THESIS/ RESEARCH WRITING

The graduate student should have:

1. Submitted to the Research Department/ Teacher a copy of

his/her thesis/special project/dissertation proposal with the
following for approval:

1. Chapter I-III
2. Instrument/s to be used
3. Bibliography

2. Schedule of title defense: October 23-27, 2023

THE COLLOQUIUM

A colloquium is a forum in which a graduate student explores,

analyzes and discusses a topic related to the discipline. It will seek to
develop broader views related to the area bring investigated; expand
the capacity of the student to express his/her ideas and enable the
student to interact with individuals who hold differing views.

The student presents the proposal before a panel of three to five

faculty specialists. The objective is to assist the student in improving
his/her proposal as to:

 Relevance and appropriateness of the research topic.

 Clarity of the statement of the problem.
 Adequacy of related literature and studies; and
 Choice of research design, sampling, and instruments and
the orderly sequencing of the procedures.

1. The colloquium should be 55 minutes long (starting from when

the researcher is introduced).
2. The presenter should focus on the topic that can be absorbed
readily in about 30 minutes and adequately summarized in 10
printed pages.
3. The art of giving colloquium talk is figuring out what is possible
along your area of investigation.
 2

4. The colloquium puts the described research in a broader

perspective of the field. The researcher is not expected to
present a comprehensive review, but the introduction and
references should place the subject in the context of related work.
5. The topic should be discussed in way that is accessible to
specialists. The presenter should aim for clarity and focus of
presentation. Jargon, acronyms, defining and illustrating any
terms that might be unfamiliar to the panel should be avoided.
6. Definitions and results do not always have to be described at a
completely rigorous level, but it is usually a good idea to remind
the audience of definitions.
7. Trying to impress the audience with one’s brilliance should be
avoided. Too many ideas should not be introduced.
8. Presentation of some technical details aimed at experts, should
be limited to the last ten minutes of the talk.
9. The researcher should prepare for the possibility that editing may
be required to bring the paper in line with clarity and accessibility.

After the colloquium, the student is advised to revise his/her

proposal by incorporating the suggestions given by the panel.

Upon recommendation of the panel, the thesis/dissertation

proposal is then endorsed to the Dean for an official appointment of a
thesis Adviser.

Sample:

TOPICAL PRESENTATION FOR THE COLLOQUIUM

I. Introduction

 State the research title.

 Give a 2-4 sentence explanation why you chose that
problem for your research.

II. Theoretical Framework/Conceptual Framework

 State the theory.

 Give a reason for choosing the theory.

III. Research Paradigm

 Show the paradigm.

 Give a 2-4 sentence explanation of your paradigm.
 3

IV. Statement of the Problem.

 Enumerate all the specific problems

V. Respondent of the Study

 States who are the respondents, where will they come

from, how many are they, and how the respondents will be
selected.

VI. Treatment of Data

 Enumerate the statistical treatment to be applied.

VII. Research Instruments

 Enumerate all the instruments to be used.

 Discuss the construction, validation and distribution.
 For standardized/validated tests, state the source.

Note: The above are the only items that should appear in the power
point presentation during the colloquium.

THE ORAL DEFENSE

1. The Student submits the completed study to his/her Adviser.

2. The Adviser shall officially certify that the thesis/dissertation is
ready.
3. The Adviser may suggest 3 members for the panel of examiners.
4. Each member of the panel shall be provided with a copy of the
thesis/dissertation not less than 5 working days before the
schedule defense.
5. Provisions should be made for complete and accurate
documentation of the proceedings of the defense, the summary of
which is read to the panel.
6. The summary of revisions agreed upon by the panel should be
attached to the approval sheet.
7. Approval by at least 75% of the panel members is required for
passing the oral defense.
8. The oral defense should be announced and open to the public.
 4

9. A student who fails the first defense shall be given another

opportunity to defend his/her thesis/dissertation. Failure to pass
the second defense shall result in the disqualification of the
student from the degree program.
10.The Class President presides over an Oral Defense.
11.The grading system for thesis/dissertation writing and oral
defense shall be as follows:

Percent Decimal Grade

Description
96-100 1.00-1.25 High Pass
87-95 1.50-2.00 Pass
86 and 2.25 and Fail
below below

A thesis/research/ is introduced by preliminary materials which

should be arranged in the following sequence with pagination in
lower-case roman numerals centered at the bottom:

 Title Page
 Approval Page
 Acknowledgements
 Table of Contents
 List of Tables
 List of Figures
 Abstract

Title Page

The title of the thesis/dissertation should be a specific and

concise statement of the topic and should refer to the variables or
theoretical issues investigated rather than the methodology used. The
recommended length for a title is 12-15 words.

The title page includes the following items of information:

1. The exact title of the research paper.

2. The full name of the researcher.
3. The degree for which the research paper is presented.
 5

4. The name of the department/college to which the research paper

is submitted.
5. The month and the year the research paper is defended.

Approval Sheet

The approval page immediately follows the title page. It generally

contains a statement of acceptance of the research report.

1. Centre the title APPROVAL SHEET at the top of the page.

2. It should have the same margins as the body of your thesis.
3. It should not exceed one page, double-spaced.
4. The signatures of the following should be included: the research
adviser, members of the panel and the Dean of the college.
5. The statement of acceptance follows the signatures.
6. The Approval Page must be numbered with a lower case Roman
numeral centred between the margins at the bottom of the page.

Acknowledgements

The Acknowledgements sheet contains the writer’s expression of

appreciation for the assistance and encouragement given him/her in the
course of his/her research.

1. Centre the title ACKNOWLEDGEMENTS at the top of the page.

2. It should have the same margins as the body of your thesis.
3. It should not exceed one page, double-spaced.
4. The Acknowledgements sheet must be numbered with a lower
case Roman numeral centred between the margins at the bottom
of the page.

Table of Contents

The Table of Contents should immediately follow the title page. It

should list in sequence, with page numbers, all relevant sub-divisions of
the thesis including the title of chapters, sections and sub-sections as
appropriate; the list of references; the bibliography; other functional
parts of the whole thesis; any appendices.
 6

1. Centre the title TABLE OF CONTENTS at the top of the page

and list all parts of the thesis except the blank pages.
2. It should have the same margins as the body of your thesis.
3. You should double-space between all the section headings.
4. The column of page numbers should be aligned on the right.
5. All chapter titles and subheads must match exactly with
titles/headings in the text.
6. The Table of Contents sheet must be numbered with a lower
case Roman numeral centred between the margins at the bottom
of the page(s).

Sample

TABLE OF CONTENTS

Page

TITLE PAGE ....................................................................................…....i

APPROVAL SHEET ................................................................................ii

ACKNOWLEDGEMENTS ......................................................................iii

TABLE OF CONTENTS .........................................................................iv

LIST OF FIGURES .................................................................................v

LIST OF TABLES....................................................................................vi

ABSTRACT ...........................................................................................vii

CHAPTER

I THE PROBLEM AND ITS SETTING

Introduction.................................................................... ............ 1
Background of the Study ............................................................2
Conceptual Framework ..............................................................3
Operational Framework ............................................................. 4
Statement of the Problem ...........................................................6
Hypotheses .................................................................................7
 7

Significance of the Study ............................................................8

Scope and Limitation ..................................................................9
Definition of Terms ..................................................................10

II REVIEW OF RELATED LITERATURE AND STUDIES

List of Tables

1. Centre the title LIST OF TABLES at the top of the page and list
the tables with page numbers in an aligned column.
2. It should have the same margins as the body of your thesis.
3. You should double-space between all the section headings.
4. Titles of tables are listed in this section.
5. Do not include any items that you have placed in an appendix in
this list.
6. The List of Tables sheet must be numbered with a lower case
Roman numeral centred between the margins at the bottom of
the page(s).

List of Figures

1. Centre the title LIST OF FIGURES at the top of the page and list
figures with page numbers in an aligned column.
2. It should have the same margins as the body of your thesis.
3. You should double-space between all the section headings.
4. If your thesis includes figures, graphs, photos, plates, or maps or
you must include these lists.
5. Do not include any items that you have placed in an appendix in
your Lists of Figures, Graphs, Photos, Plates or Maps.
6. Place each list on a separate page
7. The List of Figures sheet must be numbered with a lower case
Roman numeral centered between the margins at the bottom of
the page(s).

List of Abbreviations

1. If your thesis uses numerous abbreviations, you must include this

list.
 8

2. Centre the title LIST OF ABBREVIATIONS at the top of the page

and use the same margins as the body of your thesis.
3. Enumerate the items in alphabetical order in one column
vertically and its corresponding interpretation across each item in
another column.

Abstract

The Abstract should follow the table of contents. It should

provide a synopsis of the thesis, stating the nature and scope of the
work undertaken, and the contribution made to the knowledge of the
subject treated.
An abstract is a brief description or summary of a completed
research study. It should give the reader a panoramic view of the
research thesis/dissertation to enable the readers to indentify the basic
content of the research quickly and accurately, to determine its
relevance to their interest and to decide whether they need to read the
document in its entirety.

1. It is located before the text of the study and has a maximum word
limit of 100-250 words. It should be in publication format.
2. Brief and concise descriptive summary of the statement of the
problem, hypothesis, framework, sample, research instrument,
data gathering procedure, data processing method, statistical
treatment, findings, conclusions, and recommendations.
3. Write in past tense. Spell out acronyms the first time they are
used.
4. Write clearly and simply. Avoid verbosity and jargon. Emphasize
important details of the research. Abstracts are a “road map” to
assist interested persons to navigate your paper presentation.
 9

CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

The Introduction consists of statements and information about the

study, the statement of the problem, the importance of the study, the
scope and limitation of the study. It should go directly into what the
problem is and describes the research strategy.

