Writing up your projectIyad Abou-Rabii, Clinical Teaching Fellow, Warwick

Dentistry

Aims of session

• Understand what is expected at Masters level for a professional project / dissertation

• Tips for writing your project• The requirements for handing in your project

Project stagesProject ideas

Writing a proposal

Doing project

Writing up!

Required equipment

Challenges

Extended piece of writing:• Depth and breadth• Detail• Evaluation and interpretation• Independence• Volume of information• Duration

Masters project - expectations

Used to demonstrate your:• Knowledge and understanding of a topic• Analytical and evaluation skills• Ability to apply theory and research findings

to clinical practice• Ability to communicate all of the above

Refer to the marking criteria in the handbooks

CRITERIA A+80% plus A 70–79% B 60–69% C 50-59% D 40 – 49%E 39% and

belowKNOWLEDGE AND UNDERSTANDING1. Evidence that a wide range of highquality literature has been accessed e.g.·Credible sources – peer reviewed, professional/academic texts, websites, DOH directives.·Original work accessed wheneverpossible·Contemporary - with exception of seminal work

2. Discussion is supported by relevantliterature/research e.g.

·Claims are substantiated·Literature/reference material is appropriate and clearly linked to the assignment topic.·Integration/paraphrasing/summarising of research findings rather than overuse of direct quotations

80% plus mark isawarded whenwork satisfies allof the ‘A’ criteriain each section to an exceptional leveldemonstratingmastery ofcomplex and specialisedknowledge and isworthy ofdissemination to a wider audience.

There isexcellentevidence ofwidespreadreading from a variety of sources.Excellent useof literature andresearch, appropriatelyintegrated intothe assessmentto demonstrate exceptional understanding of the key issues.

There is verygood evidence ofbackgroundreading andreferencematerial is used appropriately tosupport thediscussion. Verygood grasp of the relevant materialdemonstrating agoodunderstanding of the key issues.

There is evidenceof relevantbackgroundreading and thisis generally used in a suitable way to substantiatethe assignmentcontent. There isa competent level of understandingof the key issues.

Whilst there issome evidenceof backgroundreading this isnot of a quality consistent with this level ofstudy. There islimitedunderstanding of the keyissues.

Little evidencethat suitablebackgroundmaterial hasbeen accessed and poor understandingof the keyissues.

Marking criteria

Academic writing

• Formal• Structured• Clear• Unambiguous• Logical• Sound evidence and theory

ACADEMIC WRITING

Formal and Informal writing

• Informal writing: I think he’s a loser.

• Formal writing: Macbeth’s horrific choices cause him to lose everything he holds dear: children, wife, friends, crown and king.

ACADEMIC WRITING

Passive voice overusePassive voice The systems most favoured for investment were shown to be planning, design and production. Many manual systems were reported as being current investments across the sector. Only the largest firms, however, were interested to any degree in integrated systems. Textile and clothing firms were seen to be investing in automated production, design, planning and reporting technologies.Active voice In terms of current investments, manufacturers favoured planning, design and production systems, with many firms showing a strong interest in manual systems. According to the literature, only the largest firms however, showed any degree of interest in integrated systems. Textile and clothing firms, in particular, have invested in automated production, design, planning and reporting technologies.

• Make sure you write in complete sentences • Divide your writing up into paragraphs • Use connecting words and phrases to make

your writing explicit and easy to follow • Check your grammar and spelling carefully

Structure your writingACADEMIC WRITING

Academic writing - tips

• Avoid writing in the first person• Be concise – avoid waffle• Be precise• Define technical terms and abbreviations• Use paragraphs• Avoid repetition• References appropriately and consistently

ACADEMIC WRITING

A SANDWICH PARAGRAPH

Topic sentence

Support

Concluding sentence

This is a period when education faces many disturbing circumstances originating outside itself.

Budgets have been drastically cut throughout the country affecting every type of education. Enrolments are dropping rapidly, because the children of the post-World War II "baby boom" have now completed their schooling, and we are feeling the full effect of the falling birth rate.

So there are fewer opportunities for new teachers, and the average age of teachers is increasing.

ACADEMIC WRITING

Structure 1st

Macrostructure

INTRODUCTIONThesis statement

Outline(Summary/Background)

BODY/CONTENTCONCLUSION

Bibliography

Microstructure

The PARAGRAPHTopic sentence

SupportSupportSupport

+Concluding sentence

(optional)

ACADEMIC WRITING

transitionsignals!

