Le Libraire Dissertation Topics

This guide addresses the task of planning and conducting a small research project, such as for an undergraduate or masters’ level dissertation. It aims to help you develop a clear sense of direction early on in the project, and to support you in organising, planning, and monitoring your project.

The companion guide Writing a dissertation focuses on the preparation of the written report or thesis.

What is a dissertation?

A dissertation is a particular kind of academic task. You will usually be asked to generate a topic for yourself; to plan and execute a project investigating that topic; and to write-up what you did and what your findings were. Important stages in the dissertation process include:

  • choosing a topic;
  • developing a research question;
  • effective planning of the research;
  • being organised and methodical while conducting your research; and
  • reporting the research.

Choosing a topic

While some students come to their research project with a clear research question to address, many others arrive at this point with several ideas, but with no specific research question. In view of the pressure to get started fairly quickly, this can cause anxiety and even panic. It is, however, a common situation to be in. There are several ways forward:

  • Talk to others: what topics are other students considering? Does this spark an interest? Don’t wait until you have a fully formed research question before discussing your ideas with others, as their comments and questions may help you to refine your focus.

  • Look at other writing: set aside some time to spend in the library, skimming through the titles of research papers in your field over the past five years, and reading the abstracts of those you find most interesting.

  • Look through the dissertations of previous students in your department: the topics may give you inspiration, and they may have useful suggestions for further research.

  • Think about your own interests: which topic have you found most interesting, and is there an element that could be developed into a research project?

  • Is there a related topic of interest to you that has not been covered in the syllabus, but would fit with the theory or methodology you have been working with?

  • Be extra critical: is there something in your course so far that you have been sceptical about, or which you think needs further study?

  • Read about an interesting topic and keep asking the question ‘Why?’ :this may identify a research question you could address.

Remember that a research study can:

  • replicate an existing study in a different setting;

  • explore an under-researched area;

  • extend a previous study;

  • review the knowledge thus far in a specific field;

  • develop or test out a methodology or method;

  • address a research question in isolation, or within a wider programme of work; or

  • apply a theoretical idea to a real world problem.

This list is not exhaustive, and you need to check whether your department has a preference for particular kinds of research study.

Discuss your proposed topic with a member of academic staff who you think might be appropriate to supervise the project. Provided they feel that they know enough about the subject to supervise it, and provided that it can be interpreted as falling within the broad fields of your degree subject, academic staff are generally open to suggestions.

You should think realistically about the practical implications of your choice, in terms of:

  • the time requirement;

  • necessary travelling;

  • access to equipment or room space;

  • access to the population of interest; and 

  • possible costs.

For example, a project on coal mining in the North East of England may require you to visit Newcastle’s Record Office, or to interview coal miners from the region. Is this something that you are prepared and able to do? If the practical considerations associated with your research ideas are unrealistic, you need to consider whether you are willing to modify or reconsider your project.

Developing a research question

Once your topic has been accepted by your department, you need to begin the process of refining the topic and turning it into something that is focused enough to guide your project. Try describing it as a research problem that sets out:

  • the issue that you are going to be investigating;

  • your argument or thesis (what you want to prove, disprove, or explore); and

  • the limits of your research (i.e. what you are not going to be investigating).

It is important that you establish a research problem at, or close to the start of, your project. It is one of the key tools you have, to ensure that your project keeps going in the right direction. Every task you undertake should begin with you checking your research problem and asking “will this help me address this problem?”.

You should be willing to revise your research problem as you find out more about your topic. You may, for example, discover that the data you were hoping to analyse is not available, or you may encounter a new piece of information or a new concept while undertaking a literature search, that makes you rethink the basis of your research problem. You should always talk to your supervisor before you make any substantial revision to your plans, and explain why you think you need to make the change.

Research problemCommentary
'Public transport in Scotland’ This sets out your research field but does not frame a research problem because it is too general. You do not have time to study everything about a topic, so you should focus on an aspect that you are interested in.
‘Examination of the influence of public transport links on new housing development in Western Scotland’This is a much better research problem as it establishes an argument (existence of public transport may have some influence on new housing development). However, it is still quite general and could be improved by further focus.
‘Investigation of the relationship between public transport links and the development of new areas of housing in Western Scotland: a comparison of local plans and building development since 1990’This is better still. It shows the limits of the project. You will be investigating a complex subject (public transport in Scotland), but will be focusing on only one aspect of it (possible influence on new housing development). You will make this large subject manageable by focusing on a limited period of time (1990 onwards), and limited sources.