1. The Introduction is the first subheading of Chapter 1.

2. It is brief, 1-2 pages.

Background of the Study

The Background of the Study is a brief explanation of the source

of the problem. It is an account explaining the circumstances which
suggest the need of the study. The researcher should present his own
experiences and a justification of the causes and the factors that
motivated the researcher to conduct the study.

Theoretical/Conceptual Framework

Framework is the skeletal representation of the study showing the

relationships of the different variables of the study.

The theoretical framework is the researcher’s formulation of a

theoretical scheme of his research problem which is a tentative
theoretical explanation of the phenomenon/problem being investigated.
The theoretical scheme is the basis for formulating the research
hypothesis/hypotheses.

The presentation of the theory in the study should include the

following: name of the theory, the author and year the theory was
created and a brief discussion of the theory.

In the conceptual framework, the researcher formulates a

conceptual scheme for his problem which is a tentative ideational
 10

explanation of the phenomenon he is going to investigate. The research

paper may have a theoretical framework or a conceptual framework or
both as may be needed in the study. The theoretical/conceptual
framework should be summed up into a paradigm/schematic diagram
showing the variables of the problem and their interrelationships.

Operational Framework

The operational framework presents the actual variables that

would be measured in the study. The framework is the basis for the
output (i.e. proposed educational program) after presenting the
Summary, Conclusion, and Recommendations.

Operational level uses the lowest level or most concrete words

possible. Concepts, once operationally defined, become constructs.
Constructs are used to state indicators or behavioral objectives. (Chan
et. al, 2008)

Statement of the Problem for Quantitative Research

or
Statement of the Purpose for Qualitative Research

The problem is the axial center around which the whole research
effort turns. The problem should be so clearly stated that anyone in the
world may read it, understand it and react to it without help.

The statement of the problem usually starts with a general

objective followed by specific or sub problems stated in question form.

The following are the basic guidelines for formulating and stating
problems and sub problems clearly:

1. Express the thought fully with the least words possible.

2. Use a thesaurus: It will help you find the exact word.
3. Never use a long word where a short one will do or two-syllable
words rather than longer ones.
4. Keep your sentences short. Vary the length, but break up those
long, contorted sentences into shorter, more succinct ones.
5. Look critically at each thought as it stands out on the papers. Do
the words say exactly what you wish them to say? Throw out
superfluous words.
 11

6. Be alert to modification. Misplaced phrases and clauses can

create havoc with the thought.
7. If possible, specific questions should start with “WHAT” and
should be logically arranged.

Propositions or Hypotheses

In research, assumptions are equivalent to axioms in geometry:

self-evident truths the “sine qua non” of research. Assumptions provide
the foundation upon which the entire research structure rests. In
research, therefore, it is important that others know what the researcher
assumes with respect to her project.

Hypotheses are tentative, intelligent guesses formulated for the

purpose of directing one’s thinking towards the solution of the problem.
Hypotheses are necessary because the researcher needs to have some
point around which the research may be oriented in searching for
relevant data and in establishing a tentative goal against which to
project the facts.

Hypotheses are formulated before the study is done based on

some observations or intuition and on the problems stated in the
present study. They are often expressed in the null form.

The following illustration drawn from the study of Mercado (1990)

illustrates the application of the concepts:

Statement of the Problem:

Is there a significant relationship between instructional
management and pupil performance?

Hypothesis:
There is no significant relationship between
instructional management and pupil performance.

Significance of the Study

The study should explain why the problem investigated is

important and what importance the results have. It should include a
 12

statement on relevance to felt needs, the potential contribution of the

research to new knowledge, policy implications and other possible uses
for its results. One may ask these questions.

1. Of what use is it?

2. What practical value does the study have?
3. Who will benefit from this study?

Scope and Limitation

Scope is the precise boundary of the study. It describes the

nature of the study, types of respondents or sample involved, place and
time frame covered. It is known as delimitation. Limitation states the
weakness or constraint in the study and the things omitted in the study
but may be expected by the readers to be included.

Definition of Terms

Information regarding the source of the definition of terms must

be stated. For example: The following words were operationally
defined based on how it was used in the study or The following words
were a combination of those operationally defined and those referred
from the dictionary/encyclopedia.

1. Words that are defined must listed in alphabetical sequence.

2. Words that are institutionally defined should be properly cited

after the definition - the author’s surname and the year the
dictionary/encyclopedia was published.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

The term "review of literature" can be misleading when it comes

to theses and dissertations, because these works require much more
than review or summarizing the published literature on a topic. A good
review of literature builds a case for the study at hand by identifying
unanswered questions and establishing the need vis-à-vis existing
research. The review of literature charts the territory on what is and is
not known, shows where problems lie with respect to what is not known
or what needs are not met, and concludes by showing how the student's
research will address this problem. Hence, the emphasis should be on
synthesis, not summary.

A good review of literature situates the researcher in a line of

inquiry and shows how the researcher will contribute to a dialogue in the
academy. To accomplish this, it is often necessary to summarize
studies, but these should be summaries that serve to contextualize the
study at hand by laying out assumptions with respect to both classic
and well-known research and whatever studies (minor or major) are
germane to your investigation.

The review of literature should aim for focus and case building
more than sheer breadth. The review of literature and your research
questions should be related explicitly. The research questions should
appear to be an outgrowth of what is or is not already known on the
topic and should identify the key concepts and theoretical framework to
be used.

The review of related literature reveals the researcher’s status of

knowledgeability. The knowledgeable researcher presents sufficient
background for the problem in the form of well-tried pertinent facts taken
from other research studies and publications, books, journals and the
like. It provides the theory behind which the research hypothesis was
formulated. It provides findings and conclusions which may be related to
the findings and conclusions of the present study.

Presentation by themes/thematic format:

 14

1. There should be a minimum of 20 related literature and 20 related

studies for thesis and dissertation.

2. Include only those published within the last five years under the
appropriate entries except those which are classics. Materials to
be cited should not be more than 5 years old.

3. Acknowledge the source of the related literature and studies. This

may be done through journal entries. Identify the source, date in
the text and page numbers then include such source in the
Bibliography.

4. Conflicting viewpoints of various authors and researchers should

be linked together.

5. Exercise discriminatory choice in determining what to include.

6. A statement of the way each research investigation relates to the

thesis/topic of the present research.

7. Duplication should be avoided. This is usually done by putting

together references saying the same thing.

8. Organize the reviewed literature and studies according to topics,

foreign literature and studies combined.

9. A synthesis of the literature reviewed and how it was utilized in

the research study presented.
 CHAPTER III

METHODS AND PROCEDURE

This chapter, Methods and Procedure starts with an introduction

stating what the chapter is about and its contents.

The methodology—whether it be a qualitative, quantitative,

historical, mixed design, or other—is a detailed description of what you
plan to do to gather and analyze data. It is important to say what you
will observe and record and what you will do with these observation and
recordings. Be aware that claims about phenomena that are not directly
observable must still rest on some type of evidence.

Research Method

The research method should be described followed by the

rationale for its use. Research methods which may be employed are as
follows:

A. Historical Research
B. Descriptive

1. Survey Study
2. Developmental Study
3. Follow-up Studies
4. Trend Analysis
5. Correlational Studies
6. Ex Post Facto Research

C. Experimental Method, Quasi-Experimental, Single-Subject

Experimental

D. Qualitative Research

1. Participatory Research Method

2. Indigenous Research Method
3. Ethnographic Research Method
 16

4. Documentary Analysis
5. Case Studies

Research Design

The researcher should indicate the specific design to be

employed and such design should be corollary to the research method
employed. Research design employed maybe quantitative or qualitative.
Examples of research designs are as follows:

Examples of Research Designs

1. Pre-Experimental Design

1.1 The One Spot Case Study

1.2 One Group Pre-test Posttest Design
1.3 The Static Group Comparison

2. True Experimental Design

2.1 The Pretest-Posttest Group

2.2 The Solomon Four Group Design

2.3 Posttest-Only Control Group/Design

3. Quasi-experimental Designs

3.1 Time Series Experiment

3.2 Counter Balanced Designs

4. Material Development Design

Describe such design and explain the rationale for using it.

Research Tools and Instruments

A. Enumerate all tools and instruments.

 17

Enumerate all the tools and instruments to be used in gathering

data one at a time; such tools or instruments may be standardized or
researcher-made. Standardized instruments/psychological tests
need not be validated and should not be included in the appendix.
However, the researcher should be ready to show it during the
colloquium and final defense.

B. Establish the validity and reliability of tools/instruments.

Other tools like questionnaire, observation, checklist, rating scale,

structured interviews, teacher-made tests and department tests need
to be validated and their reliability established using appropriate
methods and statistical techniques.

1. Provide an introductory statement for each research tool or

instrument to be employed.
2. Describe its content, how it was prepared or constructed,
validated, distributed and retrieved by the researcher.

2.1 For validation purposes, the prepared tool must be

submitted to:

2.1.1 The adviser for comments/suggestions

2.1.2 Subject experts and panel members for
content validation

C. Revise and Try-out the tool/instrument

1. Based on the feedback given, the tool should be revised and

tried out to a group of subjects not included in the study, the
results of which should be analyzed statistically and reliability
determined.
2. For an achievement test, item analysis should be done and
indices of difficulty, discrimination and effectiveness of
distractors be determined. In these bases, revisions should be
made.

D. Administer the revised instruments.

 18

The revised instrument may now be administered to the intended

respondents.

Respondents of the Study

This section of Chapter III should contain the following data:

1. Description of the Respondents

Tell who the respondents are, how many respondents there

are and how they were selected. These may be presented in
table form entitled: “Distribution of Respondents”.

The criteria for selecting the respondents should be

indicated.

