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Journal articles on the topic 'Writing a dissertation'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Queen, Robin, and Lauren Squires. "Writing a Dissertation." Journal of English Linguistics 39, no. 3 (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 (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 (2015): 11. http://dx.doi.org/10.1145/2837758.

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4

Silinda, Fortunate Tintswalo. "A transactional approach to predicting stress experienced when writing dissertations." South African Journal of Psychology 49, no. 3 (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 st

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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 (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 e

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6

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 (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, experience

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9

Ciampa, Katia, and Zora Wolfe. "Preparing for dissertation writing: doctoral education students’ perceptions." Studies in Graduate and Postdoctoral Education 10, no. 2 (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 un

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Riebschleger, Joanne. "Writing a Dissertation: Lessons Learned." Families in Society: The Journal of Contemporary Social Services 82, no. 6 (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 wri

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Marhaban, Saiful, Nur Mukminatien, Utami Widiati, et al. "Strategies employed by EFL doctoral candidates in dissertation writing completion." Studies in English Language and Education 8, no. 2 (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

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15

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

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Abdulkhabirov, Magomed Abdulkhabirovich. "Prospects for digital evaluation of the dissertation." KANT 38, no. 1 (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 ev

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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 docto

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18

Jones, Philippa. "Writing your dissertation: a survival guide." British Journal of Nursing 25, no. 19 (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 (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 (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 (2012): 1323. http://dx.doi.org/10.12968/bjon.2012.21.22.1323.

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22

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 (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 gr

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23

Walker, S. "Writing your postgraduate dissertation: a basic framework." Journal of The Royal Naval Medical Service 95, no. 2 (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 (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 th

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25

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 (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

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26

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 completi

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Luo, Qiuxue. "Research on the Construction of Doctoral Dissertation System." Review of Educational Theory 2, no. 2 (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 (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 (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 pr

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Mutepa, Raphael M. "The Process of Writing a Constructivist Dissertation." SAGE Open 6, no. 1 (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 (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 o

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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 (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 stud

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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 (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 Hou

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34

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 (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 (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 ma

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36

Hilliard, Ann T. "Advising Doctorate Candidates And Candidates Views During The Dissertation Process." Journal of College Teaching & Learning (TLC) 10, no. 1 (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 be

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Calman, Lynn. "Writing your doctoral dissertation - invisible rules for success." Journal of Advanced Nursing 33, no. 2 (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 (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 (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 (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 (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 featur

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42

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 (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’ dissertat

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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 (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 (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

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45

Wilkinson, Sara. "Writing a built environment dissertation: Practical guidance and examples." Construction Economics and Building 12, no. 2 (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 (1997): 61–70. http://dx.doi.org/10.1016/s0889-4906(96)00028-2.

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47

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

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48

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

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49

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 (2000): 89–90. http://dx.doi.org/10.1061/(asce)1052-3928(2000)126:2(89).

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50

Bright, David. "Writing Posthumanist Subjects." Qualitative Inquiry 24, no. 10 (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 real

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