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Title: Dissertations


1
Dissertations Major Project Writing
  • Week 5 of 5
  • Referencing, bibliographies, plagiarism the
    final stages

Robert Walsha, LDU City campus, Calcutta House,
CM2-22
2
Dissertations Major Project Writing week 5
  • This weeks topics
  • Referencing Bibliographies
  • Plagiarism and how to avoid it
  • The final stages
  • Writing focusing your introduction conclusion
  • Critical analysis of your own work, editing
    proofreading, troubleshooting.
  • Damage limitation

3
(No Transcript)
4
Referencing Bibliographies
  • Everything in the next 17 slides should be a
    reminder of what you hopefully know well already
  • its all about good practice in bibliographies
    and referencing.
  • In this sense, your dissertation/project should
    be no different from what you have been trying to
    do with other written assignments so far.

5
Referencing Bibliographies
  • A Bibliography is a listing, placed at the very
    end of your work, of every source referenced in
    your assignment.
  • In Psychology, the Bibliography section is called
    References.
  • Referencing is what you do within the written
    sections of your work to show evidence of where
    you are incorporating any thinking or other
    material that is not your own. In other words,
    you reference to show where you are utilising
    material derived from your various sources.
  • In Psychology, referencing is referred to as
    citations.

6
Referencing Bibliographies
  • Written Assignments require BOTH a Bibliography
    AND Referencing
  • not one or the other!!

7
Referencing BibliographiesYour bibliography
...
  • ... should provide a full listing in one place of
    all the sources you have referred to in your
    assignment.
  • should list sources in alphabetical order, by
    author surname.
  • should not include page references - that is
    the job of referencing.
  • What should I include in my bibliography?
    Basically, every source you have used in working
    on your assignment. Only include material you
    directly reference in your work.

8
Referencing BibliographiesFormat of your
Bibliography
  • There are two basic bibliography formats, the
    Cambridge (orBritish Standard) and the
    Harvard Systems.
  • This is Harvard
  • Ball, Stuart (1988), Baldwin and the
    Conservative Party The Crisis of 1929-1931,
    London Yale University Press.
  • Carlton, David (1969), The Anglo-French
    Compromise on Arms Limitation 1928, Journal of
    British Studies, 8, pp. 141-62.

9
Referencing BibliographiesFormat of your
Bibliography
  • There are two basic bibliography formats, the
    Cambridge (orBritish Standard) and the
    Harvard Systems.
  • This is Harvard
  • Ball, Stuart (1988), Baldwin and the
    Conservative Party The Crisis of 1929-1931,
    London Yale University Press.
  • Carlton, David (1969), The Anglo-French
    Compromise on Arms Limitation 1928, Journal of
    British Studies, 8, pp. 141-62.
  • This is Cambridge
  • Ball, Stuart, Baldwin and the Conservative
    Party The Crisis of 1929-1931, London Yale
    University Press, 1988.
  • Carlton, David, The Anglo-French Compromise on
    Arms Limitation 1928, Journal of British
    Studies, 1969, no. 8, pp. 141-62.

10
Referencing BibliographiesBibliographies
  • You may benefit from breaking down your
    bibliography into sub-sections, such as Primary
    sources, and Secondary sources perhaps
    including sub-sub-sections such as books,
    journal articles and web-based sources.
  • What should not be included in a bibliography?
    There are some things which you should not
    include for example, mentioning your lecture
    notes is unnecessary, as is any general reference
    materials such as dictionaries or thesauruses.

11
Referencing BibliographiesBibliographies
  • Please note that, in some disciplines, two lists
    at the end of assignments is encouraged, both
    listing their respective sources in alphabetical
    order by surname
  • References sources visited and referred to in
    your written sections
  • Bibliography other sources that were useful to
    you, but which you do not reference in your work.
  • Consult your supervisor over his/her
    preferences with regard to this.