Effective planning of the research

Writing a research proposal

A research proposal is a more detailed description of the project you are going to undertake. Some departments require you to submit a research proposal as part of the assessment of your dissertation, but it is worth preparing one even if it is not a formal requirement of your course. It should build on the thinking that you have done in defining your research problem; on the discussions that you have had with your supervisor; and on early reading that you have done on the topic. A comprehensive research proposal will make you think through exactly what it is that you are going to do, and will help you when you start to write up the project.

You could try outlining your project under the following headings (Booth, Williams, & Colomb, 2003. The craft of research. Chicago: The University of Chicago Press.):

Topic:this project will study...  
Question/problem: to find out...
Significance:so that more will be known about... 
Primary resources:the main data will be...
Secondary sources:additional data comes from... 
Methods:the research will be conducted as follows...
Justification:the method is most appropriate because...
Limitations:there are some matters that this methodology may not help me to explain. These might include... 

You may find that some of these headings are difficult to fill in right at the start of your project. However, you can use the gaps to help identify where you need to begin work. If, for example, you are unsure about the limitations of your methodology you should talk to your supervisor and read a bit more about that methodology before you start.

Creating a research plan

A dissertation is an extended project that asks you to manage your time and undertake a variety of tasks. Some courses schedule the dissertation at the end, while others have it running along concurrently with other modules. Whichever way your course is organised, it is essential that you create a plan that helps you allocate enough time to each task you have to complete.

It is useful to work out how many weeks you have until you need to submit your completed dissertation, and draw a chart showing these weeks. Block out the weeks when you know you will be unable to work, and mark in other main commitments you have that will take time during this period. Then allocate research tasks to the remaining time.

January

Christmas Write research proposal Literature reviewComplete literature review and conduct pilot studyMain data collection

 

February

Complete data collectionAnalyse data Analyse data Write dissertation plan, then begin first draft

 

March

Complete first draftDiscuss draft with supervisorSecond draftSecond draftProofing/checking  

 

It is very important to be realistic about how long each task is likely to take. Some focused thought at the beginning, then at the planning stage of each phase, could save hours later on.  Write down the resources needed for each stage. It could be time in the library; the resource of your working hours; or the use of equipment or room space that needs to be booked in advance.

Procrastination

Some people find that they procrastinate more than they would like. This is a common problem, so it is probably best to be well-prepared to identify it and deal with it if it does start to happen. People procrastinate for various reasons for example:

  • poor time management
  • dauted by the scale of the task
  • negative beliefs 
  • loss of motivation
  • perfectionism
  • difficulty concentrating
  • need to feel under pressure
  • personal problems

Early identification of the signs of procrastination will give you the best chance of minimising any negative effects. Once you suspect that you are procrastinating, it can be helpful to review what you are expecting of yourself, and check that those expectations are realistic. This is where planning is vital.

Realistic planning

To improve the prospect of completing on time, and avoiding procrastination, you need to:

  • be realistic about when you can/will start;

  • devote time to planning and revising your plan;

  • try to work out if any of your research will take a set amount of time to complete;

  • allocate appropriate time for any travelling you need to do for your research;

  • include other (non-dissertation related) things that you have to do between now and then;

  • have clear and achievable objectives for each week;

  • focus on one thing at a time;

  • leave time for editing and correcting;

  • reward yourself when you complete objectives that you have timetabled; and

  • if you fall behind make sure you spend time reworking your plan.

Your research plan should also include information about what equipment you will need to complete your project, and any travel costs or other expenses that you are likely to incur through the pursuit of your research. You should also think about whether you are dependent on any one else to complete your project, and think about what you are going to do if they are unable to help you.

Once you have created your plan it is a good idea to show it to someone else. Ideally you will be able to show it to a member of academic staff or bring it to the Learning Development, but talking it over with a friend may also help you to spot anything that you have forgotten or anywhere that you have been unrealistic in your planning.

