Currently, one of the most important components of scientific activity is the writing and subsequent defense of a candidate's / doctoral dissertation. It is revealed that, despite the rapid digitalization of the educational process in the scientific paradigm of the whole world, including Russia, there is no single digital assessment of the dissertation. The current system of evaluation of a dissertation based on the one-dimensional designation "yes" or "no" does not allow to objectively and impartially determine the scientific value of the dissertation. The author proposed a methodology for evaluating dissertations on a one-hundred-point scale, where the researcher with the highest score on the defense of the dissertation (91-100) would be provided with financial support from the state to continue promising scientific research, while at the same time being an advantage in the competition for his election to the Russian Academy of Sciences. The author is critical of the conditions of the state and prospects of the development of science in Russia, considering it unfair to neglect the system of evaluation in the defense of dissertations, which leads to a constant outflow of young researchers abroad. In the perspective of applying the digital assessment of the dissertation, the support of talented scientists in obtaining high scores in the defense of the dissertation at the local, regional and federal levels is considered.

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Ali, Azad, and Shardul Pandya. "A Four Stage Framework for the Development of a Research Problem Statement in Doctoral Dissertations." International Journal of Doctoral Studies 16 (2021): 469–85. http://dx.doi.org/10.28945/4839.

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Aim/Purpose: Provide methodology suggesting steps to doctoral mentors to work with students in constructing their research problem statement in their dissertation. Background: Writing a doctoral dissertation is a long journey, and it typically starts with writing the research problem statement. Students face challenges in articulating the research problem statement. Clearly articulating the research problems statement influences the success of the entire dissertation. Methodology: This paper uses a widely used framework to describe student adjustment to graduate studies in general and to doctoral programs in particular. Contribution: This study provides a framework for mentors and advisors to assist them in guiding students in writing their research problem statement. Findings: Writing a research problem statement is difficult by itself. Following the methodological approach suggested in this study will help students with the task of writing their own. Recommendations for Practitioners: A methodological approach to writing a research problem statement is helpful in mitigating the difficulties of writing the dissertation. This study tackles the difficulties with writing the research problem statement. Recommendation for Researchers: More research needs to be done to expand the use of a methodological approach to writing in other sections of the dissertation. Impact on Society: The findings of this research will help doctoral mentors/advisors as they guide students in completing the writing of their research problem statement Future Research: Future research should follow a similar methodological approach in guiding students in writing the other sections of the dissertation

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Jones, Philippa. "Writing your dissertation: a survival guide." British Journal of Nursing 25, no. 19 (October 27, 2016): 1044. http://dx.doi.org/10.12968/bjon.2016.25.19.1044.

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Hannigan, Ben, and Philip Burnard. "Preparing and writing an undergraduate dissertation." Nurse Education in Practice 1, no. 4 (December 2001): 175–80. http://dx.doi.org/10.1054/nepr.2001.0028.

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Brandão Carvalho, José, Luísa Álvares Pereira, and Rómina Mello Laranjeira. "Writing a Master’s Dissertation – Students’ Perspectives." Journal of Academic Writing 8, no. 2 (November 2018): 78–88. http://dx.doi.org/10.18552/joaw.v8i2.481.

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Botten, Emma Louise. "Writing your dissertation: where to start." British Journal of Nursing 21, no. 22 (December 13, 2012): 1323. http://dx.doi.org/10.12968/bjon.2012.21.22.1323.

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Kania-Gosche, Beth, and Lynda Leavitt. "A Case Study of an Intervention to Support Ed.D. Students in Dissertation Writing." International Journal of Adult Vocational Education and Technology 2, no. 4 (October 2011): 17–27. http://dx.doi.org/10.4018/javet.2011100102.