12
Referencing BibliographiesReferencing
  • Referencing provides proof of exactly where you
    are taking ideas and facts from, at the point of
    use of those ideas/facts in your work.
  • The italicised section above is the justification
    for referencing the reason why we must both
    provide both references and a bibliography.
  • There are different forms of referencing.
    Certain departments favour one approach over
    others, though with some departments you may have
    a choice.
  • Stick with department-favoured models or consult
    your supervisor over your options.

13
Referencing BibliographiesReferencing
  • Referencing options(?)
  • (the Harvard system)
  • British Standard a.k.a. Cambridge system,
    which may take two forms
  • footnoting or
  • endnoting.

14
Referencing BibliographiesHarvard Referencing
  • The Harvard System makes its references in the
    main text itself, and appears within brackets.
  • For example

... The consequent publicity pushed the issue of
race relations to a very high place on the
political agenda (Seymour-Ure, 1974, pp.
99-136). The...
Under this system you must include (i) author
surname (ii) date of publication,
and (iii) page references.
15
Referencing BibliographiesHarvard Referencing
ADVANTAGES
  • Efficient with space cuts down a lot of
    repetition between references and bibliography
    (in Cambridge). For fuller information,
    cross-reference with the full information located
    in the bibliography (title and publication
    details are confined to the bibliography).

DISADVANTAGES
  • Long, difficult sentences are made longer by
    having to include additional bracketed reference
    information and thus become even more
    confusing. For students who struggle with
    grammar and written communication, this can be a
    problem.

16
Referencing BibliographiesCambridge
Referencing
  • The Cambridge System makes its references via a
    system of number references, corresponding to
    detailed references
  • at the bottom of the page (footnoting) or
  • at the end of each chapter, or by chapter at
    the end of the written sections (endnoting).

... The consequent publicity pushed the issue of
race relations to a very high place on the
political agenda.3 Another blah blah blah blah
blah more text blah blah blah blah blah more text
blah blah blah blah etc. etc. ... _________ 3
Colin Seymour-Ure, The Political Impact Of The
Mass Media (London Constable, 1974), pp. 99-136.
17
Referencing BibliographiesCambridge
Referencing
  • To create and manage your references, use
    Microsoft Words Referencing function (called
    Footnote in pre-Office 2003 versions of Word)
    to create your references
  • when you reorder text, it will automatically
    re-sequence your references in the new correct
    order.
  • 1. Click at the point at where you want to insert
    a reference in your main text (e.g., the end of a
    sentence).

18
Referencing BibliographiesCambridge
Referencing
  • 2. Click on Insert, then, on the drop-down
    menu, Reference, then click on Footnote.

19
Referencing BibliographiesCambridge
Referencing
  • 3. Choose your options from the command box
    (left), then click on Insert. A footnote
    number is created, with a space to enter the
    desired reference text.
  • Note whether using Cambridge or Harvard for your
    actual referencing, you can also use footnoting
    to include (small amounts of) useful
    supplementary information that would distract if
    in your main text. (Larger useful additional
    information should be placed in appendices).

20
Referencing BibliographiesCambridge
Referencing BOOKS
  • First reference to book sources
  • Include full author name(s), full title (italics
    or underline), place of publication, publisher,
    date of publication, page reference(s)

13 Stanley Cohen, Folk Devils and Moral Panics
The Creation of Mods and Rockers, Oxford
Blackwell, 1972, p. 137.
  • Second subsequent references to the same source
    (short version)
  • author surname, short version of title (italics
    or underline), page reference(s).

16 Cohen, Folk Devils and Moral Panics, p. 137.
21
Referencing BibliographiesCambridge
Referencing JOURNAL ARTICLES
  • First reference to journal sources include
  • full article author name(s), full title of
    article (in quote-marks), in full title of
    journal publication (italics or underline), place
    of publication, publisher, volume, number, year
    of publication, page reference(s).

14 Richard S. Grayson, Mods, Rockers and
Juvenile Delinquency in 1964 The Government
Response, in Contemporary British History,
London Frank Cass, vol. 12, no. 1, 1998, p. 33.
  • Second subsequent references to the same
    article in the same source (short version)
  • author surname, short version of title (in
    quote-marks), page refs.