2. Description of the sampling technique applied and how it was

used.

2.1 For a descriptive study the following maybe considered:

2.1.1 If the population is 100 or less, 100% of the

population should be included.
2.1.2 If the population is greater than 500, 10 to 20%
of it maybe taken as sample or the formula
below maybe used:

S = 10% X N
S = 20% X N

where:

S = Sample Population
S = Total population

2.2 For an experimental study, a minimum of 15

respondents may be involved.
 19

2.3 For longitudinal studies, 2 or more respondents may be

used.
2.4 For case studies, 5-10 cases may be used.

Treatment of Data

This should include an introductory statement enumerating the

statistical formulas to be used.

A. For every specific problem the appropriate statistical treatment

should be indicated. Write the formula followed by the
corresponding description of the variable.

1. For a descriptive study the following maybe used

depending on the nature of the problem.

1.1 Percentage – This may be used regardless of the

total number of respondents as it describes
quantitatively as to how small or big is the N to
the total population.
1.2 Mean
1.3 SD
1.4 Likert Scale

2. For experimental research the following maybe used:

2.1 Spearman rho

2.2 Pearson r
2.3 W test of concordance
2.4 Linear Regression
2.5 Chi-square
2.6 Multiple Regression
2.7 z-test
2.8 t-test
2.9 One-way anova
2.10 Two-way anova

B. Weighted average may be described using the following

arbitrary scale:
 20

1. For a 3 point scale

Weight
2.50 – 3.00 3
1.50 – 2.49 2
1.00 – 1.49 1

2. For a 5 point scale

Weight
4.50 – 5.00 5
3.50 – 4.49 4
2.50 – 3.49 3
1.50 – 2.49 2
1.00 – 1.49 1

The scale should be an odd number (3,5,7,9 etc.)

C. Percentage maybe used in the table and in textual

presentation regardless of the total number of respondents.
The use of proportion is optional.
D. Graphical presentation maybe used depending on the nature
of the problem.
E. The level of significance and degrees of freedom should be
indicated. For social science or behavioral research, .05 level
of significance should be considered and .01 for physical and
mathematical science. A .01 level of significance for a social
science or behavioral research maybe used but .05 will be the
basis for accepting or rejecting the null hypothesis.
F. The researcher may seek the assistance of a statistician
provided he knows why such formulas were used. He should
also know how to interpret the results.
G. Computation may be done using manual computation or
computer language (microsoft or SPSS).
H. Sample computations should be included in the appendix.
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter should start with an introduction stating its contents.

The introduction is followed by the presentation, analysis and
interpretation of data.

1. Presentation of data should follow the sequence of the specific

problems raised in Chapter I.
2. Presentation maybe done in tabular, textual or in graphical
form.
3. Format of the table:
a. The table number should be in Hindu-Arabic.
b. The first letter of every keyword in the title of the table
should be capitalized.
c. The title should reflect the content of the table.
d. Heading should be single line.
e. Double lines should be used for the total.
f. Left and right margins should be closed.
4. The question should precede the presentation, followed by an
introduction, the table and textual presentation. Textual
presentation includes analysis, interpretation of data and its
implications.
5. Only one (1) table should be presented in a page.
6. Long tables maybe presented horizontally or in reduced form.

Sample:

Table 1

Percentage Distribution of Respondents

By Age
_________________________________________________________

Age Female Male Total

F % F % F %
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

Start with an introduction stating the contents of this chapter.

Findings

1. It must answer the statement of the main problem as a whole.

2. It should not contain any new/irrelevant information but clear,
concise and brief results/outcome of the entire content of the
manuscript.
3. New/irrelevant information should not be included.
4. The researcher must discuss/explain how he arrived at that
certain/particular finding.
5. Findings must be in the past tense.

Conclusions

1. The researcher should be specific in giving conclusions. Avoid

sweeping statements.
2. It should be based on supported data collected/findings stated
earlier.
3. It should be direct, valid and reliable.
4. Conclusions must be in the present tense.

Recommendations

1. It should relate to the agencies or sectors investigated in the

research.
2. It should be based on a fore cited valid findings and conclusions.
3. It should suggest further evaluation and research.
4. The final recommendation should suggest topics for further study.
5. Recommendations must be in the future tense.
 23

BIBLIOGRAPHY

A bibliography is a listing of the books, magazines, and Internet

sources that you use in designing, carrying out, and understanding your
thesis/dissertation.

1. The list should contain all and only works referred to in your text.
2. Center the title BIBLIOGRAPHY at the top of the page and
format the bibliography accordingly.
3. The bibliography must use the same font and font size as the text
of the thesis.
4. Entries should be presented in alphabetical order by author's
name.
5. Hanging indent format (first line is left justified with subsequent
line indented by 0.5) using single spacing within each individual
source, and double line spacing between sources.
6. Follow the Harvard system of layout for different types of
reference.

Examples of layout for different types of reference are given below.

These follow the Harvard system. Note the punctuation and the
information provided for journals and books. Embolden titles of books
and names of journals and give inclusive page numbers for items in
journals or edited collections.

Information should be presented in the following sequence:

(For books):

 Names of the author/editor; surname and initials, with the

surname of the first recorded author coming first. Where the
volume has editors rather than authors, add (ed.) or (eds.) after
the final name. In the case of a chapter in a book, the chapter
author is given and the editors/joint authors are given before the
book title
 Date of publication (in brackets)
 Title of the book; this begins with a capital letter, but further
capitals are unnecessary unless they are proper nouns. Quote
subtitles in full and volume numbers. Underline or italicise the
title. In the case of a chapter, the chapter title is put first, in
inverted commas, followed by the book title, underlined or
italicized as usual
 24

 The edition; only indicate if not the first

 Place of publication
 Name of the publisher.
 Series: only include if relevant and helpful

Examples

Aldridge, M. (1994) Making Social Work News, London, Routledge.

Ferris, J. and Page, R (eds) (1994) Social Policy in Transition,

Aldershot Hants, Avebury.

Articles/chapters within books

 Name(s) of author(s)
 Year of publication (in brackets)
 Title of article/chapter in
 Author, or editor of book
 Title of book, highlighted
 Edition, if not the first
 Volume number, if multi-volumed work/series
 Place of publication
 Page numbers

Examples

King, M. (1994) 'Women's careers in academic science: achievement

and recognition' in Evetts, J. (ed.) (1993), Women and Career:
Themes and Issues in Advanced Industrial Societies, London,
Longman, pp 119-131

Dingwall, R. (1994) 'Litigation and the threat to medicine' in Gabe, J. et

al. (eds) Challenging Medicine, London, Routledge, pp 46-64

(For periodicals):
 25

 Names of the author(s)

 Date of publication
 Title of the article (in inverted commas)
 Title of the journal (embolden)
 Volume and number
 The page numbers

Examples

Munn, P. and Drever, E. (1990) Using Questionnaires in Small-Scale

Research. A Teachers' Guide. Edinburgh: Scottish Council for
Research in Education.

Gilroy, D. & Day, C. (1993) The Erosion of INSET in England and

Wales: analysis and proposals for a redefinition. Journal of
Education for Teaching, 19.2: 141-157.

Maingay, P. (1988) Observation for training, development or

assessment. In Duff, T. (ed.) 1988. Explorations in Teacher
Training: Problems and Issues. London: Longman: 118-131.

Pascall, G. and Cox, R. (1993) 'Education and Domesticity', Gender

and Education, vol.5, no.1, 1993, pp 17-35.

Shaw, I. (1993) 'Learning together - social work and nursing', Health

and Social Care, 1, pp 255-262.

Official papers

 Name of report/department*
 (Date)
 Title of document, highlighted
 Command number/volume number if applicable
 Place of publication
 26

 Publisher

*If the report is not known by name, it can be cited and referenced by its
command number. Please note that there have been several series of
these, with distinctive abbreviations.

Examples

Beveridge Report, (1942), Social Insurance and Allied Services, Cmd

6404, London , HMSO

Cm 2621 (1994) The Future of the BBC, London, HMSO.

Guidelines for citing an electronic source

Columbia Online Style: APA-Style Citations of Electronic Sources. (This

is one of the official US recommendations for citing an electronic
source.)

Internet sources are not yet included in the Publication Manual of the
American Psychological Association. Several people have addressed
this need, but no one style has yet gained universal acceptance. The
following citation guidelines, based on APA format, have been
developed by Janice R Walker of the University of South Florida, whose
MLA-style format for citation of Internet resources has been endorsed
by the Alliance for Computers and Writing and has gained wide
acceptance among scholars and academics.

The basic component of the reference citation is simple:

 Author's last name, Initial(s). (Date of work, if known).

 Title of work. Title of complete work.
 [protocol and address] [path] (Date of message or visit).

Example for www sites (World Wide Web)

 27

To cite files available for viewing or downloading via the World Wide
Web, give the author's name (if known), the year of publication (if known
and if different from the date accessed), the full title of the article, and
the title of the complete work (if applicable) embolened. Include any
additional information (such as versions, editions, or revisions) in
parentheses immediately following the title. Include the full URL (the
http address) and the date of the visit.

Burka, L.P. (1993). A hypertext history of multi-user dungeons.

MUDdex. http://www.utopia.com/talent/lpb/muddex/essay/
(13 Jan. 1997).

Tilton, J. (1995) Composing good HTML (Vers. 2.0.6).

http://www.cs.cmu.edu/~titl/cgh/(1 Dec. 1996).

Newspaper Articles

The Economics Department. 1990. No upturn in sight. The Lewis and

Clark Street Journal, 29 April, E44.

Interviews

Grant, Jim. 1999. Interview, Portland, Oregon, 17 May.