Being organised and methodical while conducting your research

The role of the supervisor

Although a dissertation is an opportunity for you to work independently, you will usually be allocated a member of academic staff as a supervisor. Supervisors are there to help you shape your ideas and give you advice on how to conduct the research for your dissertation. They are not there to teach you the topic you have chosen to investigate: this is your project. They are, however, one of the resources that you can call on during your research.

Academics are busy people, so to get the most out of your supervisor you will need to be organised and to take responsibility for the relationship. It is not your supervisor’s job to chase you into completing your dissertation, or to tell you how to manage the different stages of the project. To ensure that you get the most out of your supervisor you need to:

  • agree a timetable of meetings at the start of your project and stick to it;

  • make sure that each meeting has a focus e.g. “setting a research problem”, “analysing the data”;

  • send something that can form the basis of a discussion about your progress to your supervisor before each meeting. This could include your research plan, early results of your data collection or draft chapters;

  • turn up on time to each meeting you have arranged. Do not assume that your supervisor is available at all times to see you;

  • at the end of each supervision agree some action points for you to focus on before the next time you meet; and

  • keep a record of what you decide in supervision sessions.

If you are not happy with the way you are being supervised, explain why to your supervisor or discuss the issue with your personal tutor.

Undertaking a literature survey

Regardless of whether you have been given a dissertation topic or you have developed your own ideas, you will need to be able to demonstrate the rationale for your research, and to describe how it fits within the wider research context in your area. To support you in doing this you will need to undertake a literature review, which is a review of material that has already been published, either in hard copy or electronically, that may be relevant for your research project. Key tools that are available to help you, include:

  • internet search engines, especially ones that offer advanced search features (see http://www.google.com/ and http://scholar.google.com/);

  • the University of Leicester Library Catalogue;

  • electronic journals available via the library; and

  • bibliographies in any key texts about your topic.

It is a good idea to make an appointment to see the librarian specialising in your subject. An information librarian should be able to give you advice on your literature search, and on how to manage the information that you generate.

You will probably generate more references than you can read. Use the titles and abstracts to decide whether the reference is worth reading in detail. Be selective by concentrating on references that:

  • are recommended by your supervisor;

  • contain a high number of specifically relevant keywords;

  • are cited in a number of other works; and

  • are published in the last five years, unless they are key texts in your field.

Once you start reading, ensure that you think about what you are trying to get out of each article or book that you read. Your notes should enable you to write up your literature search without returning to the books you have read. Refer to the guides Effective Note Making, Referencing and Bibliographies, and Avoiding Plagiarism, for further help with note-making.

Collecting data

For most research projects the data collection phase feels like the most important part. However, you should avoid jumping straight into this phase until you have adequately defined your research problem, and the extent and limitations of your research. If you are too hasty you risk collecting data that you will not be able to use.

Consider how you are going to store and retrieve your data. You should set up a system that allows you to:

  • record data accurately as you collect it;

  • retrieve data quickly and efficiently;

  • analyse and compare the data you collect; and

  • create appropriate outputs for your dissertation e.g. tables and graphs, if appropriate.

There are many systems that support effective data collection and retrieval. These range from card indexes and cross-referenced exercise books, through electronic tools like spreadsheets, databases and bibliographic software, to discipline-specific tools. You should talk about how you plan to store your data with your supervisor, an information librarian, or a study adviser in the Learning Development. As you undertake your research you are likely to come up with lots of ideas. It can be valuable to keep a record of these ideas on index cards, in a dedicated notebook, or in an electronic file. You can refer back to this ‘ideas store’ when you start to write. They may be useful as ideas in themselves, and may be useful as a record of how your thinking developed through the research process.

Pilot studies

A pilot study involves preliminary data collection, using your planned methods, but with a very small sample. It aims to test out your approach, and identify any details that need to be addressed before the main data collection goes ahead.  For example, you could get a small group to fill in your questionnaire, perform a single experiment, or analyse a single novel or document.

When you complete your pilot study you should be cautious about reading too much into the results that you have generated (although these can sometimes be interesting). The real value of your pilot study is what it tells you about your method.