17 Grayson, Mods, Rockers and Juvenile
Delinquency, p. 33.
22
Referencing BibliographiesCambridge
Referencing EDITED (ANTHOLOGY) TITLES
  • First reference to edited collections include
  • full article author name(s), full title of
    article (in quote-marks), in full editor name(s)
    (ed.(s)), full title of publication (italics or
    underline), place of publication, publisher, date
    of publication, page reference(s)

15 Gordon A. Craig, Churchill and Germany, in
Robert Blake and Wm. Roger Lewis (eds.),
Churchill, Oxford Oxford University Press,
1993, p. 25.
  • Second subsequent references to the same
    article in the same source (short version)
  • surname article author(s), short version of
    title (in quote-marks), page reference(s).

18 Craig, Churchill and Germany, p. 25.
23
Referencing BibliographiesIf these same
references were in Harvard
  • theyd look like this (bracketed within the
    main text)!
  • Books
  • Journals
  • Articles in Edited titles
  • (NB, with Harvard, the reader has to
    cross-reference with the Bibliography to find out
    the nature of the source, i.e., whether it is
    book, journal, other).

(Cohen, 1972, p. 137)
(Grayson, 1998, p. 33)
(Craig, 1993, p. 25)
24
Referencing Bibliographiesreferencing e-based
sources
  • This example is for web-site referencing
    (Cambridge)

Richard Davis, New Zealand Labour
Government and the ALP, 1939-40, The Electronic
Journal of Australian and New Zealand History,
1996. lthttp//www.jcu.edu.au/aff/history/
articles/davis.htmgt (5 Feb 2007).
25
Referencing Bibliographiesreferencing e-based
sources
  • and if it was Harvard

In your references (Davis, 1996) In your
bibliography Davis, Richard (1996), New Zealand
Labour Government and the ALP, 1939-40, The
Electronic Journal of Australian and New Zealand
History. lthttp//www.jcu.edu.au/aff/history/artic
les/davis.htmgt (5 Feb. 2007).
26
Referencing BibliographiesOther sources
  • Apply the logic of conventional referencing
    to other sources. For example, referencing a TV
    documentary might follow this format

7 Taking On The Taliban the Soldiers
Story, Panorama, BBC documentary, first
broadcast 5 Nov. 2007.
  • Newspapers

8 James Bloom, Power from the final
frontier, Guardian Technology section, 1
Nov. 2007, p.1.
  • Surveys, polls, etc.

9 Gallup poll on British Attitudes to Race
Relations (following the publication of the
MacPherson Report), Apr. 1999.
27
Referencing BibliographiesReferencing primary
sources
  • Interviews
  • Referencing (Cambridge)

13 Interview with Gordon Brown, MP (5 Nov.
2007). 17 Interview with Matt Phillips,
Communications Manager, British Phonographic
Industry (16 Apr. 2006).
  • Referencing (Harvard) use footnotes as above, or
    in main text

(Interview with Gordon Brown, MP, 5 Nov.
2007) (Interview with Matt Phillips, 16 Apr.
2006).
  • In the bibliography

Interview with Gordon Brown, MP (5 Nov.
2007). Interview with Matt Phillips,
Communications Manager, British Phonographic
Industry (16 Apr. 2006).
28
Referencing BibliographiesReferencing primary
sources
  • Private papers
  • Referencing (Cambridge)

13 L.S. Amery, 14 Jul. 1918, in Barnes, John
Nicolson, David (eds.), T he Leo Amery Diaries
vol.1, London Hutchinson, 1980, p.226. 17
Austen Chamberlain to Ida Chamberlain, 20 Jan.
1924, AC5/1/303, Birmingham University Library.
  • Referencing (Harvard ) use footnotes as above,
    or in main text

(Amery diary, 14 Jul. 1918, 226) (A. Chamberlain
to Ida Chamberlain, 20 Jan. 1924, AC5/1/303)
  • In the bibliography

name of collection location of source L.S.
Amery Barnes, John Nicolson, David (eds.),
The Leo Amery Diaries vol.1, London
Hutchinson, 1980. Austen Chamberlain
MSS Birmingham University Library.
29
Referencing BibliographiesReferencing primary
sources
  • Public papers (government, business, etc.)
  • Referencing (Cambridge)