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Dissertation writing is often the most challenging aspect of the doctoral program. In an effort to raise completion rates and lower time-to-degree as well as increase student satisfaction with the program, professors in an Ed.D. program developed a semester-long course to support students writing their dissertations. This case study describes the development of the course and the implementation of the first semester. The course consisted of a series of workshops on various aspects of dissertation writing as well as various other activities such as peer review. The students did not receive a grade for the course. After reviewing data, students in the course were classified by their productivity that semester and engagement in the course. Students who were highly engaged but not highly productive were the most prevalent group. In this article, the authors also provide follow-up, including changes made the next semester and data on student completion.

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Walker, S. "Writing your postgraduate dissertation: a basic framework." Journal of The Royal Naval Medical Service 95, no. 2 (June 2009): 92–96. http://dx.doi.org/10.1136/jrnms-95-92.

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Abstract This paper provides a basic framework for those embarking upon a postgraduate dissertation. The dissertation experience can offer many opportunities for self and academic development once ethical approval has been obtained. A good dissertation is the result of a sound methodological framework, where some thought has been given to the strengths and weaknesses of qualitative and quantitative methods of inquiry. The research question needs to be given careful consideration so that the aims and objectives of the postgraduate research project are fulfilled.

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Edwards, Bronwen, David Haigh, Max Hope, Karen Horwood, and Andre Pusey. "Making Space for the Dissertation." Journal of Perspectives in Applied Academic Practice 8, no. 1 (September 1, 2020): 147–56. http://dx.doi.org/10.14297/jpaap.v8i1.355.

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This paper examines a residential writing retreat for final year human geography and planning students held in a youth hostel in North Yorkshire, considering how it is experienced by students. This is a curriculum innovation for the dissertation module that combines aspects of geography fieldtrip and writing workshop to support the dissertation writing process and build community, applicable to dissertation and other modules on all kinds of courses. Drawing on the concept of ‘the slow university’ (Berg & Seeber, 2016; O’Neill, 2014) where the ‘slowing down’ and ‘stripping away’ of the usual structures and patterns of teaching and learning create a critical and creative space for thinking and writing, we explore whether and how the Malham retreat makes space for writing. The study is also informed by our spatial approach to the processes and content of research and teaching as geographers (Massey, 2005). Qualitative focus group evidence was gathered on the student and staff experience and used to evaluate the field trip (Breen, 2006; Krueger & Casey, 2009; Stewart & Shamdasani, 2015). This paper presents the results of this evaluation and it is argued that the retreat made space for writing in three ways: 1. The space of countryside, nature and youth hostel. 2. The formal and informal learning spaces staff and students constructed during the retreat 3. ‘Head space’- the social, psychological and emotional room the retreat made for staff and students

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Batool, Tanzeela, Yaar Muhammad, and Faisal Anis. "Writing a Doctoral Dissertation: A Qualitative Study of Education Doctoral Students' Perceptions." Global Sociological Review VI, no. I (March 30, 2021): 31–40. http://dx.doi.org/10.31703/gsr.2021(vi-i).05.

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For doctoral students, dissertation writing is an important stage in their completion of the degree. They might face several problems during this stage. The aim of the current qualitative study was to explore doctoral students' perceptions of dissertation writing. Ten participants were selected through a purposive sampling technique from the education department of a private university in Lahore, Pakistan. An interview guide was constructed in light of the research objectives and literature review. Data were collected through semi-structured interviews and analyzed through qualitative content analysis. The findings of the study revealed language barriers, insufficient academic writing skills, inadequate supervisory support, and personal factors as problems faced by doctoral students during their dissertation writing. It is recommended that an academic writing course should be offered during coursework. Moreover, effective supervisory support should be ensured at the dissertation writing stage. The concerned department should facilitate and solve the problems of doctoral students during their write-up stage.

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A LaFrance, Jason, Diane LaFrance, and Teri D Melton. "Chair Agency, Chair Preparation, and Academic Supports in Educational Leadership Doctoral Programs in the United States." International Journal of Doctoral Studies 15 (2020): 111–33. http://dx.doi.org/10.28945/4507.