 28

APPENDICES

Appendices should follow the Bibliography in the

thesis/dissertation and may include the following:

 Approved letter of requests

 Illustrations & the likes
 Instruments/Questionnaires
 Computations

1. Each appendix must have its own title. If you have more than one
appendix, each receives a designation letter (Appendix A,
Appendix B, etc.) along with its title, using the same size and
style of font as the Main Text. Each appendix has its own page.

2. It is important to separate your appendix from the preceding

material with a cover sheet, the designation letter (Appendix A,
Appendix B, etc.) along with its title, should be centered and
placed 10 centimeters from the top of the page.

3. Do not place figures, tables, charts, graphs, photos or other work

that is needed and directly supports the work of your thesis in an
appendix.

4. All pages of the Appendices must have the same margins as the
body of the thesis and all pages must be numbered with Arabic
numerals in the upper right corner using the same font and font
size as in the body of the thesis.

5. Text should be double-spaced. Exceptions to this rule may be

made; sample surveys, letters, questionnaires, etc. can be used
in their original form.

6. All items (i.e., text, charts, graphs, tables, etc.) in the appendices
must use the same font and font size as the text of the thesis.

7. If it is not possible to use the same font and point size as the text
of the thesis (i.e., there is not enough room, or the item has been
generated on another computer which does not have the same
fonts), it is allowable to use a different font or a smaller/larger
point size, as long as all the charts, figures, graphs, tables, etc. in
the thesis use the same variations consistently. For example, if a
thesis has five maps with legends, the type sizes of the legends
should match each other.
 29

8. Charts, figures, graphs, tables may also be placed vertically on

the page if they will not fit horizontally. The page, however,
should have the same margins as the rest of the thesis. If
possible, (1) place the top or heading at the left margin with the
bottom of the item at the right margin, and (2) place the page
number so that it appears in the same place and with the same
orientation as on all the other pages of your bound thesis.

9. Hand-written symbols and hand-drawn table or graph lines must

be made with black, permanent ink (not with ball-point or water
soluble felt tip pen).

10. Hand-color work on maps/graphs must be done in permanent

ink; do not use crayon, colored pencil, or felt tip pen. Each book
must contain a complete set of any color illustrations.

11.Photocopies and digital images should be clean and sharp.

 30

CURRICULUM VITAE

The Curriculum Vitae of the researcher should follow the

Appendices In the thesis and may include the following:

1. Personal Data

a) Name
b) Address – Tel. No.
c) Birthdate / Birthplace
d) Civil Status
e) Nationality
f) Name of Spouse (If married)
g) No. of children

2. Educational Background
3. Work Experiences
4. Seminar/Workshop Attended
5. Eligibility
6. Publication
7. Membership in Organization
 31

MECHANICS

REFERENCING

When writing your thesis you will often make a direct or indirect
reference to a book, article or other a publication. Every reference
should be acknowledged. The referencing format favoured within the
Graduate School is the Harvard System because, unlike systems
involving numbering, it is not affected by altering the text.

The correct referencing of theses, the marks for which constitute

a part of your final degree, is obviously very important. Good, clear,
accurate referencing helps to convey to examiners that you have a firm
grasp of the relevant literature. It allows you to summarise the work of
other people and to add your own commentary, but to distinguish
between the two. You get credit for being able to do both, but not if the
two get muddled up. You demonstrate your own originality best through
your arrangement of the material gathered from the sources and in the
use you make of it.

The School of Education uses the Harvard system, under which

reference to a particular work is made using the author's surname,
followed by the date: e.g. Wallace (1998) makes a distinction
between….

Where there are two authors, both names should be given, e.g.
Brandes and Ginnis (1986); in the case of three or more authors, all
should be listed on first mention, but subsequent references can be
abbreviated using et al.; e.g. Guiora et al. (1972)

In cases where a statement is followed by one or more sources, the

brackets will be in a different position: e.g. Recent years have seen an
increasing emphasis on learner centredness in language teaching
(Nunan, 1988; Ellis and Sinclair, 1989; Campbell and Kryszewska 1992;
Tudor 1997).
 32

Any quotations should be included within single inverted commas, and

the page from which the quotation is taken included in the reference:
e.g. 'Programme evaluation in the field of open and distance learning is
relatively underdeveloped' (Calder, 1994: 19).

Quotations of three lines or longer should be indented single spaced but

not in inverted commas.

QUOTATION REQUIREMENTS

For all quotations, use the same font and point size for the quotation as
used in the main body of your thesis.

Block Quotations

Block quotation format is normally used for quotations of four or more

lines of text within a single quote.

Format extended quotations as block quotations. Single-space the block

quotation and double-space between quotation paragraphs. Also
double-space between the quotation and the main body of the text.

Indent a block quotation five to eight spaces from the left and right
margins. (Center the quotation between the margins.) If you wish, you
may also indent the beginning of a paragraph in a block quotation
another five spaces.

If you have not yourself read the work you are referring to (the primary
source) and are therefore referring to a secondary source, both sources
should be mentioned, e.g. (Williams, 1987: 173, cited in Rost, 1990:
110). Since you have not consulted the primary source (Williams), only
the secondary source (Rost) should be included in your list of
 33

references. The use of secondary sources should be rare. If the primary

source is an important work and easily available, it is expected that you
will have read it.

The suffixes a, b, c, etc are used to differentiate references within a text

to works by the same author in the same year. The references should
appear in the same form in your list of references. Do not use a or b
simply because you have found it in someone else's list of references:
Nunan (1991a) is the first of Nunan's 1991 publications referred to in
your text.

SPELLING AND ABBREVIATIONS

Webster's New International Dictionary should be taken as the authority

for spelling, capitalization, hyphenation, and italicizing foreign words.

Make sure apostrophes are used appropriately, for possessive forms.

Accents and diacritical marks must be included.

Contractions may not be used unless in a direct quotation.

You may use abbreviations for names of organizations or government

agencies. The first time the name is used in a chapter, spell it in full and
follow it with the abbreviation enclosed in parentheses. For example:
The International Monetary Fund (IMF). Subsequently, use only the
abbreviation with no parentheses.

A number of abbreviations are frequently used in academic writing, the

most common ones being:

 ibid. (in the same place): can be used to avoid repeating an

author's name. It indicates that a quotation is taken from the
same page of a work just mentioned and can only refer to the
immediately previously cited work. This abbreviation should not
be used if another work has been referred to since the previous
quotation.
 34

 op.cit. (the work cited already): avoids repetition of the date of a

work previously mentioned but of limited use as it needs the
author's name and sometimes the title. This abbreviation should
not be used if more than one work by the same author is included
in the list of references.
 loc. cit. (the place cited): is more specific - not only the same work
but the same place in it.
 sic (thus): is used if you are quoting something containing an
error which you do not want attributing to yourself.
 et al. (and others): is used to avoid writing a complete list of
multiple authors or editors.

PUNCTUATION

Dashes are formatted as double “--” or “em” ( — ) dashes, no space

before or after.

Ditto marks may not be used for repetition.

Bold and bullets are not allowed (bolding is permitted in

Mathematics).

Borders and boxes are not allowed around text.

Abbreviations such as etc., e.g., and i.e., are confined to parenthetic

material.

Ellipses are typed as 3 period dots with a space before and after
each dot.

Periods and commas go inside quotation marks.

Double space after all colons and periods, except for abbreviations
and initials.

Do not mix "straight" and “smart” apostrophes and quote marks.

NUMBERS
 35

All numbers beginning a sentence are written out in full.

Add commas between groups of 3 digits in figures of 1,000 or more

except for page numbers.

Align all numbers in Tables on the assumed or visible decimal point.

Percentages (100%) are written as numerals followed by the symbol

unless they begin a sentence (Fifty-five percent . . . ).

Numbers that represent time, dates, ages,

sample/sub-sample/population sizes, specific numbers of
subjects/participants in an experiment or study, scores/points on a
scale, exact sums of money or grouped in comparison are formatted
as numerals. This includes all numbers below 10. Numbers 10 and
above are written as numerals (10, 11, 12, . . . ). Numbers 9 and
below are written out in full (nine, eight, seven, . . . ; APA Publication
Manual, pages 122-130).

PRONOUNS AND VERBS

When relevant, use the first person (I, me) rather than "the author."

Use active rather than passive voice verbs. For example:

The students loved the department chair. (active).
The department chair was loved by the students. (passive).

TEXT

The main body of the thesis is usually separated into well-defined

divisions, such as chapters.
 36

Begin numbering with Arabic numerals (starting with page 1) at the

upper right corner of the page and continue numbering each page to the
end of the thesis.

All text must be left aligned (jagged right edge). Centered or justified
(even right edge) alignment is not allowed.

Chapters begin on a new page, with chapter number in Arabic

numerals, centered, with the title on the next double space line and
centered in capitals with a 2” top margin on page.

Chapter headings and subheadings in text

Chapters begin on a new page, with chapter number in Arabic

numerals, centered, with the title on the next double space line and
centered in capitals with a 2” top margin on page.

Subheadings

 First Level is in headline style capitalization, centered and

underlined.
 Second Level are in headline style capitalization, flush left and
underlined.
 Third level are indented at the beginning of the paragraph,
underlined, using sentence style capitalization. Text immediately
follows heading after the double space following the period.

Headings are to go all the way across the page before they are
wrapped to a second line or more.
 37

Put two blank lines before subheads and two blank lines after
subheads.

Subheads that are centered carry more weight than subheads

that are flush left. You may use a combination of all caps, bold,
italic or underlining to distinguish between different weights of
subheads. Whatever format you choose for subheads, check to
be sure that all subheads of the same weight are formatted in
the same way.