13 Cabinet decision to go to war, CAB 23/100
folders 474-83 see also FO 800/317 folder
84. 17 ATOC minutes of Extraordinary General
Meeting, 2 Mar. 2005.
  • Referencing (Harvard ) use footnotes as above,
    or in main text

(CAB 23/100 folders 474-83) FO 800/317 folder
84) (ATOC EGM minutes, 2 Mar. 2005)
  • In the bibliography

name of collection location of
source Cabinet Papers (CAB) (23 series) Public
Record Office, Kew Foreign Office (FO) (800
series) Public Record Office, Kew Papers of the
Association of Train ATOC Headquarters, London
Operating Companies (ATOC)
30
Referencing BibliographiesReferencing primary
sources
  • Other
  • Referencing (Cambridge)

13 Observations of staff interaction by author
during work experience in Waitrose Product
Buying department, London, 27 Jul.-17 Aug. 2007.
  • Referencing (Harvard ) use footnotes as above,
    or write in main text

certainly no evidence of outward intimidation
or bullying, during the period in which the
current author was undertaking her work
experience (27 Jul.-17 Aug. 2007).
  • In the bibliography

Observational studies The present authors work
experience at Waitrose Product Buying Department,
London (where it was agreed with line managers
that log records could be taken examining the
interaction of the Asia buying team).
31
Plagiarism and how to avoid it
  • Plagiarism is the passing off of others ideas or
    writing as if they were your own.
  • It is a serious offence to Plagiarise. There are
    serious penalties if you are found to have taken
    material from other sources and failed to credit
    them.
  • It is easy to accidentally commit plagiarism
    through error or slackness, yet the penalties for
    being found to have committed plagiarism are no
    less forgiving.
  • Because of the length of time involved in
    producing larger projects and dissertations, it
    is easier to accidentally commit plagiarism in
    these than it is with most other assignments.
  • This is because, if your note-taking is less than
    thorough, when writing up weeks or months later,
    you can easily forget whether ideas or words are
    your own or someone elses.
  • So how can you guard against committing
    plagiarism accidentally?

32
Plagiarism and how to avoid it
  • At note-taking / research stages
  • Be thorough focused with your research
    note-taking
  • always record the source details at the top of
    the page
  • Always record page number information by the side
    of every piece of information you record
    whether you are quoting or summarising in your
    own words
  • For any paragraphs, sentences or even phrases
    that you take word-for-word (for possible
    quotation in your work), remember to place the
    word-for-word information in your notes in
    quotation marks
  • Always record where the idea originates and where
    your thoughts are your own.

33
Plagiarism and how to avoid it
  • At the writing-up stages referencing
  • Remember, referencing is all about being
    transparent with where you are obtaining source
    information
  • Solid, thorough, honest referencing constitutes
    your primary means of conveying where you are
    obtaining material to build your argument and
    therefore avoiding accidental plagiarism.
  • Get in the habit of inserting references early
  • i.e., from your first-draft onwards, or
  • if this disrupts your written flow, then insert
    references immediately after writing your first
    draft
  • Update your references in a similar way with each
    subsequent redraft

34
Plagiarism and how to avoid it
  • At the writing-up stages referencing (cont.)
  • Be thorough, methodical consistent with your
    referencing
  • Many students under-use referencing. Theres
    nothing wrong with multiple references on a
    single page
  • By contrast, there may be something suspicious if
    there are only ever 1 or 2 references per page
    (sections commenting purely on your own research
    are an exception).
  • Remember, you must not only reference direct
    quotes (where you are using the words of others)
  • but also reference where you summarise the
    ideas of others in your own words.
  • Consistency of referencing style is important and
    will also help you to be sure all the required
    information is present.