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Aim/Purpose: The purpose of this exploratory qualitative case study was to understand dissertation chair agency, chair preparation, and academic supports provided by experienced Educational Leadership Ed.D. dissertation chairs in the United States. Background: Previous research has identified attrition rates of 50-60 percent in education doctoral programs. This research helps identify the faculty profiles and academic supports provided by Educational Leadership faculty who have served on successful dissertation committees. Understanding these findings may help to improve retention and completion in other doctoral programs. Methodology: This was an exploratory qualitative case study. Ten doctoral faculty who have successfully chaired 419 Ed.D. Educational Leadership dissertations at accredited U.S. colleges and universities were interviewed. Data were analyzed using the constant comparative method. Contribution: The findings from this study contribute to the body of knowledge on doctoral retention and dissertation completion by providing information on promising practices from the perspective of dissertation chairs. Findings: While successful dissertation chairs exhibited expertise as researchers, seven of the ten participants reported that they had limited training for chairing dissertations. Academic supports included coursework that was organized coherently with a focus on opportunities for substantive feedback, writing support and research methodology. Recommendations for Practitioners: Dissertation chairs should utilize their agency to ensure that the program has the proper resources to support doctoral education. This includes adequate writing support for graduate students, courses taught by faculty who are engaged in research and understand the requirements for completing a dissertation, and protecting faculty time so that they are able to provide students substantive feedback within coursework and at the dissertation phase. Recommendation for Researchers: Researchers should continue to explore the causes of attrition in doctoral programs and identify specific actions that can be taken to improve program completion rates. Impact on Society: Increasingly U.S. institutions of higher learning are being called to validate their success and improve retention rates. Understanding the faculty profiles and academic supports utilized by successful doctoral faculty has the potential to improve retention and thereby increase completion rates and consequentially alleviate the stressors that ABD students experience. Future Research: Future research could focus on expanding the findings of this study by exploring the perspectives of faculty based on institution type and examining how socio-emotional factors such as student-student and faculty-student relationships are intentionally established in programs with high graduation rates.

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Luo, Qiuxue. "Research on the Construction of Doctoral Dissertation System." Review of Educational Theory 2, no. 2 (May 9, 2019): 22. http://dx.doi.org/10.30564/ret.v2i2.563.

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This paper initially forms its own doctoral dissertation system by summarizing and sorting out the Research and Practice classroom system and the Writing Skills of Doctoral Dissertation teaching material system, which are studied in the doctoral course. Through criticism and innovation, a set of doctoral dissertation system consisting of six major systems: preparation system, content system, organization system, supervision system, supports system and verification system is finally formed. This dissertation writing system will provide reference and help for doctoral students and researchers.

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Allison, Desmond, Linda Cooley, Jo Lewkowicz, and David Nunan. "Dissertation writing in action: The development of a dissertation writing support program for ESL graduate research students." English for Specific Purposes 17, no. 2 (January 1998): 199–217. http://dx.doi.org/10.1016/s0889-4906(97)00011-2.

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Dastjerdi, Zahra Shirian, Helen Tan, and Ain Nadzimah Abdullah. "RHETORICAL STRUCTURE OF INTEGRATED RESULTS AND DISCUSSION CHAPTER IN MASTER’S DISSERTATIONS ACROSS DISCIPLINES." Discourse and Interaction 10, no. 2 (December 15, 2017): 61–83. http://dx.doi.org/10.5817/di2017-2-61.