  • Was it easier or harder than you thought it was going to be?

  • Did it take longer than you thought it was going to?

  • Did participants, chemicals, processes behave in the way you expected?

  • What impact did it have on you as a researcher?

Spend time reflecting on the implications that your pilot study might have for your research project, and make the necessary adjustment to your plan. Even if you do not have the time or opportunity to run a formal pilot study, you should try and reflect on your methods after you have started to generate some data.

Dealing with problems

Once you start to generate data you may find that the research project is not developing as you had hoped. Do not be upset that you have encountered a problem. Research is, by its nature, unpredictable. Analyse the situation. Think about what the problem is and how it arose. Is it possible that going back a few steps may resolve it? Or is it something more fundamental? If so, estimate how significant the problem is to answering your research question, and try to calculate what it will take to resolve the situation. Changing the title is not normally the answer, although modification of some kind may be useful.

If a problem is intractable you should arrange to meet your supervisor as soon as possible. Give him or her a detailed analysis of the problem, and always value their recommendations. The chances are they have been through a similar experience and can give you valuable advice. Never try to ignore a problem, or hope that it will go away. Also don’t think that by seeking help you are failing as a researcher.

Finally, it is worth remembering that every problem you encounter, and successfully solve, is potentially useful information in writing up your research. So don’t be tempted to skirt around any problems you encountered when you come to write-up. Rather, flag up these problems and show your examiners how you overcame them.

Reporting the research

As you conduct research, you are likely to realise that the topic that you have focused on is more complex than you realised when you first defined your research question. The research is still valid even though you are now aware of the greater size and complexity of the problem. A crucial skill of the researcher is to define clearly the boundaries of their research and to stick to them. You may need to refer to wider concerns; to a related field of literature; or to alternative methodology; but you must not be diverted into spending too much time investigating relevant, related, but distinctly separate fields.

Starting to write up your research can be intimidating, but it is essential that you ensure that you have enough time not only to write up your research, but also to review it critically, then spend time editing and improving it. The following tips should help you to make the transition from research to writing:

  • In your research plan you need to specify a time when you are going to stop researching and start writing. You should aim to stick to this plan unless you have a very clear reason why you need to continue your research longer.

  • Take a break from your project. When you return, look dispassionately at what you have already achieved and ask yourself the question: ‘Do I need to do more research?’

  • Speak to your supervisor about your progress. Ask them whether you still need to collect more data.

Remember that you can not achieve everything in your dissertation. A section where you discuss ‘Further Work’ at the end of your dissertation will show that you are thinking about the implications your work has for the academic community.

The companion study guide Writing a Dissertation focuses on the process of writing up the research from your research project.

Summary

  • Think carefully about your topic and ensure that it is sufficiently focused.

  • Write a detailed research proposal to help you anticipate the issues/problems that you are going to deal with.

  • Devote time to planning and stick to your plan.

  • Work closely with your supervisor and respect the time and advice that they give you.

  • Be organised and take detailed notes when you are undertaking your literature survey and data collection.

  • Make a clear decision about stopping data collection.

  • Move positively into writing-up your research.

  • Allocate enough time to reviewing and editing your writing.

  • Remember that you cannot achieve everything in your dissertation, but you can critically appraise what you have done, and outline ideas for further, relevant research.

For a printer-friendly PDF version of this guide, click here

This Study Guide addresses the task of writing a dissertation. It aims to help you to feel confident in the construction of this extended piece of writing, and to support you in its successful completion.

You may also find the following Study Guides helpful:

Introduction

Sometimes writing is seen as an activity that happens after everything else:

“The research is going well, so the writing should be straightforward - I can leave it until later”.

“I know I’m not good at writing so I keep putting it off”.

“I know I’m good at writing so I can leave it to later”.

“I want to get everything sorted out in my mind before I start writing or I’ll just end up wasting my time re-writing”.

These four very different perspectives lead to the same potential problems:

  • regarding re-drafting as a failure or a waste of time;

  • ignoring the further learning and clarification of argument that usually occurs during the writing and re-writing process; and

  • leaving too little time for effective editing and final proofing.