35
Plagiarism and how to avoid it
  • At the writing-up stage in-text signposting
  • Referencing is not the only means by which you
    can attribute your use of evidence from other
    sources and thus avoid charge of plagiarism.
  • You can also augment this with selected in-text
    attributions, where helpful for the readability
    of the work to do so. See signposting the
    ideas of others in week 4 (Academic Writing).
  • Here is an example from Psychology, using Harvard

As Liverant (1960) has pointed out, we may indeed
inherit an intellectual potential, but that
potential will vary depending upon the
environment we encounter during development.
E.Jerry Phares, Introduction to Personality, (3rd
edn.), 1991, p.429
36
Plagiarism and how to avoid it
  • At the writing-up stage in-text signposting
  • Here is another example

It is open to question whether any real
understanding had ever existed between the two
parties. Stephen Brooke raises this doubt in his
account of the Labour Party during wartime,
claiming that debates about reconstruction within
the Coalition invariably fell along party lines
and that in terms of policy and ideology Labour
retained a distinctive programme.16
_________ 16 Brooke, 1992, pp.9-10.
Nick Ellison, Consensus Here, Consensus there
, in Jones Kandiah (eds.), The Myth Of
Consensus, 1996, p.19-20
37
Plagiarism and how to avoid it
  • At the writing-up stage (cont.)
  • If you are thorough with both referencing and
    in-text signposting, then any information left
    non-attributed in your work will rightly be
    recognised as your own contribution to the debate
    and therefore not require referencing! Top
    stuff!

38
Plagiarism and how to avoid it
  • Legitimised Plagiarism a grey area of
    virtual plagiarism that can still land people
    in trouble avoid!
  • Quotations of others work should not be an
    excuse to do no thinking or writing of your own.
  • Therefore, avoid overuse of over-large
    quotations. Large quotes should be an exception
    rather than the rule, reserved for especially
    important or particularly quotable information.
  • A bad assignment, with large chunks of quoted
    material properly referenced but with minimal
    linking sentences of the students own may not
    technically constitute full-blown plagiarism, but
    can still land students in trouble. This kind of
    legitimised plagiarism should be avoided you
    will not get good grades for uncritically lifting
    others views, no matter how well referenced that
    material is.

39
Plagiarism and how to avoid it
  • Legitimised Plagiarism (cont)
  • Most of your presentation of others ideas should
    involve summarise the point in your words,
    flitting in and out of quotation as necessary.
    Lets look again at the example above, with the
    relevant section now highlighted. See how this
    academic maintains effective written flow by
    using only selected key passages from the
    argument of Brooke that he is presenting in order
    to build his own argument.

Stephen Brooke raises this doubt in his account
of the Labour Party during wartime, claiming that
debates about reconstruction within the Coalition
invariably fell along party lines and that in
terms of policy and ideology Labour retained a
distinctive programme.16
40
Focusing writing your introduction conclusion
  • Your introduction
  • When should I start writing my introduction?
  • Your Introduction should be set up to be a
    powerful signposting tool, that eases the
    reader into your topic explains exactly what
    will be looked at.
  • Dont forget, an Introduction should properly
    introduce the topic
  • This may sound obvious, but bear in mind
  • Depending on the nature of your project, there
    will be a range of things your Introduction
    should be addressing in order to be properly
    fulfilling in Intro function.
  • A checklist of things your Introduction could or
    should do ????????????????

41
Focusing writing your introduction conclusion
42
Focusing writing your introduction conclusion
43
Focusing writing your introduction conclusion
44
Focusing writing your introduction conclusion
45
Focusing writing your introduction conclusion
46
Focusing writing your introduction conclusion
For example Chapter one will analyse the
extent to which and the relationship between
and . It will explore how and
ascertain whether this was a product of or
other forces. The nature of is explored in
chapter two. Whether can be seen to have
influenced will be addressed, along with .
The question of whether was a factor will be
investigated, as well as the extent to which
. Chapter three will examine It will
be concluded that
47
Focusing writing your introduction conclusion
48
Focusing writing your introduction conclusion
  • Your introduction
  • Remember, consideration of what to include in an
    introduction should always be measured by whether
    it is helpful to include that information
  • If you wish, you can use an introduction to make
    a bold assertion provided you later explore and
    justify this in your main body.
  • That stated, dont be sensationalist for the sake
    of it but try to make your writing engaging to
    the reader.
  • You could open your Introduction (and, indeed,
    other sections) with a well-chosen quote.
    Stylistically this may be desirable, but only do
    so if you have a quote perfectly suited to the
    purpose.

