Cargando…
The good paper : a handbook for writing papers in higher education /
The good paper is a handbook for writing research papers, BA and other projects, theses, essays etc. in Danish higher education. The book is written for students who must independently formulate a research question and search for literature for their research papers: bachelor theses, research papers...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Frederiksberg :
Samfundslitteratur,
2013.
|
| Edición: | First edition. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000 i 4500 | ||
|---|---|---|---|
| 001 | EBOOKCENTRAL_on1055338241 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
| 007 | cr |n||||||||| | ||
| 008 | 140520s2013 dk a obf 001 0 eng d | ||
| 040 | |a VT2 |b eng |e pn |c VT2 |d YDXCP |d EBLCP |d HF9 |d C6I |d OCLCF |d MERUC |d ZCU |d ICG |d OCLCQ |d WYU |d DKC |d OCLCQ |d YDX |d OCLCO |d OCLCQ |d SDF |d OCLCO |d OCLCQ |d OCLCO |d OCLCL | ||
| 019 | |a 932097334 |a 1066458515 |a 1075536142 |a 1081269885 |a 1149167568 | ||
| 020 | |a 9788759317907 | ||
| 020 | |a 8759317906 | ||
| 020 | |a 9788759321676 | ||
| 020 | |a 8759321679 | ||
| 029 | 1 | |a AU@ |b 000059396446 | |
| 029 | 1 | |a DEBBG |b BV044059115 | |
| 035 | |a (OCoLC)1055338241 |z (OCoLC)932097334 |z (OCoLC)1066458515 |z (OCoLC)1075536142 |z (OCoLC)1081269885 |z (OCoLC)1149167568 | ||
| 050 | 4 | |a LB2369 |b .R55 2013 ONLINE | |
| 072 | 7 | |a LC |2 lcco | |
| 082 | 0 | 4 | |a 808.06/6378 |2 23 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Rienecker, Lotte. | |
| 240 | 1 | 0 | |a Gode opgave. |l English |
| 245 | 1 | 4 | |a The good paper : |b a handbook for writing papers in higher education / |c Lotte Rienecker and Peter Stray Jørgensen ; with contributions by Signe Skov. |
| 250 | |a First edition. | ||
| 260 | |a Frederiksberg : |b Samfundslitteratur, |c 2013. | ||
| 300 | |a 1 online resource (382 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references (pages 367-372) and index. | ||
| 520 | |a The good paper is a handbook for writing research papers, BA and other projects, theses, essays etc. in Danish higher education. The book is written for students who must independently formulate a research question and search for literature for their research papers: bachelor theses, research papers, projects at all levels of project oriented education, master and diploma theses.--page 4 of covers. | ||
| 546 | |a English translation of the Danish 4th ed. (2012). | ||
| 505 | 0 | 0 | |g Machine generated contents note: |t Use -- |t Foundation and background -- |t Research papers. BA theses and essays -- |t Examples from good papers from professional bachelor and master programmes -- |t Collaboration with research libraries -- |t Activity book -- |t Contact the authors -- |t The research paper as a genre -- |t The research genre investigates a subject-specific problem -- |t The research paper meets scientific and scholarly requirements -- |t Research means bringing factors into play -- |t The research text is hierarchical -- |t Research is both the knowledge and the inquiry of the field -- |t Academic speech acts -- |t Requirements and qualities of the good paper in higher education -- |t Avoid common misconceptions of what constitutes a good paper -- |t Other types of papers and genres you will have to write as a student -- |t Other types of papers: Popularising papers, practice papers, tests -- |t The foundation of your research -- the paper's pentagon -- |t What can be included in the pentagon's corners? -- |t Examples of good papers in the pentagon model -- |t Use the pentagon -- |t The good paper's quality criteria -- |t A teacher's comments on a paper -- |t Rhetoric of science -- |g 1. |t In the good paper, the writer is professional and displays independence -- |g 2. |t The good paper uses the field's knowledge and tools -- |g 3. |t The good paper is focused -- |g 4. |t The good paper is "written" on the top of the taxonomies of educational objectives -- |g 5. |t The good paper is an argument -- |g 6. |t The good paper is critical of its own material, its field and of itself -- |g 7. |t The good paper communicates on a meta level -- |g 8. |t The good paper meets the curriculums parameters -- |t Examples of qualities in bachelor theses -- |t Nuances? -- |t The different purposes and ideals of the Anglo-American and Continental research traditions -- |t Advice to students writing in the Continental tradition -- |t Choice of topic -- |t Your interest in the topic -- |t The useful topic -- |t The good topic -- |t Theoretical, abstract or concrete topics? -- |t After choosing a topic, the first thing you should do is write -- |t You have started writing, yes, but what? -- |t Write before and while you read -- |t Write backwards -- start with the conclusion -- |t Begin with the central aspects -- |t Put off in depth studies of theory and history, summaries and descriptions -- |t Be flexible when writing -- |t Introductory writing is writing to think -- |t The techniques of writing to think -- |t Brainstorming -- |t Mind mapping -- |t Non-stop writing -- |t Broad writing -- |t Display (visual representations) i.e. drawing the central content of your paper -- |t Why write to think? -- |t From writing to think to drafts to finished papers -- |t Writing with or