The process of having to describe your study in detail, in a logical sequence of written words, will inevitably highlight where more thought is needed, and it may lead to new insight into connections, implications, rationale, relevance, and may lead to new ideas for further research.

Barras (1993:136) suggests that you ‘think of your report as part of your investigation, not as a duty to be undertaken when your work is otherwise complete’, and this Study Guide suggests that: writing is an integral part of the research process.

Getting on with the writing

The good news is that you have already started writing if you have written any of the following in relation to this study:

  • a research proposal;

  • a literature review;

  • a report of any pilot studies that you undertook;

  • an abstract for a conference;

  • reports for your supervisors;

  • a learning journal where you keep ideas as they occur to you; or

  • notes for a presentation you have given.

In each case the object of the writing was to communicate to yourself, your supervisors, or to others, something about your work. In writing your dissertation you will draw on some of this earlier writing to produce a longer and more comprehensive account.

Check out what is required

Before embarking on any substantial writing for your dissertation you will need to check the exact requirements regarding:

  • the word limit: maximum and minimum; and whether or not this includes words within tables, the abstract, the reference list, and the appendices;

  • which chapters are expected to be included, in which order, and what kind of material is expected in each;

  • the kind of content appropriate to place in the appendices rather than in the main text; and

  • the marking scheme or guidance.

The structure

There are some conventions that guide the structuring of dissertations in different disciplines. You should check departmental and course regulations.

Below are two structures that are commonly used.

  • Title page
  • Abstract
  • Acknowledgements
  • Contents page(s)
  • Introduction
  • Materials and methods or Literature review
  • Results or Sources and methods
  • Discussion or Findings
  • Conclusions
  • References
  • Appendices

Each section or chapter has its own particular function

Title page

The title itself is an important opportunity to tell the potential reader what your research is about. You will need it to be succinct, specific, descriptive, and representative of the research you have done. There is likely to be a required format for the title page in your discipline, so you need to check what that is.

Abstract

This may be one of the shortest sections of your thesis or dissertation, but it is worthwhile taking great care to write it well. Essentially, the Abstract is a succinct summary of the research. It should be able to stand alone in representing why and how you did what you did, and what the results and implications are. It is often only one page long, and there may be a word limit to adhere to. The Abstract is an important element of the thesis, and will become a document in its own right if the thesis is registered within any database. The examiners will therefore assess your Abstract both as part of your thesis, and as a potentially independent document.

It can be best to write the Abstract last, once you are sure what exactly you are summarising. Alternatively it can be useful to write the abstract earlier on, as an aid to identifying the crucial main thread of your research, its purpose, and its findings, which could then guide the structure of the dissertation.

Attending to the very restrictive word / space limit, while at the same including all the relevant material is quite a challenge. It might be useful to look at how others have managed. It is certainly an academic exercise, but perhaps not too different from the concise explanations of your research you may have had to give to relatives and neighbours over the last few years, in terms of its brevity, accessibility, and comprehensiveness.

Acknowledgements

This is your opportunity to mention individuals who have been particularly helpful. Reading the acknowledgements in other dissertations in your field will give you an idea of the ways in which different kinds of help have been appreciated and mentioned.

Contents, and figure and table lists

The contents pages will show up the structure of the dissertation. Any  imbalance in space devoted to different sections of content will become apparent. This is a useful check on whether amalgamation of sections, or creation of further sections or sub-sections is needed.

Introduction

Although this is the first piece of writing the reader comes to, it is often best to leave its preparation to last as, until then, you will not be absolutely sure what you are introducing. The introduction has two main roles:

  • to expand the material summarised in the abstract, and

  • to signpost the content of the rest of the dissertation.

The literature review, or context of the study

The purpose of this chapter is to show that you are aware of where your own piece of research fits into the overall context of research in your field. To do this you need to:

  • describe the current state of research in your defined area;

  • consider whether there are any closely related areas that you also need to refer to;

  • identify a gap where you argue that further research is needed; and

  • explain how you plan to attend to that particular research gap.

This can lead logically into a clear statement of the research question(s) or problem(s) you will be addressing.

In addition to the research context, there may be other relevant contexts to present for example:

  • theoretical context;

  • methodological context;

  • practice context; and

  • political context.