Transition

Series

Intervention and influence took three forms. Firstly, techniques designed to maximise efficiency were introduced into the home and scientific principles were applied to its design. In addition, housework and parenting methods were scrutinised and subject to unprecedented standards. Secondly, all aspects of reproduction attracted increasing intervention from government and the medical profession. Thirdly, state, professional and philanthropic groups began to usurp the parental role within the family through instruction and policy. As a result , the development of 'modern' social ideals brought regulation, intervention and ever-increasing unrealistic standards.

Re-read the above without the green words

ACADEMIC WRITING

A question of little ,,,,,,

In this study, four paradigms were used in order to measure the response of TOI to changes in cerebral oxygen delivery. Hypoxaemia and

hyperoxia were used to alter arterial oxygen content, and changes in arterial CO 2 tension were used to alter cerebral blood flow. TOI

increased significantly in response to hyperoxia and hypercapnoea, and significantly decreased in response to hypoxaemia and hyperventilation. PET studies suggest that changes in CBV occurring during experimental

protocols of this type only occur in the arterial compartment[10] and will, therefore, alter the AVR. Analysis of the combined datasets revealed that changes in TOI are significantly affected by changes in SaO 2 , EtCO 2 , CBV and MBP.

ACADEMIC WRITING

George Orwell’s rules for good writing

Never use a metaphor, simile or other figure of speech which you are used to seeing in print.

Never use a long word where a short one will do.

If it is possible to cut a word out, always cut it out.

Never use the passive where you can use the active.

Never use a foreign phrase, a scientific word or a jargon word if you can think of an everyday English equivalent.

Break any of these rules sooner than say anything outright barbarous.George Orwell: ‘Politics and the English Language’, London. 1946.

ACADEMIC WRITING

Referencing

• Acknowledgement of your sources is a vital and integral part of the academic process.

• Check with course tutors what the preferred method is (normally at Warwick University it is the “Harvard Method”)

• Referencing and research

ACADEMIC WRITING

Academic writing – example

Diabetes affects all ages and about 2.35 million people have the disease in this country. We know that people with diabetes have more oral health problems.

In this project I aimed to carry out a literature review to see whether there is a link between treating periodontal disease and blood sugar control in diabetes.

ACADEMIC WRITING

Diabetes affects people of all ages and it is estimated that 2.35 million people in the UK have this disease (Department of Health, 2009).

There is growing evidence that people with diabetes who do not have good control over their blood sugar levels are at greater risk of some oral health problems (Tsai et al., 2002).

The aim of this project is to investigate the relationship between periodontal therapy and glycaemic control in people with diabetes.

Academic writing – exampleACADEMIC WRITING

Writing up – early stages

• Timetable your writing • Decide on a structure early on• Know how and when to reference

– Approved method (be consistent)– Credible and contemporary sources– Substantiate claims

• Keep references organized separately (e.g. EndNote)

Timetable your writingTime Management Tools

http://my.taskwise.com/

Paragraph

Mind Mapping

Freemind.

Keep references organized

EndNote

Writing up – as you go along

• Use sections/sub-sections to organise content (guide in handbooks)

• Know which information goes in each section• Use tables and figures to present information

(N.B. graphs are figures)• Regularly revisit your aims, objectives and

research question

Writing up – as you go along

• Avoid distractions• Recognise procrastination and barriers to

writing• Do not necessarily need to write in the order

that the section appears in the final report• Save different versions and backup often• Write in an academic style

Writing up – towards the end

• Leave enough time to interpret the findings and write the discussion

• Conclusions should be based on the evidence you present

• Critique your own work• Use Appendices for material which is too

detailed for the main sections

• Describe and explain the characteristics and findings of the included studies (tables & text)

• Synthesis of results (qualitative or quantitative)• Place the results in context

– Consider any flaws in the evidence (quality of studies, any heterogeneity etc.)