TABLES & FIGURES

1. Each table and figure must have a number and a title or caption.
2. The title and number of a Table (e.g., TABLE 1. Demographics)
may be flush left or centered, just be consistent. The caption and
number of a Figure is always flush left.
3. Table titles are placed above the table and are formatted in
headline style capitalization.
4. Figure captions are placed below the figure and are formatted in
sentence style capitalization followed with a period.
5. Tables, figures, graphs, illustrations, etc., must be legible and of
sufficient size and resolution to be reproduced effectively.
6. Outlined or shadowed material is not acceptable.
7. Tables may be single or double spaced.
8. Tables can be continued on another page; figures cannot.
9. If a table is on a page with no other text, center the table top to
bottom on the page.

TYPE, FONTS, POINT SIZE, STYLES

A University Thesis/Dissertation should have a clean and simple

look, without ornamentation or unnecessary complexity. Font, point
size, and type style (use of boldface, italics, and underlining) must be
consistent throughout the thesis. Changes in font or point size are not
 38

permitted.

The following fonts/point sizes (and their corresponding italic and

bold typefaces) are approved for theses/dissertation:

 Arial (13 pt)

 Times New Roman (13 pt)

SPACING, MARGINS, INDENTION, AND ALIGNMENT OF TEXT

Spacing

1. Double-space the text.

2. Leave one space after each word, comma, colon, and semicolon.
3. Leave one or two spaces after periods, question marks, and
exclamation points. Either is acceptable, as long as the spacing is
consistently the same throughout the document.
4. To form a dash, use your program’s command for a dash if it has
one; otherwise, type two hyphens with no added space between.
5. Do not add a space to either side of a dash.

Margins

1. All pages of your thesis must have the same margins. This
includes Table of Contents, Acknowledgments, Lists of
Figures/Tables, all figures, illustrations, appendices and
bibliography.
2. The left margin must be at least 1 1/2" to allow for binding area.
3. The right margin must be at least 1".
4. The top and bottom margins must be at least 1 1/4".
5. Page numbers may be placed outside these margins. See
"Pagination Requirements."
 39

Indenting

1. Indent paragraphs five to eight spaces.

2. Do not add extra spaces between paragraphs within sections of
text.

Alignment of Text Requirements

1. All text must be left aligned (jagged right edge).

2. Centered or justified (even right edge) alignment is not allowed.
(Word-processing programs are unable to produce justified text
without leaving unsightly gaps in the text.)

PAGINATION REQUIREMENTS

Each page in the thesis (except the title page) should have a page
number.

Page numbering continues from the main text throughout all the back
matter.

1. The order of back matter Appendix(es) (if any)

2. Bibliography (obligatory)
3. Index(es) (if any)

Type of Numbering
 40

Roman Numerals: Use lower case Roman numerals for the preliminary
pages, beginning with "ii" for the page following the Title Page.

Arabic Numbers: Use Arabic numbers for the balance of the thesis,
beginning with number "1" for the first page of text. From here on,
the entire thesis should be numbered consecutively. This includes
maps, figures, illustrations, bibliography and appendices.

Font

Use the same font, point size and style (no italic or bold) for page
numbers (Roman and Arabic) as you use for the text of your thesis.

Adjust the default setting for page numbers in your word-processing

program to match the font and point size you have chosen for your
thesis.

Placement of Number on the Page

Roman Numerals: For the preliminary pages which require lower case
Roman numerals ( i, ii, iii, iv, etc).

Arabic Numbers: For the other pages, beginning with the first chapter
of the text, the page number should be placed in the upper right-hand
corner approximately 1/2" to 1" from the top of the page and 1" from the
right margin. Use the number only. Do not add a header or
ornamentation (parentheses, dashes, etc.).

The default position in most word-processing programs for centered and

upper right-hand page numbers is usually acceptable. The page
number should be at least 1/2" from the body of the text.

Tip: If your word-processor does not have the ability to number pages in
one file in two different places (e.g., the upper-right corner and at the
bottom/center of the page), you could cut and paste the pages requiring
Roman numerals into a separate file, then number these pages.
 41

Proofreading

The University thesis/dissertation should be carefully proofread by the

student and the student’s Adviser BEFORE it is submitted to the Panel.

Check the following items:

Grammatical errors and sentence construction: subject/verb

agreements, tenses, active voice verbs.

All text references to be sure they are correct and complete in the
footnotes/endnotes and bibliography.

All chapter headings and subheadings, as well as figure and table

headings to be sure they are formatted in the same way throughout
your thesis.

The headings in your Table of Contents and Lists of Tables/Figures to

be sure they correspond to the headings as they appear in the body of
the thesis.

Page breaks to be sure pages do not begin with the last line of a
paragraph from the preceding page or end with the first line of a
paragraph.
 42

PAPER STOCK

1. Paper must be 8 1/2" x 11", white, and of such quality as to

ensure reproduction of perfect copies. (Onion-skin or textured
papers are unacceptable.) 20-24 lb. white or bright white paper
(as found at professional copy centers) is acceptable.
2. Type or print on only the right facing side of each sheet.
3. Number of copies to be submitted: 6 copies

Printer Specifications

ONLY the following types of printers are approved for theses (use
"best quality" mode for your final draft).

• Laser printers (preferred)

• Ink Jet printers
• Letter Quality dot matrix

Unacceptable Printers

• Line printers
• Dot matrix printers (not letter quality)
• Any printer with visible and/or unconnected dots forming a letter
 43

ERRORS TO AVOID CHECKLIST

Prevent rejection of your thesis (a return for partial or complete revision)

by eliminating common errors.

Avoid the following:

Grammatical errors and sentence construction: subject/verb

agreements, tenses, passive voice verbs.

Most common error—Incorrectly spaced or formatted title page or

approval page.

Inconsistency between the treatment of headings and subheadings in

the Table of Contents and their appearance within the text.

Use of unapproved font.

Inconsistent use of font, point size, bold, italics, and/or underlining.

Incorrect line spacing.

Incorrect margins.

Pages without numbers or the wrong numbers (including figures,

maps, tables, bibliography and appendices).

Incorrect and/or inconsistent placement of page numbers or footnotes.

Inconsistent presentation of graphs, charts, illustrations, etc.

Blurred or messy photocopies of graphs, charts, illustrations, etc.

Low-resolution digital images not suitable for printing.

Onion-skin paper, or other textured or non-standard paper.

 44

Writing and Presenting Your

Thesis or Dissertation
S. Joseph Levine, Ph.D.
Michigan State University
East Lansing, Michigan USA
(levine@msu.edu)

(Last Updated: 02/12/2006 06:39:44)

Introduction

This guide has been created to assist my graduate students in thinking through
the many aspects of crafting, implementing and defending a thesis or
dissertation. It is my attempt to share some of the many ideas that have
surfaced over the past few years that definitely make the task of finishing a
graduate degree so much easier.

Summary of Key Ideas in this Guide

The Thinking about It Stage

1. Be inclusive with your thinking.

2. Write down your ideas.
3. Don't be overly influenced by others-it's your research.
4. Try and set a realistic goal.
5. Set appropriate time lines.
6. Take a leave of absence when it will do the most good.
7. Try a preliminary study to help clarify your research.

Preparing The Proposal

8. Read other proposals.

9. Prepare a comprehensive review of the literature.
10. Photocopy relevant articles.
11. Proposal should be first 3 chapters of dissertation.
12. Focus your research.
13. Include a title on your proposal.
14. Organize around a set of questions.
15. Some considerations for designing your research:
a. Design your research so the subjects benefit.
b. Choose your methodology wisely.
c. Consider combining methodologies.
d. Carefully select location for your research.
e. Avoid conducting research in conjunction with another agency.
16. Use your advisory committee well.
a. Select faculty who will support you.
b. Your major professor is your ally.
c. Provide committee with well written proposal.
d. Plan the proposal meeting well.
 45

Writing The Thesis Or Dissertation

17. Begin writing with sections you know the best.

18. Rewrite your proposal into dissertation sections.
19. Use real names/places in early drafts of dissertation.
20. Print each draft on a different color paper.
21. Use hand drawings of graphics/tables for early drafts.
22. Make your writing clear and unambiguous.
23. Review other dissertations before you begin to write.
24. Introduce tables in the text, present the table and then describe it.
25. Use similar or parallel wording whenever possible.
26. Let your Table of Contents help you improve your manuscript.
27. Write real conclusions and implications - don't restate your findings.
28. Make your Suggestions for Further Research meaningful.
29. Chapter One should be written last.

The Thesis/Dissertation Defense

30. Attend some defenses before it's your turn.

31. Discuss your research with others.
32. Don't circulate chapters to committee.
33. The defense should be team effort - you and adviser.
34. Don't be defensive at your defense.
35. Organize your defense as an educational presentation.
36. Consider tape recording your defense.
37. Prepare an article on the outcomes of your research.

THE "THINKING ABOUT IT" STAGE

The "thinking about it stage" is when you are finally faced with the reality of
completing your degree. Usually the early phases of a graduate program
proceed in clear and very structured ways. The beginning phases of a graduate
program proceed in much the same manner as an undergraduate degree
program. There are clear requirements and expectations, and the graduate
student moves along, step by step, getting ever closer to the completion of the
program. One day, however, the clear structure begins to diminish and now
you're approaching the thesis/dissertation stage. This is a new and different
time. These next steps are more and more defined by you and not your
adviser, the program, or the department.

1. Be inclusive with your thinking. Don’t try to eliminate ideas too quickly.
Build on your ideas and see how many different research projects you can
identify. Give yourself the luxury of being expansive in your thinking at this
stage -- you won't be able to do this later on. Try and be creative.
 46

2. Write down your ideas. This will allow you to revisit an idea later on. Or,
you can modify and change an idea. If you don't write your ideas they tend to
be in a continual state of change and you will probably have the feeling that
you're not going anywhere. What a great feeling it is to be able to sit down and
scan the many ideas you have been thinking about, if they're written down.