It can be difficult to identify the best order for sections in this chapter because the rationale for your choice of specific research question can be complicated, and there may be several inter-linked reasons why the research is needed. It is worth taking time to develop a logical structure as this will help to convince examiners of the relevance of your research, and that you understand its relevance. It will also provide you with a framework to refer back to in your discussion chapter, when you reflect on the extent to which your research has achieved what it set out to do.

Chapter(s) describing methods, sources, material etc

In these chapters a straightforward description is required of how you conducted the research. If you used particular equipment, processes, or materials, you will need to be clear and precise in how you describe them.  You must give enough detail for another researcher to replicate your study.

Results / Findings

You will need to check which style of reporting is preferred in your field. For example a scientific dissertation would probably have very clear separation between the results and the discussion of those results; whereas a social science dissertation might have an overall chapter called Findings, bringing the results and their discussion together.

Decisions about style of presentation may need to be made about, for example:

  • whether you want to begin with an initial overview of the results, followed by the detail, or whether you move immediately into the detail of the results;

  • in which order you will be presenting the detailed results; and

  • what balance, in terms of word space, you want to achieve across the spread of results that you have.

Discussion

This is where you review your own research in relation to the wider context in which it is located. You can refer back to the rationale that you gave for your research in the literature review, and discuss what your own research has added in this context. It is important to show that you appreciate the limitations of your research, and how these may affect the validity or usefulness of your findings. Given the acknowledged limitations, you can report on the implications of your findings for theory, research, and practice.

Conclusions

This chapter tends to be much shorter than the Discussion. It is not a mere ‘summary’ of your research, but needs to be ‘conclusions’ as to the main points that have emerged and what they mean for your field.

References

This section needs to be highly structured, and needs to include all of your references in the required referencing style. As you edit and rewrite your dissertation you will probably gain and lose references that you had in earlier versions. It is important therefore to check that all the references in your reference list are actually referenced within the text; and that all the references that appear in the text appear also in the reference list.

Appendices

You need to check whether or not the appendices count within the word limit for your dissertation. Items that can usefully go in the appendices are those that a reader would want to see, but which would take up too much space and disrupt the flow if placed within the main text.  Again, make sure you reference the Appendices within the main text where necessary.

Designing your detailed structure

If your dissertation is well-structured, easy to follow, logical, and coherent, your examiners will probably enjoy reading it, and will be able to listen to your argument without the distraction of trying to make all the links themselves.

The only way to achieve a consistent argument throughout a piece of writing is by creating some kind of plan or map of what you want to say. It can be useful to think of the research question or topic going like a strong thread throughout the dissertation: linking all the elements of the study, and giving coherence to its reporting.

Moving from doing the research to writing a comprehensive account of it is not necessarily easy. You may feel that you know everything in your head but can’t see how you can put it into words in the most useful order. It can be helpful to break the task down into smaller, more easily accomplished elements. The process of producing your writing plan could go as follows.

  1. You could start by making a comprehensive and unstructured list of all the elements and ideas that you need to include, ranging from

  2. chapter headings to notes about analysis, and from ideas for graphical representation to ideas for further research. Alternatively you could choose to start at stage 2.

  3. List the main chapter headings in the order in which they will appear.

  4. Under each chapter heading, list a series of important sub-headings. It may be that, for example, a literature review chapter needs to be split into a review of several different segments of literature. In this case each segment can have its own sub-heading, with a synthesis that brings the findings together at the end of the chapter.

  5. Under each sub-heading, list the main content that needs to be included, creating sub-sub-headings if needed. If you began by making a long and unstructured list of content, you can now feed that into the developing structure by inserting it as bullet points under the relevant headings. You need to ensure that all the content you want to include has been allocated a place.

  6. As you go, you can slot in ideas, references, quotes, clarifications, and conclusions as they occur to you, to make sure they are not forgotten.

  7. Check that there is an appropriate balance between and within  sections, and that the structure facilitates the logical and coherent description of the research study you have undertaken.

  8. Take feedback from others at this stage, before you begin to fill in the detail.

Filling in the detail

It can be a good idea to put the word limit to the back of your mind at this point, and concentrate on getting everything recorded in a document. You can always edit upwards or downwards later as necessary.