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Writing a dissertation is the most challenging task for students, especially the IntegratedResults and Discussion chapter. One solution would be to offer them a template of therhetorical flow of this chapter. However, to date, a limited number of studies have beenconducted on the rhetorical movement of this chapter. Therefore, the rhetorical units ofIntegrated Results and Discussion chapters of 40 Master’s dissertations in the hard and softscience disciplines obtained from a Malaysian local public university were investigated.The findings indicated that this chapter focused predominantly on presenting the resultsfollowed by commenting on them. Disciplinary variation was observed in the use of‘referring to previous research’ and ‘making overt claims or generalizations’ which wereobserved more in the dissertations in the soft sciences. Besides, ‘invalidating results’ wasfound more in the dissertations in the hard sciences. To conclude, knowing the prevalentmoves may heighten the awareness of novice postgraduate students to align their writing tothe academic writing conventions. Furthermore, awareness on the disciplinary variationsof the use of certain rhetorical moves would sensitize novice writers to the preferreddisciplinary style of writing Integrated Results and Discussion chapter.

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Mutepa, Raphael M. "The Process of Writing a Constructivist Dissertation." SAGE Open 6, no. 1 (January 25, 2016): 215824401662918. http://dx.doi.org/10.1177/2158244016629188.

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Shortliffe, Edward H. "The organization and content of informatics doctoral dissertations." Journal of the American Medical Informatics Association 23, no. 4 (June 5, 2016): 840–43. http://dx.doi.org/10.1093/jamia/ocw074.

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Abstract This article offers suggested guidelines for graduate students who are embarking on informatics doctoral studies and anticipating the dissertation research and its documentation. Much of the guidance is pertinent for writing dissertations in other disciplines as well. The messages are largely directed at doctoral students, but some elements are also pertinent for master’s students. All are relevant for faculty research advisors. The value of the dissertation is often underestimated. Too often it is seen as a hurdle to be overcome rather than an opportunity to gain insight into one’s own research and to learn how to communicate effectively about it. Ideas that have been ill-formed often do not gel effectively until one tries to write about them. The main lesson is that the preparation of a carefully crafted, rigorous, logically evidence-based, and influential dissertation can be remarkably rewarding, both personally and professionally.

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Olakulehin, Felix Kayode, and Olugbenga David Ojo. "Factors Influencing the Completion of Dissertations by Students of Post-Graduate Diploma in Education (PGDE) by Distance Learning in South-western Nigeria." Ανοικτή Εκπαίδευση: το περιοδικό για την Ανοικτή και εξ Αποστάσεως Εκπαίδευση και την Εκπαιδευτική Τεχνολογία 4, no. 1 (June 9, 2008): 37. http://dx.doi.org/10.12681/jode.9722.

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This paper reports the outcome of a primary quantitative investigation into the factors responsible for the completion or otherwise of dissertation reports by postgraduate distance learning students in Nigeria. The study set out to determine the reasons why many postgraduate distance learners fail to complete their dissertations after the course work. Using a structured questionnaire designed on a five-Point Likert-type scale, the researchers captured the opinions of some postgraduate distance learners about the factors affecting their completion of their research work.The analysis of the study was done using simple percentages and it was found that many of the respondents had difficulty with statistical analysis; some others had problems identifying suitable research topics and supervisor problem, among others, constituted the major challenges facing many of the respondents. The study concluded with some recommendations on how theadministration of research work or dissertation writing by distance learners can be improved.Keywords: dissertation, statistical analysis; research, postgraduate distance learners

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Carter-Veale, Wendy Y., Renetta G. Tull, Janet C. Rutledge, and Lenisa N. Joseph. "The Dissertation House Model: Doctoral Student Experiences Coping and Writing in a Shared Knowledge Community." CBE—Life Sciences Education 15, no. 3 (September 2016): ar34. http://dx.doi.org/10.1187/cbe.16-01-0081.