3. Try not to be overly influenced at this time by what you feel others
expect from you (your colleagues, your profession, your academic
department, etc.). You have a much better chance of selecting a topic that will
be really of interest to you if it is your topic. This will be one of the few
opportunities you may have in your professional life to focus in on a research
topic that is really of your own choosing.

4. Don't begin your thinking by assuming that your research will draw
international attention to you!! Instead, be realistic in setting your goal.
Make sure your expectations are tempered by:

... the realization that you are fulfilling an academic requirement,

... the fact that the process of conducting the research may be just as
important (or more important) than the outcomes of the research, and

... the idea that first and foremost the whole research project should be
a learning experience for you.

If you can keep these ideas in mind while you're thinking through your
research you stand an excellent chance of having your research project turn
out well.

5. Be realistic about the time that you're willing to commit to your

research project. If it's a 10 year project that you're thinking about admit it at
the beginning and then decide whether or not you have 10 years to give to it. If
the project you'd like to do is going to demand more time than you're willing
to commit then you have a problem.

I know it's still early in your thinking but it's never too early to create a draft of
a timeline. Try using the 6 Stages (see the next item) and put a start and a
finish time for each. Post your timeline in a conspicuous place (above your
computer monitor?) so that it continually reminds you how you're doing.
Periodically update your timeline with new dates as needed. (Thanks to a website visitor
from Philadelphia for sharing this idea.)

6. If you're going to ask for a leave of absence from your job while you're
working on your research this isn't a good time to do it. Chances are you can
do the "thinking about it" stage without a leave of absence. Assuming that
 47

there are six major phases that you will have during your research project,
probably the best time to get the most from a leave of absence is during the
fourth stage* - the writing stage. This is the time when you really need to be
thinking well. To be able to work at your writing in large blocks of time
without interruptions is something really important. A leave of absence from
your job can allow this to happen. A leave of absence from your job prior to
this stage may not be a very efficient use of the valuable time away from your
work.

7. It can be most helpful at this early stage to try a very small preliminary
research study to test out some of your ideas to help you gain further
confidence in what you'd like to do. The study can be as simple as conducting
half a dozen informal interviews with no attempt to document what is said.
The key is that it will give you a chance to get closer to your research and to
test out whether or not you really are interested in the topic. And, you can do it
before you have committed yourself to doing something you may not like.
Take your time and try it first.

PREPARING THE PROPOSAL

Assuming you've done a good job of "thinking about" your research project,
you're ready to actually prepare the proposal. A word of caution - those
students who tend to have a problem in coming up with a viable proposal often
are the ones that have tried to rush through the "thinking about it" part and
move too quickly to trying to write the proposal. Here's a final check. Do each
of these statements describe you? If they do you're ready to prepare your
research proposal.

I am familiar with other research that has been conducted in areas related to my
research project.
(___Yes, it's me)
( ___No, not me)

I have a clear understanding of the steps that I will use in conducting my research.
(___Yes, it's me)
( ___No, not me)

I feel that I have the ability to get through each of the steps necessary to complete
my research project.
(___Yes, it's me)
( ___No, not me)

I know that I am motivated and have the drive to get through all of the steps in the
research project.
(___Yes, it's me)
( ___No, not me)
 48

Okay, you're ready to write your research proposal. Here are some ideas to
help with the task:

8. Read through someone else's research proposal. Very often a real

stumbling block is that we don't have an image in our mind of what the
finished research proposal should look like. How has the other proposal been
organized? What are the headings that have been used? Does the other
proposal seem clear? Does it seem to suggest that the writer knows the subject
area? Can I model my proposal after one of the ones that I've seen? If you
can't readily find a proposal or two to look at, ask your adviser to see some.
Chances are your adviser has a file drawer filled with them.

9. Make sure your proposal has a comprehensive review of the literature

included. Now this idea, at first thought, may not seem to make sense. I have
heard many students tell me that "This is only the proposal. I'll do a complete
literature search for the dissertation. I don't want to waste the time now." But,
this is the time to do it. The rationale behind the literature review consists of
an argument with two lines of analysis: 1) this research is needed, and 2) the
methodology I have chosen is most appropriate for the question that is being
asked. Now, why would you want to wait? Now is the time to get informed
and to learn from others who have preceded you! If you wait until you are
writing the dissertation it is too late. You've got to do it some time so you
might as well get on with it and do it now. Plus, you will probably want to add
to the literature review when you're writing the final dissertation.

10. With the ready availability of photocopy machines you should be able to
bypass many of the hardships that previous dissertation researchers had to deal
with in developing their literature review. When you read something that is
important to your study, photocopy the relevant article or section. Keep
your photocopies organized according to categories and sections. And, most
importantly, photocopy the bibliographic citation so that you can easily
reference the material in your bibliography. Then, when you decide to sit
down and actually write the literature review, bring out your photocopied
sections, put them into logical and sequential order, and then begin your
writing.

11. What is a proposal anyway? A good proposal should consist of the first
three chapters of the dissertation. It should begin with a statement of the
problem/background information (typically Chapter I of the dissertation), then
move on to a review of the literature (Chapter 2), and conclude with a defining
of the research methodology (Chapter 3). Of course, it should be written in a
future tense since it is a proposal. To turn a good proposal into the first three
chapters of the dissertation consists of changing the tense from future tense to
past tense (from "This is what I would like to do" to "This is what I did") and
making any changes based on the way you actually carried out the research
when compared to how you proposed to do it. Often the intentions we state in
 49

our proposal turn out different in reality and we then have to make appropriate
editorial changes to move it from proposal to dissertation.

12. Focus your research very specifically. Don't try to have your research
cover too broad an area. Now you may think that this will distort what you
want to do. This may be the case, but you will be able to do the project if it is
narrowly defined. Usually a broadly defined project is not do-able. By
defining too broadly it may sound better to you, but there is a great chance that
it will be unmanageable as a research project. When you complete your
research project it is important that you have something specific and definitive
to say. This can be accommodated and enhanced by narrowly defining your
project. Otherwise you may have only broadly based things to say about large
areas that really provide little guidance to others that may follow you. Often
the researcher finds that what he/she originally thought to be a good research
project turns out to really be a group of research projects. Do one project for
your dissertation and save the other projects for later in your career. Don't try
to solve all of the problems in this one research project.

13. Include a title on your proposal. I'm amazed at how often the title is left
for the end of the student's writing and then somehow forgotten when the
proposal is prepared for the committee. A good proposal has a good title and it
is the first thing to help the reader begin to understand the nature of your work.
Use it wisely! Work on your title early in the process and revisit it often. It's
easy for a reader to identify those proposals where the title has been focused
upon by the student. Preparing a good title means:

...having the most important words appear toward the beginning of your title,

...limiting the use of ambiguous or confusing words,

..breaking your title up into a title and subtitle when you have too many words, and

...including key words that will help researchers in the future find your work.

14. It's important that your research proposal be organized around a set of
questions that will guide your research. When selecting these guiding
questions try to write them so that they frame your research and put it into
perspective with other research. These questions must serve to establish the
link between your research and other research that has preceded you. Your
research questions should clearly show the relationship of your research to
your field of study. Don't be carried away at this point and make your
questions too narrow. You must start with broad relational questions.

A good question:

Do adult learners in a rural adult education setting have

characteristics that are similar to adult learners in general ?

A poor question:
 50

What are the characteristics of rural adult learners in an adult

education program? (too narrow)

A poor question:

How can the XYZ Agency better serve rural adult learners?
(not generalizable)

15. Now here are a few more ideas regarding the defining of your research
project through your proposal.

a. Make sure that you will be benefitting those who are participating
in the research. Don't only see the subjects as sources of data for you
to analyze. Make sure you treat them as participants in the research.
They have the right to understand what you are doing and you have a
responsibility to share the findings with them for their reaction. Your
research should not only empower you with new understandings but it
should also empower those who are participating with you.

b. Choose your methodology wisely. Don't be too quick in running

away from using a quantitative methodology because you fear the use
of statistics. A qualitative approach to research can yield new and
exciting understandings, but it should not be undertaken because of a
fear of quantitative research. A well designed quantitative research
study can often be accomplished in very clear and direct ways. A
similar study of a qualitative nature usually requires considerably more
time and a tremendous burden to create new paths for analysis where
previously no path had existed. Choose your methodology wisely!

c. Sometimes a combined methodology makes the most sense. You

can combine a qualitative preliminary study (to define your population
more clearly, to develop your instrumentation more specifically or to
establish hypotheses for investigation) with a quantitative main study
to yield a research project that works well.

d. Deciding on where you will conduct the research is a major

decision. If you are from another area of the country or a different
country there is often an expectation that you will return to your
"home" to conduct the research. This may yield more meaningful
results, but it will also most likely create a situation whereby you are
expected to fulfill other obligations while you are home. For many
students the opportunity to conduct a research project away from home
is an important one since they are able to better control many of the
intervening variables that they can not control at home. Think carefully
regarding your own situation before you make your decision.
 51

e. What if you have the opportunity for conducting your research in

conjunction with another agency or project that is working in
related areas. Should you do it? Sometimes this works well, but most
often the dissertation researcher gives up valuable freedom to conduct
the research project in conjunction with something else. Make sure
the trade-offs are in your favor. It can be very disastrous to have the
other project suddenly get off schedule and to find your own research
project temporarily delayed. Or, you had tripled the size of your
sample since the agency was willing to pay the cost of postage. They
paid for the postage for the pre-questionnaire. Now they are unable to
assist with postage for the post-questionnaire. What happens to your
research? I usually find that the cost of conducting dissertation
research is not prohibitive and the trade-offs to work in conjunction
with another agency are not in favor of the researcher. Think twice
before altering your project to accommodate someone else. Enjoy the
power and the freedom to make your own decisions (and mistakes!) --
this is the way we learn!