Writing as you go along

It is likely, and advisable, that you will not wait until the end of your research before starting to write it up. You may be required to produce one or more chapters for assessment part way through your research. The process described above can be used for any individual chapter you are working on. It is important to be prepared to critique and revise your own work several times. Even the early chapters submitted for assessment, and passing that assessment, may need to be revised later on. This is not a failure, but a positive sign of increased experience and skill.

Developing an argument

An important aspect running through your dissertation will be your argument for:

  • why this specific topic is worth researching;

  • why this is a good way to research it;

  • why this method of analysis is appropriate; and

  • why your interpretations and conclusions are reasonable.

You will refer to the work of others as you make your argument. This may involve critiquing the work of established leaders in the field. While it is important to be respectful in the way that you discuss others’ ideas and research, you are expected to engage directly, and even openly disagree with existing writing.

In Taylor’s (1989) book on writing in the arts and social sciences, he suggests that the following different approaches offer a range of academically legitimate ways to engage with published work.

  • Agree with, accede to, defend, or confirm a particular point of view.

  • Propose a new point of view.

  • Concede that an existing point of view has certain merits but that it needs to be qualified in certain important respects.

  • Reformulate an existing point of view or statement of it, such that the new version makes a better explanation.

  • Dismiss a point of view or another person’s work on account of its inadequacy, irrelevance, incoherence or by recourse to other appropriate criteria.

  • Reject, rebut or refute another’s argument on various reasoned grounds.

  • Reconcile two positions that may seem at variance by appeal to some ‘higher’ or ‘deeper’ principal.

  • Develop an existing point of view, perhaps by utilising it on larger or more complex datasets, or apply a theory to a new context

(Adapted from Taylor 1989:67)

It is important that you are assertive about what you are arguing, but it is unlikely that, in a dissertation project, you will be able to be definitive in closing an established academic debate. You should be open about where the gaps are in your research, and cautious about over-stating what you have found.  Aim to be modest but realistic in relating your own research to the broader context.

Improving the structure and content

Once you have the dissertation in draft form it becomes easier to see where you can improve it. To make it easier to read you can use clear signposting at the beginning of chapters, and write links between sections to show how they relate to each other. Another technique to improve academic writing style is to ensure that each individual paragraph justifies its inclusion. More ideas will be presented in the Study Guide The art of editing.

You may choose to review your draft from the standpoint of a dissertation examiner, which might involve preparing a list of questions that you want to see answered, then reading through your dissertation scribbling comments, suggestions, criticisms, and ideas in the margin. If you have a marking guide then apply it to your dissertation and see if there are aspects that you can improve.

While you do this, be aware of whether you need to increase the number of words, or decrease it to reach your target. As you read you can then cross through material that appears unnecessary, and mark points that could be expanded. This will then form the basis for your next, improved, draft.

When to stop

Just as it can be difficult to begin writing, it can also be difficult to know when to stop. You may begin to feel that your dissertation will never be good enough, and that you need to revise it again and again. It may be helpful to divert your attention for a while to the finishing off activities you need to attend to:

  • writing the abstract and the introduction;

  • checking the reference list;

  • finalising the appendices; and

  • checking your contents page.

Coming back afresh to look critically at the main text may then enable you to complete it to your satisfaction. Remember the dissertation needs to demonstrate your ability to undertake and report research rather than to answer every question on a topic.

It is important to allow yourself enough time for the final checking and proof reading of the finished document.

Summary

  • Devote time to planning the structure of the dissertation.

  • Plan a structure that will enable you to present your argument effectively.

  • Fill in the detail, concentrating on getting everything recorded rather than sticking to the word limit at this stage.

  • Regard writing as part of the research process, not an after-thought.

  • Expect to edit and re-edit your material several times as it moves towards its final form.

  • Leave time to check and proofread thoroughly.

References

Barrass R. (1979) Scientists must write. A guide to better writing for scientists, engineers and students. London:Chapman and Hall.

Taylor G. (1989) The Student’s Writing Guide for the Arts and Social Sciences. Cambridge: Cambridge University Press.

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