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The problem of PhD attrition, especially at the dissertation-writing stage, is not solely related to mentoring, departments, or disciplines; it is a problem that affects the entire institution. As such, solutions require collaborative efforts for student success. Building on Yeatman’s master–apprentice model, which assumes mastering disciplinary writing in singular advisor–student contexts, and Burnett’s collaborative cohort model, which introduced doctoral dissertation supervision in a collaborative-learning environment with several faculty mentors in a single discipline, the Dissertation House model (DHM) introduces a model of doctoral dissertation supervision that involves multiple mentors across several disciplines. On the basis of more than 200 students’ reflections, we find that challenges in completing the dissertation extend beyond departmental and disciplinary boundaries. The DHM’s multidisciplinary approach preserves the traditional master–apprentice relationship between faculty and students within academic departments while providing an additional support mechanism through interdisciplinary collaborative cohorts. Using Thoits’s coping assistance theory and data from DH students over a 10-year period, the DHM incorporates Hoadley’s concept of knowledge communities to establish a successful dissertation-writing intervention for graduate students across doctoral programs. Using propensity score analysis, we provide in this study an empirical assessment of the benefits and efficacy of the DHM.

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Lah, Michael I., and Harold Rosenberg. "Three-year Post-treatment Follow-up of “A Comprehensive Behavioral—Cognitive Treatment of Writer's Block”." Behavioural Psychotherapy 14, no. 1 (January 1986): 81–88. http://dx.doi.org/10.1017/s0141347300012507.

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Three years following the initial behavioral—cognitive treatment for a case of writer's block with his Master's thesis, the subject was faced with writing his doctoral dissertation. Without the prompt or assistance of the original therapist, the subject used the task analysis, chaining, distraction control, and reinforcement procedures to successfully complete the writing project, although without using a formal work schedule. The subject's perceptions of these techniques and their effectiveness during the writing of the dissertation are presented and discussed.

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Yallop, John J. Guiney. "Through the Words of a Poet: Experiencing a Writing Journey." LEARNing Landscapes 4, no. 1 (April 1, 2010): 189–210. http://dx.doi.org/10.36510/learnland.v4i1.371.

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My PhD dissertation (Guiney Yallop, 2008) is an arts-based, autoethnographic, queer study. I wrote poetry to generate the data for my research.The first section of my dissertation consists of 46 poems, the first 23 of which are my Catholic terrain and the other 23 are my Education terrain.The poems are followed by an exegesis divided into 12 pauses. This article comes from the fifth pause where I explained the process I engaged in while writing the poetry and when I was putting the poems together in my dissertation. While each writer has her or his own processes when writing, I believe that making our processes explicit allows us and our readers to more fully appreciate how we construct our writing. As well as reflecting on the process, the reader may consider the content and the form of the writing; what are the poems saying and how are they saying it?

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Hilliard, Ann T. "Advising Doctorate Candidates And Candidates Views During The Dissertation Process." Journal of College Teaching & Learning (TLC) 10, no. 1 (December 24, 2012): 7–12. http://dx.doi.org/10.19030/tlc.v10i1.7525.

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In order to provide candidates with effective advisement, it is important for the advisor to continue to practice positive professional relationships and provide relevant academic support to candidates. The advisor should work closely with other faculty members and need to listen to the voices of candidates to ensure candidates success. What should an advisor do overall for doctorate candidates? The advisor should provide candidates with developmental sessions, utilize the value of peer support, give relevant feedback and assessment timely and give a review of doctorate program expectations before and during the dissertation process. Too many candidates have struggled during the writing process, for example, of the dissertation proposal, because candidates enter the program with limited skills in technical writing. Therefore, a graduate writing center with competent faculty to facilitate such areas of support as basic writing skills for the behavioral and social sciences, manuscript structure, writing clearly and concisely, formatting and style, composing and displaying data results, and citing references properly so that candidates do not participate in plagiarism during the writing of the dissertation would be invaluable and relevant support to candidates. A session by the advisor should be dedicated to time management. It appears that too many doctorate candidates do not recognize that writing the dissertation requires a lot of time and time management is crucial in order for candidates to stay on top of their research and writing requirements. This study will focus on the role of the advisor, candidates views about advisement based on candidates experiences, a simplified view of outcome results, research designs with clarity, what is feedback, clarity with frequent feedback makes a difference, using plagiarism checking research services and evaluation of candidates written work. The benefit of this study is to share with the broader community of doctorate program advisors and faculty committee members the need to provide the best quality experiences in advisement and instructional services to doctorate candidates to ensure their success in completing the doctorate degree program, because too many candidates complete all major course work except the actual dissertation.

