Writing Theses and Dissertations: 15 Free Tips
Writing Proposals, Dissertations, Theses and Projects
Always write and seek written approval of your proposal, required or not, because it (1) serves
as a contract, (2) creates a framework for ongoing review and faculty support, and (3) presents an action plan
for your own use.
Always adhere to the style manual required by your department when writing theses, dissertations
or projects.
Start by writing within the meaning of the captions found in the basic
five-chapter framework for theses or dissertations. If you are writing a theoretical,
qualitative or historical study you might need to expand to more chapters.
For more information about this and much more, check out Book Two below
Selecting Titles
Talk to and seek ideas for topics (and specific titles) from present and former professors.
Review the Recommendations for Further Study
sections of completed theses and dissertations in your department and elsewhere.
Review Dissertation Abstracts and Thesis
Abstracts in your University library. Frequently, writers mention areas or aspects that
need further study.
For many more ideas about titles and various ways of organizing your thesis, dissertation
or project, scroll to Book One
below.
Understanding and Preparing for Writing Theses, Dissertations and Projects.
Understand:
That dissertations and theses both possess useful generalizability, and differ mostly in scope and comprehensiveness.
That projects permitted by some universities,
are always context-specific. Projects always involve products (manuals, procedures, prototypes, new computer programs, findings) that are usable in a specific context.
Prepare yourself with:
An attitude of "taking charge" of your own progress. No one else can or will.
An informed background in your subject that includes practitioner viewpoints as well as findings
from the literature of your field.
Knowledge of the elements of both Qualitative research and non-Experimental research in addition to the better-known
Quantitative research. Knowledge of Qualitative research alone will expand your research options!
Understanding how to use existent conceptual models for organizing and developing your study. For information about more than 20 easy to understand and use
models, get Book One
below.
Managing Yourself
Write daily, if only for 30 minutes. Doing so helps to maintain your continuity and prevents
dangerous lapses that could lead to losing confidence in or abandoning your study altogether.
Always submit clean, style-perfect copy to your chairperson and other committee members. You
will be surprised at how far this goes to enhance acceptance of your work.
Always write in a scholarly style. You can improve scholarly
writing style by adhering to a simple two-part "formula." That formula is presented in Book Two below.
We are proud to present two books covering these and many more topics. Written by a well-published
California state University professor, they are loaded with facsimiles and actual writing examples from the real
world of non-experimental research. They are appropriate for
you if:
you are in a "stalemate" about your required research because you have been unable
to organize your ideas.
You need a topic, and equally important--a specific title-- that you can "sell" to
your Graduate committee.
You are interested in human development or social science research (education, child development,
family relations, psychology, gerontology, sociology, public administration, business administration, physical
education, nursing, communications, counseling, career development, women's and ethnic studies, history, languages
and similar fields).
You can gain access to data in your workplace or field.
Book One
 |
21 Models for Developing and Writing Theses, Dissertations
and Projects
William G. Webster, Sr.
ISBN: 0-9663667-1-9
Library of Congress Catalog Card Number: 98-92763
This is a book of practical "approach patterns," ideas, and solutions for conceptualizing,
organizing, developing and finalizing your graduate research. This book is not---a style manual---a Research Methods book---a Statistics book.
The 21 models in the title are Conceptual Models. The central interest of this book is helping students develop personal organized pictures
of their ideas. Another way of saying this is that the book offers students more than 40 ways of "fitting
their ideas" into theses, dissertations or projects.
|
With this book, you will learn:
- How to organize your study
- Many "approach patterns," "avenues," or ways of incorporating your ideas into your research.
- A step-by step Recommended Procedure for each "approach pattern."
- A simple, safe "formula" for an effective scholarly writing style
- Much "sample" scholarly language that that can be imported into your own study.
- To respect and use both qualitative and quantitative research
- The strengths of non-experimental research
- The strengths and limitations of survey research
- How to write proposals that interest faculty committees
This book is
Written conceptually, avoiding
emphasis on statistics and other classical topics in research design.
Intended primarily for students interested in non-experimental human development research in Education,
Psychology, Child Development, Sociology, Public Administration, Business Administration, School Administration,
Gerontology, Family Relations, Counseling and Career Development, Physical Education, Nursing, Communications Studies,
Ethnic and Women's Studies, History, Language,
Linguistics and similar fields.
Partial Table of Contents
| 1. Introduction and Mindset |
12. Model 10 |
| 2. Basic Understandings Needed |
13. Model 11 |
| 3. A Simple "Two-Part Writing Formula" |
14. Model 12 |
| 4. Model 1 |
15. Model 13 : Historical Co-Occurrences |
| 5. Model 2 : Group Attitude Profiles |
16 Model 14 |
| 6. Model 3 |
17. Model 15 : Role Examinations |
| 7. Model 4 |
18. Model 16 |
| 8. Model 5: Validated Procedural Models |
19. Model 17 |
| 9. Model 6 |
20. Model 18 : Literary Analyses |
| 10. Models 7&8 |
21. Models 19, 20 and 21 |
| 11. Model 9 |
|
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Book Two
 |
Developing and Writing Your Thesis, Dissertation or Project
William G. Webster, Sr.
ISBN: 0-9663667-0-0
Library of Congress Catalog Card Number: 98-92756
It is unfortunate that many institutions of higher education fail to give adequate support and guidance to
graduate students during development of their theses, dissertations and projects. The reasons for this are rooted
in the culture and controlling values of the professoriate. This book was written to help students overcome those
shortcomings. It is a manual of sound advice about conceptualizing, organizing, developing and finalizing terminal
graduate research. It is equally appropriate for both continuing and re-entry graduate students.
|
With this book, you will learn:
- How to look for and find workable topics in your workplace.
- To avoid certain pitfalls as you move toward completion of your thesis, dissertation or project.
- Basic understandings needed for completing theses, dissertations and projects.
- The commonsense of selecting topics.
- To write effective proposals.
- To time events and activities when developing your thesis, dissertation or project.
- A simple, safe "formula" for an effective scholarly writing style.
- The relative merits of qualitative and quantitative research as well as combinations.
- The commonsense of choosing and working effectively with M.A. or Ph.D. faculty committees.
Table of Contents
| 1. Introduction and Mindset |
| 2. Basic Understandings Needed for Success |
| 3. The Commonsense of Selecting Topics for Theses, Dissertations or Projects |
| 4. A Simple, Safe Two-Part "Formula" for an Effective Scholarly Writing Style |
| 5. The Commonsense of Choosing Committees |
| 6. Writing the First Three Chapters |
| 7. Chapters 4, 5 and Finis! |
| 8. A Project Might be a Better Alternative |
| 9. A Few Practical Matters and Wrap-Up |
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Academic Scholarwrite Publishing and Consulting
P.O. Box 1844
San Ramon, CA 94583
Fax: (925) 362-8523
email: webschl@worldnet.att.net
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