In many institutions the dissertation is the equivalent of a whole course, and is sometimes optional. Its length is commonly around 10,000 words, perhaps a little more or a little less. There are also degree schemes in which a shorter dissertation, usually of around 6,000 words, is possible. Whatever the length, the dissertation is likely to be the most significant, extended piece of work that you will produce during your time as an undergraduate student. It can certainly represent a challenge to your analytical and creative powers. But it also offers
This book guides students in how to construct coherent and powerful essays and
dissertations by demystifying the process of creating an argument and helping
students to develop their critical skills. It covers everything from the
beginning stages of reading critically and keeping notes, through to the final
stages of redrafting and proof-reading. It provides step-by-step instructions in
how to identify, define, connect and contrast sociological concepts and
propositions in order to produce powerful and well-evidenced arguments. Students
are shown how to apply these lessons in essay writing, and to a longer piece of
writing, such as a dissertation, as well as how to solve common problems
experienced in writing, including getting rid of waffle, overcoming writer’s
block and cutting an essay down to its required length. For students wishing to
improve their basic writing skills or to refresh their memories, the book also
gives a clear and concise overview of the most important grammatical rules in
English and how to use them to good effect in writing clear sentences and
sensible paragraphs. Examples from essays written by sociology students at
leading universities are used throughout the book. These examples are used to
show what students have done well, what could be done better and how to improve
their work using techniques of argument construction. It will be of use to
students studying sociology and related disciplines, such as politics,
anthropology and human geography, as well as for students taking a course which
draws upon sociological writing, such as nursing, social psychology or health
Korea ’, Asia Policy , 7
61 – 88 .
Ojardias , F. ( 2013 ), ‘ Le dilemma humanitaire en Corée du Nord: l’expérience des ONG européennes [The Humanitarian Dilemma in North Korea: The European NGO Experience]’ (PhD dissertation, Institut national des langues et civilisations orientales [National Institute for Oriental Languages and Civilisations]) .
Park , J. and Walsh , J. ( 2016 ), Stopping North Korea, Inc: Sanctions Effectiveness and Unintended Consequences ( Cambridge, MA : MIT Security Studies Program ).
Peksen , D. ( 2016
Lessons Learned for Engagement in Fragile and Conflict-Affected States
https://assets.publishing.service.gov.uk/media/57a089d2e5274a27b20002a5/clist-dercon-PbR.pdf (accessed 7 January 2020).
Cochrane , L. ( 2017 ), Strengthening Food Security in Rural Ethiopia .
Dissertation submitted to the University of British Columbia, Kelowna, Canada .
Cochrane , L. , Corbett , J. , Evans , M. and Gill , M. ( 2017 ),
‘Searching for Social Justice in Crowdsourced Mapping’
Cartography and Geographic Information Science , 44 : 6 , 507 – 20 .
. ( 2018 ), Comparative Study of
While there are many different ways to present your research – in a seminar presentation, a public talk or a lecture, for example – it is likely that you will also be aiming to create a written piece. There are a wide variety of places where your writing might appear, from blogposts and online exhibitions to academic essays, dissertations and theses. Increasingly university programmes include exercises such as creating a website as formal outcomes of courses. Moreover, such formats of written work are commonly used by professionals working across the
writing dissertations. In recent years we have become intrigued with the
potential for arts-based research to open up new possibilities, expanding opportunities for students to bring their creative talents to the world of research. Over the
last three years we have been dialoguing over email, sharing both our excitement
when students come up with new and creative ways to conduct research as well as
our struggles when this research is misunderstood or not taken seriously by the
institution. Following a brief introduction to arts-based research, we present this
a result they very often see what they intended to write, not what they actually wrote. They may not notice that a key word is missing, since they know what they have in mind. Relatives, incidentally, are also often willing helpers. This is particularly useful for a dissertation or anything longer than regular essays since it asks quite a bit of the person reading it.
Proof-reading is obviously a practical set of tasks. It means checking the spelling, punctuation and grammar, typography and layout, as well as noticing if anything was missed at the earlier
fiction and are the subject of an
increasing number of dissertations and critical essays both in Britain
and elsewhere. In this sense, the recent publication in France of an
introductory book on Winterson’s work in a collection aimed at university students is proof of her presence in academic circles outside
the English-speaking world.1
In the last two decades, critics’ efforts to situate Winterson’s work
within the general panorama of contemporary writing have more
often than not delved into the question of subjectivity. Thus, as early
as 1994, Paulina Palmer situated
Bernstein) and Nick Nolte
(Walter Smith). The Degenerates are characters for whom Milch has
personal affection, and his dissertation was a signpost on his journey
from a literary wonder boy and teacher in the 1960s and 1970s to
a Hollywood television screenwriter and showrunner in the 1980s,
1990s and 2000s. Both forms of communication and expression are
powered by words as the building blocks of character and story, and
tracking Milch’s engagement with both allows us to get a sense of his
inheritance of and participation in the traditions of American
Preliminaries and Proust
This chapter presents a general outline of the psychoanalytical framework that forms the background of this study, followed by a reading of
Beckett’s dissertation on Proust.1 I try to minimize the inclusion of
theoretical references and material in the main body of the text; this
may allow for a more direct response to the flow of textual material.
The concepts presented here provide a framework within which the
reading takes place but, in the end, the textual material must speak for
itself. If the reader feels something in Beckett