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Calman, Lynn. "Writing your doctoral dissertation - invisible rules for success." Journal of Advanced Nursing 33, no. 2 (January 26, 2001): 269. http://dx.doi.org/10.1046/j.1365-2648.2001.0435b.x.

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Caruth, Gail D. "Socialization: A Requisite for Writing the Doctoral Dissertation?" ATHENS JOURNAL OF EDUCATION 4, no. 1 (January 31, 2017): 7–20. http://dx.doi.org/10.30958/aje.4-1-1.

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Pane, Debra M. "Writing a Book From Your Dissertation: Seven Stages." New Horizons in Adult Education and Human Resource Development 28, no. 3 (August 2016): 53–57. http://dx.doi.org/10.1002/nha3.20155.

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Calman, Lynn. "Writing your doctoral dissertation - invisible rules for success." Journal of Advanced Nursing 33, no. 2 (July 18, 2008): 269. http://dx.doi.org/10.1111/j.1365-2648.2001.0435b.x.

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Capello, Sarah, Mellissa Gyimah-Concepcion, and Victoria Vandover Billimack. "An Unexpected Affordance of Program Design for Dissertation Writing During COVID-19: The Embedded Dissertation." Impacting Education: Journal on Transforming Professional Practice 6, no. 2 (April 30, 2021): 16–20. http://dx.doi.org/10.5195/ie.2021.163.

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Purpose: This paper describes how an embedded dissertation program design feature supported two cohorts of EdD dissertators and helped them make consistent progress toward and eventually complete their dissertation milestones during the COVID-19 pandemic. Specifically, we detail the work, challenges, and results of EdD students’ efforts toward their milestones and offer perspectives on the same topics for EdD faculty who are teaching dissertation writing courses or supporting dissertators during the COVID-19 pandemic.Conceptual Argument: This paper argues that an existing program design feature, the embedded dissertation, provided unexpected affordances for EdD dissertators during the COVID-19 pandemic. Specifically, it acted as a scaffold for dissertators to make small but consistent steps forward on their dissertation milestones despite the significant challenges they faced both as practitioners and as students during the pandemic.Implications for Research: In sharing these experiences, we hope to: (a) offer a contribution to the literature on the intersection of program design and dissertation writing, (b) proffer a program design structure that was successful in moving dissertators forward during COVID-19, and (c) document the lived experiences of EdD dissertators and faculty in this unprecedented, historical moment.

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Maldonado, Laura G., J. Jordan Dolfi, James E. Bartlett, II, and Michelle E. Bartlett. "Forward Momentum: Providing Supportive Space for EdD Students’ Dissertation Progression through Weekly Online Writing Sessions." Impacting Education: Journal on Transforming Professional Practice 6, no. 3 (July 30, 2021): 13–20. http://dx.doi.org/10.5195/ie.2021.186.

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This essay describes an online writing group introduced to a CPED EdD program at a research-intensive, land-grant university during the summer of 2020 when the existing face-to-face program shifted to fully online delivery. The purpose of the writing sessions was to support EdD student practitioners with dissertation writing productivity by offering multiple weekly opportunities for synchronous writing sessions via Zoom online video conferencing. Although this new program is still in development, initial student feedback suggests that the writing sessions not only supported students’ dissertation progression, but it also established a sense of community and social support in an online environment. Lessons learned are shared, and we argue that this could be an ideal time to offer online writing sessions, especially since the pandemic will continue into the coming months.

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Halpern, Faye. "Beyond Contempt: Ways to Read Uncle Tom's Cabin." PMLA/Publications of the Modern Language Association of America 133, no. 3 (May 2018): 633–39. http://dx.doi.org/10.1632/pmla.2018.133.3.633.