without an outline -- |t The texts of the writing process: Notes, drafts and finished text -- |t Should you write with a reader in mind? -- |t Revising a text -- |t Take a break -- |t Revise on paper -- |t Criteria for revision -- |t From writer based to reader oriented revision -- |t Get feedback -- |t Know your supervisor's criteria -- |t The process of project planning -- |t Use calendars and schedules -- |t Plan backwards from your deadline -- |t Logbook -- |t Reading for papers -- |t Experiment! -- |t What is the purpose of essays in the first year of study? I -- |t Quality criteria -- |t Restrictions and possibilities: What are you required to do and what would be wise to do? -- |t Progression and independence -- |t If you are set an assignment question -- |t Introducing your paper: What should you include? -- |t Structure and presentation -- |t The writing process -- if you only have six hours, three days or a week -- |t Definitions: "Problem" and other problem related words -- |t Other words for research question -- |t Must there be an actual problem (and for whom) to write a research paper? -- |t How do you formulate a research question? -- |t Research questions in "hard" and "soft" disciplines -- |t A question? -- |t A good research question helps you to write the good paper -- |t The process: From topic to research question -- |t How to move from topic to research question -- |t Formulate your research question on the basis of the answer -- |t An observation -- |t Use wh-words -- |t Fill out a template -- |t Be inspired -- |g 1. |t The research questions guides the paper's pentagon -- |g 2. |t Formulate a research question that is knowledge-transforming according to the taxonomies for learning goals -- |t What-, why- or how-questions -- |t What -- |t Why -- |t Commentary: -- |t How -- |g 3. |t The research question governs the paper as an argument -- |g 4. |t The research questions broadness vs. narrowness -- |t The research question guides the paper's delimitation -- |g 5. |t The research questions main question must be apparent -- |t Divide into main question and necessary working questions -- |g 6. |t The research question must be precise -- |t Vagueness -- |t Watch out for plural terms and broad concepts -- |t Watch out for the absence of actors and sources -- |t Using the words and terms of the field -- |g 7. |t Consciously use open/closed questions in the research question -- |t What is a poor research question? -- |t Supervision and formulating research questions -- |t Keep you supervisor informed -- |t Get input from your supervisor and fellow students/others -- |t A good research question is no guarantee -- |t Unanswered questions and unfinished research questions -- |t Basic knowledge of searching for and handling information -- |t The parameters of literature searches for papers -- |t How much literature should you read? -- |t Time frame for the literature search -- |t Too broad for a narrow search -- before and after formulating your research question -- |t Preliminary searches and reading -- |t Your paper's relationship to the literature on the topic -- |t Literature and information searches on the basis of a (filled out) pentagon -- |t Are there "literature gaps" in the pentagon? -- |t Planning your literature search -- |t How to search for literature -- search methods -- |t Chain search -- |t Systematic literature search -- |t Random literature search -- |t Articles and other material -- |t Too much and not enough literature -- |t Too much literature -- specify your search terms -- |t If there is no literature? -- |t Is it okay to pretend that some literature does not exist? -- |t Search terms for literature searches for papers -- |t Documenting your literature and information search -- |t Check you literature search: -- |t Evaluating literature -- source criticism -- |t Your supervisor and literature and information searches -- |t Resources for literature and information searches -- |t Courses at research and university libraries -- |t Web tutorials -- |t Contact the information specialist -- |t Web resources -- |t Curricular reading and reading for your paper require different reading and note-taking strategies -- |t Reading and writing go hand in hand -- |t Reading for papers -- |t Ways of reading -- |t Skimming -- reading to gain an overview of the topic -- |t Selective reading -- goal-oriented reading for writing papers -- |t A concluding remark on reading -- |t Taking notes for your paper -- |t Notes for the paper: Files -- |t How should you store notes? -- |t Highlighting and referential notes -- |t Processed notes -- |t Notes for contextualising -- |t Sources' functions in and for the paper -- |t Applied sources -- |t The professionalism and scholarliness of sources -- |t Why use secondary sources? -- |t Using secondary sources in papers -- which and how -- |t How many sources? -- |t Which parts of a source can you use? -- |t The research question as a guiding principle and benchmark for handling sources -- |t Where are different sources placed in the pentagon? -- |t When and how should you refer to secondary sources in your text? -- |t Source qualification, source argumentation, source discussion and source criticism -- |t Your use of sources in your paper -- |t Qualify secondary sources -- |t Source argumentation -- |t Discussing sources -- |t Source criticism -- |t How should you represent sources? -- |t Quotes -- |t Quotation technique -- |t Paraphrasing and summarising -- |t How to reference sources -- |t Which sources must be referenced? -- |t Distance to sources -- |t Contagion and plagiarism -- |t References -- |t Be consistent -- |t Referencing books -- |t Referencing journals -- |t Referencing articles in books or journals -- |t Internet source -- |t Brochures etc -- |t Other material -- |t If information is missing -- |t Other sources -- |t Other resources on using sources and referencing -- |t Qualitative and quantitative data -- |t Before choosing data: Research question and supervisor -- |t Always prepare collection carefully |