16. Selecting and preparing your advisory committee to respond to your

proposal should not be taken lightly. If you do your "homework" well your
advisory committee can be most helpful to you. Try these ideas:

a. If you are given the opportunity to select your dissertation

committee do it wisely. Don't only focus on content experts. Make
sure you have selected faculty for your committee who are
supportive of you and are willing to assist you in successfully
completing your research. You want a committee that you can ask for
help and know that they will provide it for you. Don't forget, you can
always access content experts who are not on your committee at any
time during your research project.

b. Your major professor/adviser/chairperson is your ally. When

you go to the committee for reactions to your proposal make sure your
major professor is fully supportive of you. Spend time with him/her
before the meeting so that your plans are clear and you know you have
full support. The proposal meeting should be seen as an opportunity for
you and your major professor to seek the advice of the committee.
Don't ever go into the proposal meeting with the feeling that it is you
against them!

c. Provide the committee members with a well-written proposal

well in advance of the meeting. Make sure they have ample time to
read the proposal.

d. Plan the proposal meeting well. If graphic presentations are

necessary to help the committee with understandings make sure you
prepare them so they look good. A well planned meeting will help your
 52

committee understand that you are prepared to move forward with well
planned research. Your presentation style at the meeting should not
belittle your committee members (make it sound like you know they
have read your proposal) but you should not assume too much (go
through each of the details with an assumption that maybe one of the
members skipped over that section).
 53

WRITING THE THESIS OR DISSERTATION

Now this is the part we've been waiting for. I must assume that you have come
up with a good idea for research, had your proposal approved, collected the
data, conducted your analyses and now you're about to start writing the
dissertation. If you've done the first steps well this part shouldn't be too bad. In
fact it might even be enjoyable!

17. The major myth in writing a dissertation is that you start writing at Chapter
One and then finish your writing at Chapter Five. This is seldom the case. The
most productive approach in writing the dissertation is to begin writing those
parts of the dissertation that you are most comfortable with. Then move
about in your writing by completing various sections as you think of them. At
some point you will be able to spread out in front of you all of the sections that
you have written. You will be able to sequence them in the best order and then
see what is missing and should be added to the dissertation. This way seems to
make sense and builds on those aspects of your study that are of most interest
to you at any particular time. Go with what interests you, start your writing
there, and then keep building!

(David Kraenzel - North Dakota State University - wrote in describing the "A to Z Method".
Look at the first section of your paper. When you are ready go ahead and write it. If you are
not ready, move section-by-section through your paper until you find a section where you
have some input to make. Make your input and continue moving through the entire paper -
from A to Z - writing and adding to those sections for which you have some input. Each time
you work on your paper follow the same A to Z process. This will help you visualize the end
product of your efforts from very early in your writing and each time you work on your paper
you will be building the entire paper - from A to Z. Thanks David!)

18. If you prepared a comprehensive proposal you will now be rewarded! Pull
out the proposal and begin by checking your proposed research methodology.
Change the tense from future tense to past tense and then make any additions
or changes so that the methodology section truly reflects what you did. You
have now been able to change sections from the proposal to sections for the
dissertation. Move on to the Statement of the Problem and the Literature
Review in the same manner.

19. I must assume you're using some form of word processing on a computer
to write your dissertation. (if you aren't, you've missed a major part of your
doctoral preparation!) If your study has specific names of people, institutions
and places that must be changed to provide anonymity don't do it too soon. Go
ahead and write your dissertation using the real names. Then at the end of
the writing stage you can easily have the computer make all of the appropriate
name substitutions. If you make these substitutions too early it can really
confuse your writing.

20. As you get involved in the actual writing of your dissertation you will find
that conservation of paper will begin to fade away as a concern. Just as soon as
 54

you print a draft of a chapter there will appear a variety of needed changes and
before you know it another draft will be printed. And, it seems almost
impossible to throw away any of the drafts! After awhile it will become
extremely difficult to remember which draft of your chapter you may be
looking at. Print each draft of your dissertation on a different color paper.
With the different colors of paper it will be easy to see which is the latest draft
and you can quickly see which draft a committee member might be reading.
(Thanks to Michelle O'Malley at University of Florida for sharing this idea.)

21. The one area where I would caution you about using a word processor is in
the initial creation of elaborate graphs or tables. I've seen too many students
spend too many hours in trying to use their word processor to create an
elaborate graph that could have been done by hand in 15 minutes. So, the
simple rule is to use hand drawing for elaborate tables and graphs for the
early draft of your dissertation. Make sure your data are presented
accurately so your advisor can clearly understand your graph/table, but don't
waste the time trying to make it look word processor perfect at this time. Once
you and your advisor agree upon how the data should be graphically
represented it is time to prepare "perfect" looking graphs and tables.

22. Dissertation-style writing is not designed to be entertaining. Dissertation

writing should be clear and unambiguous. To do this well you should
prepare a list of key words that are important to your research and then your
writing should use this set of key words throughout. There is nothing so
frustrating to a reader as a manuscript that keeps using alternate words to
mean the same thing. If you've decided that a key phrase for your research is
"educational workshop", then do not try substituting other phrases like "in-
service program", "learning workshop", "educational institute", or
"educational program." Always stay with the same phrase - "educational
workshop." It will be very clear to the reader exactly what you are referring to.

23. Review two or three well organized and presented dissertations.

Examine their use of headings, overall style, typeface and organization. Use
them as a model for the preparation of your own dissertation. In this way you
will have an idea at the beginning of your writing what your finished
dissertation will look like. A most helpful perspective!

24. A simple rule - if you are presenting information in the form of a table or
graph make sure you introduce the table or graph in your text. And then,
following the insertion of the table/graph, make sure you discuss it. If there is
nothing to discuss then you may want to question even inserting it.

25. Another simple rule - if you have a whole series of very similar tables
try to use similar words in describing each. Don't try and be creative and
entertaining with your writing. If each introduction and discussion of the
similar tables uses very similar wording then the reader can easily spot the
differences in each table.
 55

26. We are all familiar with how helpful the Table of Contents is to the reader.
What we sometimes don't realize is that it is also invaluable to the writer. Use
the Table of Contents to help you improve your manuscript. Use it to see
if you've left something out, if you are presenting your sections in the most
logical order, or if you need to make your wording a bit more clear. Thanks to
the miracle of computer technology, you can easily copy/paste each of your
headings from throughout your writing into the Table of Contents. Then sit
back and see if the Table of Contents is clear and will make good sense to the
reader. You will be amazed at how easy it will be to see areas that may need
some more attention. Don't wait until the end to do your Table of Contents. Do
it early enough so you can benefit from the information it will provide to you.

27. If you are including a Conclusions/Implications section in your

dissertation make sure you really present conclusions and implications.
Often the writer uses the conclusions/implications section to merely restate the
research findings. Don't waste my time. I've already read the findings and
now, at the Conclusion/Implication section, I want you to help me understand
what it all means. This is a key section of the dissertation and is sometimes
best done after you've had a few days to step away from your research and
allow yourself to put your research into perspective. If you do this you will no
doubt be able to draw a variety of insights that help link your research to other
areas. I usually think of conclusions/implications as the "So what" statements.
In other words, what are the key ideas that we can draw from your study to
apply to my areas of concern.

28. Potentially the silliest part of the dissertation is the Suggestions for Further
Research section. This section is usually written at the very end of your
writing project and little energy is left to make it very meaningful. The biggest
problem with this section is that the suggestions are often ones that could have
been made prior to you conducting your research. Read and reread this
section until you are sure that you have made suggestions that emanate
from your experiences in conducting the research and the findings that you
have evolved. Make sure that your suggestions for further research serve to
link your project with other projects in the future and provide a further
opportunity for the reader to better understand what you have done.

29. Now it's time to write the last chapter. But what chapter is the last one?
My perception is that the last chapter should be the first chapter. I don't
really mean this in the literal sense. Certainly you wrote Chapter One at the
beginning of this whole process. Now, at the end, it's time to "rewrite" Chapter
One. After you've had a chance to write your dissertation all the way to the
end, the last thing you should do is turn back to Chapter One. Reread Chapter
One carefully with the insight you now have from having completed Chapter
Five. Does Chapter One clearly help the reader move in the direction of
Chapter Five? Are important concepts that will be necessary for understanding
Chapter Five presented in Chapter One?
 56

THE THESIS/DISSERTATION DEFENSE

What a terrible name - a dissertation defense. It seems to suggest some sort of

war that you're trying to win. And, of course, with four or five of them and
only one of you it sounds like they may have won the war before the first
battle is held. I wish they had called it a dissertation seminar or professional
symposium. I think the name would have brought forward a much better
picture of what should be expected at this meeting.

Regardless of what the meeting is called, try to remember that the purpose of
the meeting is for you to show everyone how well you have done in the
conducting of your research study and the preparation of your dissertation. In
addition there should be a seminar atmosphere where the exchange of ideas is
valued. You are clearly the most knowledgeable person at this meeting when it
comes to your subject. And, the members of your committee are there to hear
from you and to help you better understand the very research that you have
invested so much of yourself in for the past weeks. Their purpose is to help
you finish your degree requirements. Of course other agenda often creep in. If
that happens, try to stay on course and redirect the meeting to your agenda.

The following ideas should help you keep the meeting on your agenda.

30. The most obvious suggestion is the one seldom followed. Try to attend
one or more defenses prior to yours. Find out which other students are
defending their research and sit in on their defense. In many departments this
is expected of all graduate students. If this is not the case for you, check with
your adviser to see that you can get an invitation to attend some defenses.