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I wrote my dissertation in the late 1990s. it compared harriet beecher stowe and other antebellum sentimental women writers with professional male orators and rhetoricians. I argued that these women authors hadn't been writing in a rhetorical room of their own. Instead, they were solving problems that the professionals could not. While writing the dissertation, I asked a friend who was in my program to read my chapter on the most popular book in the nineteenth-century United States, Stowe's Uncle Tom's Cabin.

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Gummaraju, Rajashekar. "RESEARCH WRITING: FROM ELUSIVE PEDAGOGY TO EXCLUSIVE PEDAGOGY." International Journal of Research -GRANTHAALAYAH 4, no. 4 (April 30, 2016): 115–23. http://dx.doi.org/10.29121/granthaalayah.v4.i4.2016.2764.

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Recent years have seen an increased attention being given to thesis and dissertation writing in the ESP literature. Prior (1995) attributes more to a thesis or a dissertation than its rhetorical structure. He lists the factors which influence decisions students make about the form of their text-the research perspective taken up in the study, the purpose of the text, and the extent to which the students have been given advice on the positioning and organisation of their text, etc. For Paltridge (2002), thesis and dissertation writing is a difficult process for native speaker students and often doubly so for non-native speaker students. ESL students may have the level of language proficiency required for admission to their course of study, but not yet the necessary textual knowledge, genre knowledge and social knowledge (Bhatia, 1999) required of them to succeed in this particular setting. Our students need to be presented with the range of thesis options that might be open to them, and consider the reasons why they might make a particular choice. There is no such a thing as “one size fits all” master’s and doctoral thesis. The present paper attempts to look at the pedagogies evolved for teaching research writing.

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Wilkinson, Sara. "Writing a built environment dissertation: Practical guidance and examples." Construction Economics and Building 12, no. 2 (June 5, 2012): 101. http://dx.doi.org/10.5130/ajceb.v12i2.2634.

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Paltridge, Brian. "Thesis and dissertation writing: Preparing ESL students for research." English for Specific Purposes 16, no. 1 (January 1997): 61–70. http://dx.doi.org/10.1016/s0889-4906(96)00028-2.

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O’Loughlin, Thomas. "Writing a PhD Dissertation in Theology: Some Common Pitfalls." Transformation: An International Journal of Holistic Mission Studies 32, no. 2 (August 30, 2013): 128–34. http://dx.doi.org/10.1177/0265378813501731.

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Kucan, Linda. "Approximating the Practice of Writing the Dissertation Literature Review." Literacy Research and Instruction 50, no. 3 (June 2011): 229–40. http://dx.doi.org/10.1080/19388071.2010.514037.

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Abu-Rizaiza, Omar Siraj, and Dick Pettit. "Writing the Doctoral Dissertation: A Systematic Approach, 2nd Ed." Journal of Professional Issues in Engineering Education and Practice 126, no. 2 (April 2000): 89–90. http://dx.doi.org/10.1061/(asce)1052-3928(2000)126:2(89).

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Bright, David. "Writing Posthumanist Subjects." Qualitative Inquiry 24, no. 10 (July 9, 2018): 751–58. http://dx.doi.org/10.1177/1077800418785197.

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In this article I explore the problem of thinking and writing about post-humanist human subjects (as objects) who are no longer given as such. I draw on my attempts to represent such subjects in my doctoral dissertation, a study of Western teachers in Vietnam. Drawing on the work of Deleuze, I considering how representations of participants are constructed, and experiment with piecing together impressionistic vignettes that attend to the impossibilities of representation. However, in this process of careful text construction also highlights the paradox of artfully fabricating convincingly realistic and natural ethnographic description, in ways which potentially disrupt notions of transparency and verisimilitude as indicators of the quality of qualitative research.

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Journal articles on the topic 'Writing a dissertation'

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