– The impact of any biases

Results and discussion

Writing up - final checks

• Proof read (spelling, grammar, clarity etc.). Use a spell cheque with caution

• Consistency of styles and formatting• Tables and figures• Page numbers and other formatting• Word count• “Front matter”Refer to the marking criteria in the handbooks

CRITERIA A+80% plus A 70–79% B 60–69% C 50-59% D 40 – 49%E 39% and

belowKNOWLEDGE AND UNDERSTANDING1. Evidence that a wide range of highquality literature has been accessed e.g.·Credible sources – peer reviewed, professional/academic texts, websites, DOH directives.·Original work accessed wheneverpossible·Contemporary - with exception of seminal work

2. Discussion is supported by relevantliterature/research e.g.

·Claims are substantiated·Literature/reference material is appropriate and clearly linked to the assignment topic.·Integration/paraphrasing/summarising of research findings rather than overuse of direct quotations

80% plus mark isawarded whenwork satisfies allof the ‘A’ criteriain each section to an exceptional leveldemonstratingmastery ofcomplex and specialisedknowledge and isworthy ofdissemination to a wider audience.

There isexcellentevidence ofwidespreadreading from a variety of sources.Excellent useof literature andresearch, appropriatelyintegrated intothe assessmentto demonstrate exceptional understanding of the key issues.

There is verygood evidence ofbackgroundreading andreferencematerial is used appropriately tosupport thediscussion. Verygood grasp of the relevant materialdemonstrating agoodunderstanding of the key issues.

There is evidenceof relevantbackgroundreading and thisis generally used in a suitable way to substantiatethe assignmentcontent. There isa competent level of understandingof the key issues.

Whilst there issome evidenceof backgroundreading this isnot of a quality consistent with this level ofstudy. There islimitedunderstanding of the keyissues.

Little evidencethat suitablebackgroundmaterial hasbeen accessed and poor understandingof the keyissues.

Final checks

If English is not your first language, Andrew Taylor, Postgraduate & CPD Tutor, is able to proof read projects

andrew.m.taylor@warwick.ac.uk www2.warwick.ac.uk/fac/med/staff/ataylor/

• Ensure you give him plenty of time for this• Discuss this with your supervisor first

Proof reading

Requirements

• 12 noon Wednesday 1st September 2011• Use a submission form

– Three soft bound copies with a blue cover (professional project) or red cover (dissertation) to the course co-ordinator

– One copy via online course submission pages• Late submissions incur a penalty of 3% per day

Finally…

• Know the requirements and plan your time – writing up will take longer than you think!

• Keep in touch with your supervisor• Regularly revisit your aims, objectives and

research question• Leave time to proof read• Refer to the marking criteria in the handbooks

whilst writing and before you submit

Further information

• Reading suggestions in handbooks

• Information on academic writing produced by The Centre of Applied Linguistics:www2.warwick.ac.uk/services/skills/masters/academic_and_career_skills/topics/writing

AW Resources for Research Students The Academic Writing Series, a year-long, detailed course for PG Research students focusing on a variety of aspects of doctoral text production and promotion; covers the intricacies of the various types of writing required in an academic context.Subjects (full details at http://www2.warwick.ac.uk/services/skills/rssp/workshops/writing/): * Understanding academic writing and the main types* Elements of structure and organisation* The academic writing style and language* Developing critical analysis: The Cognitive Domain (Bloom's Taxonomy) * Reporting: paraphrase, summary, synthesis* Grammatical accuracy in writing: morphology and syntax* Revision, proofreading, editing * Engaging the reader: writing text that is interesting to read* Contextualising own writing: the integration of original ideas* Thesis structure* Referencing and plagiarism* Peer editing* Strategies for manipulating semantics and emphasis in writing* Presenting to specific audience (conference, publication)* Overcoming writer's block: how to regain thesis-writing faculties

* How NOT to write: common problems and errors in academic writing  

The Academic Coaching Programme (weekly, at the Research Exchange)Access via appointment

1-to-1 advice on:Academic writing Time management Working with your supervisor Writing literature reviews Upgrading from MPhil to PhD Preparing for your viva Personal development

http://www2.warwick.ac.uk/study/csde/gsp/ac/

M.Balanescu@warwick.ac.uk

Essential texts:

• Essential texts:• Writing Academic English, by A. Oshima and A.

Hague, Longman, 1999.• Academic Writing for Graduate Students:

Essential Tasks and Skills (Michigan Series in English for Academic & Professional Purposes), by John Swales and Christine B. Feak, University of Michigan Press, 2004

Acknowledgement

• Special Thanks for – Pr. Robert Ireland– Mrs. Janet Cooper– Dr. Mihai Balanescufor allowing me to use their

material in preparing this presentations