At the defense try and keep your focus on the interactions that occur. Does the
student seem relaxed? What strategies does the student use to keep relaxed?
How does the student interact with the faculty? Does the student seem to be
able to answer questions well? What would make the situation appear better?
What things should you avoid? You can learn a lot from sitting in on such a
meeting.

31. Find opportunities to discuss your research with your friends and
colleagues. Listen carefully to their questions. See if you are able to present
your research in a clear and coherent manner. Are there aspects of your
research that are particularly confusing and need further explanation? Are
there things that you forgot to say? Could you change the order of the
information presented and have it become more understandable?

32. I hope you don't try circulating chapters of your dissertation to your
committee members as you are writing them. I find this practice to be most
annoying and one that creates considerable problems for the student. You must
work closely with your dissertation director. He/she is the person you want to
 57

please. Develop a strategy with the dissertation director regarding how and
when your writing should be shared. Only after your dissertation director
approves of what you have done should you attempt to share it with the rest of
the committee. And by then it's time for the defense. If you prematurely share
sections of your writing with committee members you will probably find
yourself in a situation where one committee member tells you to do one thing
and another member says to do something else. What should you do? The best
answer is not to get yourself into such a predicament. The committee meeting
(the defense) allows the concerns of committee members to surface in a
dialogical atmosphere where opposing views can be discussed and resolved.

33. It's important that you have the feeling when entering your defense that
you aren't doing it alone. As was mentioned earlier, your major professor
should be seen as an ally to you and "in your corner" at the defense. Don't
forget, if you embarrass yourself at the defense you will also be embarrassing
your dissertation director. So, give both of you a chance to guarantee there is
no embarrassment. Meet together ahead of time and discuss the strategy you
should use at the defense. Identify any possible problems that may occur and
discuss ways that they should be dealt with. Try and make the defense more
of a team effort.

34. Don't be defensive at your defense (this sounds confusing!). This is easy
to say but sometimes hard to fulfill. You've just spent a considerable amount
of time on your research and there is a strong tendency for YOU to want to
defend everything you've done. However, the committee members bring a new
perspective and may have some very good thoughts to share. Probably the
easiest way to deal with new input is to say something like "Thank you so
much for your idea. I will be giving it a lot of consideration." There, you've
managed to diffuse a potentially explosive situation and not backed yourself or
the committee member into a corner. Plus, you've not promised anything. Try
and be politically astute at this time. Don't forget that your ultimate goal is to
successfully complete your degree.

35. Probably the most disorganized defense I've attended is the one where the
dissertation director began the meeting by saying, "You've all read the
dissertation. What questions do you have for the student?" What a mess.
Questions started to be asked that bounced the student around from one part of
the dissertation to another. There was no semblance of order and the meeting
almost lost control due to its lack of organization. At that time I vowed to
protect my students from falling into such a trap by helping them organize the
defense as an educational presentation.

Here's what we do:

I ask the student to prepare a 20-25 minute presentation that reviews

the entire study. This is done through the help of a series of 10-12 large
pieces of paper, wall charts, that have been posted sequentially around
 58

the walls of the room. Each piece of paper contains key words
regarding each of the different aspects of the study. Some pieces of
paper contain information about the study setting, questions and
methodology. Other pieces of paper present findings and finally there
are those pieces that present the conclusions and implications. By
preparing these wall charts ahead of time the student is able to relax
during the presentation and use the pieces of paper as if they were a
road map toward the goal. No matter how nervous you are you can
always let the wall charts guide YOU through your presentation.
Lettering is done with a dark marking pen and extra notes are included
in very small printing with a pencil (that no one can really see). We've
also tried it with overhead projected transparencies but it doesn't work
as well. With the transparencies they're gone from view after a few
seconds. The wall charts stay up for everyone to see and to help focus
attention.

Following this structured presentation the committee begins to ask questions,

but as can be expected the questions follow along with the wall charts and the
whole discussion proceeds in an orderly manner. If guests are present at the
defense, this form of presentation helps them also follow along and understand
exactly what was accomplished through the research.

36. Consider tape recording your defense. Using a small portable recorder,
record your entire presentation and also the questions and comments of the
committee members. This helps in two ways. First, the student has
documentation to assist in making suggested changes and corrections in the
dissertation. The student can relax more and listen to what is being said by the
committee members. The tape recorder is taking notes! Second, the student
has a permanent record of his/her presentation of the study. By keeping the
paper charts and the tape together, they can be most useful for reviewing the
research in future years when a request is made for a presentation. (Bring out
the tape and the pieces of paper the night before your presentation and you can
listen to you make the presentation. What a good way to review.)

Well that about does it. By following the above suggestions and ideas I hope it
will be possible for you to finish your graduate degree program in a most
timely and enjoyable manner. By looking ahead to the different aspects of this
final part of your graduate study it becomes clear that you can do a number of
things to insure your success. Good luck!

37. Oh, I almost forgot. There's one last thing. Get busy and prepare an
article or paper that shares the outcomes of your research. There will be
no better time to do this than now. Directly after your defense is when you
know your study the best and you will be in the best position to put your
thinking on paper. If you put this writing task off it will probably never get
done. Capitalize on all of the investment you have made in your research and
reap some additional benefit - start writing.
 59

Handful of Worthwhile Bookmarks –

If I only had time to visit a single website for help with my thesis I'd probably go directly to
the Thesis Handbook (http://www.tele.sunyit.edu/ThesisHandbook.html) maintained by
the Telecommunications Program at SUNY Institute of Technology. Especially helpful are the
accompanying Thesis Workbook and Frequently Asked Questions where you will find a
wealth of clearly written and helpful information. (Selecting a topic; Developing a search
strategy for going after relevant literature: Deciding which tense to use in your writing; etc.)

An extensive set of hints and ideas on how to improve your dissertation/thesis writing. How
To Write A Dissertation or Bedtime Reading For People Who Do Not Have Time To
Sleep (http://www.cs.purdue.edu/homes/dec/essay.dissertation.html) lays out suggestion
after suggestion in direct and non-confusing form. A great list to bring out after you've
completed the first draft of your writing, are rather tired of your topic, and you are not sure
where to begin your fine tuning.

An excellent website with lots of highly specific information (especially if the focus of your
work is in a scientific or technical area) has been developed by Joe Wolfe at The University of
New South Wales (Australia). How to Write a PhD Thesis
(http://www.phys.unsw.edu.au/~jw/thesis.html) provides a variety of very useful
suggestions on how to get from the beginning to the end of your thesis project - and survive
the process!

Wouldn't it be great if there were a bunch of theses/dissertations available for reading right on
the web? Well, there are some resources you should be aware of that will let you see what the
finished product could look like. First, there is an Experimental Digital Library of M.I.T.
Theses (http://theses.mit.edu/) which includes electronically-submitted theses. Next, you can
always purchase a copy of most US dissertations/theses. These are available from UMI's
website - UMI's Online Dissertation Services
(http://www.umi.com/hp/Products/Dissertations.html). The University of Wisconsin has a
site which lists Sites with Full Text Access to Dissertations
(http://www.library.wisc.edu/libraries/Memorial/elecdiss.htm#fulltext). You should also
be aware of the various Electronic Dissertation/Thesis (ETD) projects that are currently
underway. A good access to this area is via the library at the University of Virginia which has
a page dealing with Electronic Theses and Dissertations in the Humanities
(http://etext.virginia.edu/ETD/).

Another website that's worth visiting is maintained by Computer Science & Electrical
Engineering at the University of Maryland Baltimore County and also the Computer Science
Department at Indiana University-Bloomington. How to Be a Good Graduate
Student/Advisor (http://www.cs.indiana.edu/how.2b/how.2b.html) "attempts to raise some
issues that are important for graduate students to be successful and to get as much out of the
process as possible, and for advisors who wish to help their students be successful."
 60

Prof. John W. Chinneck at Carleton University (Ottawa, Canada) has created a very practical
and well written webpage on the preparation of your thesis. How to Organize your Thesis
(http://www.sce.carleton.ca/faculty/chinneck/thesis.html) starts with a description of what
graduate research/the graduate thesis is all about and then moves point-by-point through a
"generic thesis skeleton".

If you are in need of some gentle prodding and a bit of humor to go along with it, check out
the Dead Thesis Society (www.deadthesissociety.org) - a support group for graduate
students. Lots of well organized information that is moderated by Frank Elgar, a graduate
student in Psychology at Memorial University of Newfoundland.

Mike Hart, Professor of Business and Informatics at King Alfred's College, has put together a
very helpful website focused on successfully completing the "final year project." Final Year
Projects(http://final-year-projects.com/) is loaded with numerous ideas and suggestions for
helping the student get started in the project and then to keep going until the project is
finished.

Don't let the title scare you away. Discussion On Ph.D. Thesis Proposals in Computing
Science (http://john.regehr.org/reading_list/proposal.html) has lots of excellent suggestions to
assist in creating a meaningful proposal in just about any academic discipline. The ideas will
serve to not only get you started on your research project but also establish a foundation for
actually completing it.

Not sure of all the administrative steps at your university that are required to successfully
complete a dissertation? Check out this well thought through website from Pepperdine
University's Graduate School
(http://gsep.pepperdine.edu/studentservices/dissertation/education/). Everything seems to
be included from a definition of exactly what is a dissertation all the way to exactly how many
spaces between the title and your name."

Feeling a bit lonesome in the process of writing your thesis or dissertation? Take a minute to
find out who else has visited this website and read what others have said about this Guide
(http://LearnerAssociates.net/dissthes/results.htm) and their own situation. It might just be
reassuring!!

And finally, when all else fails, you might want to see what other sites have included a link to
this Thesis/Dissertation website. These other sites will have a variety of additional resources
to check out.