49
Focusing writing your introduction conclusion
  • Your introduction
  • Keep your introduction to a reasonable size
  • It depends greatly on what needs to be stated,
    but as a general rule, think between 1/7th and
    1/10th of your overall written sections (e.g.,
    excluding appendices and bibliography).
  • Maybe a little bigger still if your Intro
    contains a necessarily sizeable literature
    review and/or research methods aspects (i.e.,
    not in separate sections)
  • What should I call my Introduction?
  • Introduction is fine,
  • though you might wish to title it more
    specifically, i.e. An introduction to , might
    do, or any other variations.

50
Focusing writing your introduction conclusion
  • Your conclusion
  • You should have a final concluding (usually
    fairly short) chapter in which you wrap up your
    project in its entirety. This should
  • Summarise / bring together all the main points
    you have dealt with
  • stress key findings and
  • if appropriate, make recommendations (if not in
    its own section following Recommendations
    sections being more of a characteristic of cat. B
    projects)

51
Focusing writing your introduction conclusion
  • Your conclusion
  • Should I use the conclusion to introduce any new
    points?
  • No, except perhaps if you need to briefly
    contextualise what you have discussed as part of
    a wider or related issue.
  • A checklist of things your Conclusion could or
    should do ????????????????

52
Focusing writing your introduction conclusion
53
Focusing writing your introduction conclusion
54
Focusing writing your introduction conclusion
  • Your conclusion
  • Should I present my own opinions in the
    Conclusion?
  • Yes, of course, provided
  • you write these academically
  • the points you are making are to wrap up
    discussion of your topic(s), reminding the reader
    of your findings or bringing together points
    previously addressed individually
  • that it is not opinion better placed in your
    main sections, as part of your main body
    discussion remember the Conclusion is not the
    only place for original thinking it is primarily
    for summarising key themes findings established
    in the main body.

55
Critical analysis of your own work editing,
proofreading, troubleshooting
  • Weeks 1 2 concentrated on the critical
    analytical questioning that is essential to
    obtaining the best evidence to build an effective
    dissertation / project how to get the best
    material from the work of others.
  • Critical analysis questioning must also be
    applied to your own work, which is as vital as
    critically analysing the assertions of others.

56
Critical analysis of your own work editing,
proofreading, troubleshooting
  • Use the following slides to routinely
    self-diagnose the standard of your work from your
    first draft onwards.
  • In the final stages of writing, careful critical
    analysis of your work is a powerful
    troubleshooting tool for gauging the
    effectiveness of your work on multiple fronts
  • Use the checkboxes to tick off ? all the
    categories only when you feel you have reached
    sufficiently high standards.

57
Critical analysis of your own work editing,
proofreading, troubleshooting
  • Critical analysis is all about YOU being YOUR
    severest critic!! (you will get constructive
    feedback from your supervisor, but only you can
    be your best critic ).

58
Critical analysis of your own work editing,
proofreading, troubleshooting
  • 1. Structural / focus / coverage
    considerations
  • 2. The academic nature of my work
  • 3. Bibliography and referencing technical
  • 4. Constructive use of sources to build an
    argument
  • 5. Readability effective written
    communication
  • 6. Stats and figures
  • 7. The importance of consistency.

59
Critical analysis of your own work editing,
proofreading, troubleshooting
  • 1. Structural / focus / coverage
    considerations
  • Is the structure sensible overall?
  • Is the structure sensible within each
    individual chapter / section?
  • Is everything covered relevant and in the
    right place?
  • Is there appropriate fullness of coverage?
  • Is there a sensible, logical progression
    through each component theme?

60
Critical analysis of your own work editing,
proofreading, troubleshooting
  • 2. The academic nature of my work
  • Have I written in the third person
    consistently throughout?
  • To the best of my ability, does my work aspire
    to sound academic writing practices i.e.,
    attempt to be balanced, unbiased, impartial in
    observation accurate in reflecting the
    research / views of others?

61
Critical analysis of your own work editing,
proofreading, troubleshooting
  • 2. academic nature (cont)
  • Have opportunities to introduce original
    thinking have been seized upon, with arguments
    based on prior discussion (i.e., the literature)
    and defended well?
  • Is there sufficient analytical depth to my
    investigation?

62
Critical analysis of your own work editing,
proofreading, troubleshooting
  • 3. Bibliography and referencing technical
  • Is my referencing OK
  • Accurate?
  • Thorough?
  • Consistent in style throughout?
  • including page number or full web pathway
    information?
  • Is my bibliography accurate, thorough,
    consistent, complete, etc..

63
Critical analysis of your own work editing,
proofreading, troubleshooting
  • 4. Constructive use of sources to build an
    argument
  • Am I using others material (in my words or
    theirs) effectively, i.e., in order
  • to build / progress my arguments?, or
  • to compare contrast with information/views
    from elsewhere?, or
  • to let me convey information useful to get me to
    a point where I can satisfy 1. or 2. or
  • help me wrap up move to the next point?
  • all fully credited by accurate, honest
    referencing?

64
Critical analysis of your own work editing,
proofreading, troubleshooting
  • 4. Constructive use of sources (cont)
  • Have I presented all the information arguments
    correctly, fairly accurately with no
    misrepresenting of others ideas?
  • Have I analysed evaluated the source evidence
    fairly with sufficient depth? Is there
    anything more I need to say? Have I said too
    much?
  • Have I identified strengths? weaknesses?
    flaws in thinking?
  • (If required) is my primary research well
    interpreted effectively presented?

65
Critical analysis of your own work editing,
proofreading, troubleshooting
  • 5. Readability effective written
    communication
  • Have all necessary technical terms been
    explained (and checked for accuracy)?
  • Have all unnecessary technical terms jargon
    been replaced?
  • Does my Introduction properly introduce?
  • Do my main sections deliver on promises
    signposted in my Introduction?

66
Critical analysis of your own work editing,
proofreading, troubleshooting
  • 5. Readability ... communication (cont)
  • Is my signposting - linking - use of
    connectives present and effective within and
    across chapters?
  • Does my Conclusion emphasise and draw together
    all my key findings from my main sections?
  • Is there sufficient clarity throughout in terms
    of remembering periodically to refer the reader
    back to the question / title)?

67
Critical analysis of your own work editing,
proofreading, troubleshooting
  • 5. Readability communication (cont)
  • Is there sufficient descriptive material to
    ensure good linking and flow between all the
    points I raise?
  • Is my paragraphing sensible (1 topic sentence
    thereafter only support sentences, per
    single paragraph)?
  • Have I achieved effective clarity of written
    expression proper identification tackling of
    difficult points, sentences worked reworked to
    ensure any possible ambiguities or potential
    misunderstandings have been removed?

68
Critical analysis of your own work editing,
proofreading, troubleshooting
  • 6. Presenting stats and figures
  • Is the chosen data always relevant?
  • Is my diagram-based information clearly
    presented?
  • Have I sufficiently commented upon (in writing)
    my findings, is my analysis of the data solid/
    interpretation correct?
  • Have I presented my findings well, with no hint
    of ambiguity?
  • Have I introduced appropriate cautionary /
    qualifying remarks?

69
Critical analysis of your own work editing,
proofreading, troubleshooting
  • 7. The importance of Consistency
  • Consistency of referencing bibliography has
    been emphasised. What about
  • consistency of written expression /
    communication (throughout and within individual
    sections)?
  • consistency of argument (throughout and within
    individual sections)?
  • consistency of presentational style (throughout
    and within individual sections)?
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