| 505 | 0 | 0 | |t -- |t Presenting data in your paper's introduction -- |t Including data as documentation in your paper -- |t Data can be discussed in sections on method criticism, discussion and conclusion -- |t Collecting and using human data -- |t References -- |t Theories in your paper -- |t Concepts are often drawn from theories -- |t Problems with a paper's theory -- |t Too much or too little theory -- |t Choice of theory for research papers -- |t How to find theories -- |t Outdated theories -- |t Theory section -- |t Method and method section -- |t Turning a theory into method (analytic tool) -- |t Where in the paper do you write about theory and method? -- |t Introduce theory in the introduction or theory section -- |t Where in your paper should you present critique of theory and methods? -- |t Discussion, evaluation and critique of theory -- |t Discussion, evaluation and criticism of methods: research method -- |t The paper's research design, the procedure -- |t From research question to theory and method and research design -- in a linguistic sense -- |t Use your supervisor for selection, use, qualification, discussion and criticism of theory and method -- |t When and how to structure -- |t Use the research question as a structural guideline -- |t Structure is determined by genre |
| 505 | 0 | 0 | |g Note continued: |t The structure contains elements of the argumentation -- |t General -- concrete -- general, up-down-up -- |t End your paper at an upper, general level -- |t Consider your paper from a bird's eye view -- 3 activities -- |t The structuring process takes place throughout the entire writing process -- |t Structuring problems -- |t Text types -- the building blocks of the academic text -- |t Defining sections -- |t Summarising and pakaphrasing paragraphs -- |t Descriptive, characterising paragraphs -- |t Narrative and descriptive paragraphs -- |t Comparative, juxtaposing paragraphs -- |t Analysing and interpreting paragraphs -- |t Discussion sections -- |t "What do you think?" -- |t Reflecting sections -- |t Evaluating sections -- |t Design and perspective paragraphs -- |t Introduction -- |t The introduction as a template -- |t The introduction reflects the entire paper -- |t Choice of topic, problem definition, motivation and research question -- |t Hypotheses -- |t The paper's purpose -- |t Point of view -- |t Method -- |t Theory(ies) -- |t Concept definitions -- |t Data -- |t Delimitation -- |t The paper's research design and structure -- |t Introduce your project, not your reservations -- |t Conclusion -- |t The conclusion must relate to the research question -- |t Write your conclusion as you go -- |t Perspective -- |t The paper's formal sections -- |t Front page -- |t Use headings to demonstrate the structure -- |t Appendices -- |t Notes, note sections and references in the text -- |t Abstract -- |t Argumentation in papers and other genres -- |t Argumentation in research papers -- |t Argumentation forms part of the unfinished disciplinary debate -- |t What should your paper argue for? -- |t Your paper as a cohesive argument -- |t Disciplinary context -- |t Conclusion -- |t Conclusions in papers do not have to be long -- |t The perspective contains points about the literature and your own research -- |t Documentation -- |t What can you use as documentation -- and for what? -- |t Placement of theories and methods in the paper's argumentation -- |t Research argumentation -- |t Procedure -- |t Discussion and methodology critique -- |t Use the argument model in your writing process -- |t Argumentation is shown in the structure -- |t Argumentation in language -- |t Use argumentation signals -- |t Objectivity -- |t First of all: Language changes from think text to draft text to product text -- |t Text to supervisor, project- or feedback group -- |t Clear and academic language -- |t Clear language in papers -- a virtue rather than a requirement -- |t Choose precise, unequivocal and argumentational terms -- |t Precise and unequivocal terms -- |t When should you define concepts, terms and expressions? -- |t Carefully choose the subject and verb of a sentence -- |t The subjects -- what is in focus? -- |t The verbs of the sentence must be specific -- |t The good paragraph's beginning, middle and end -- |t Use disciplinary keywords to demonstrate coherence in the section -- |t Write metacommunicatively -- |t Research metacommunication -- |t Textual metacommunication -- |t Too much metacommunication? -- |t Detachment and contagion in language -- |t FAQ -- |t Use of evaluating terms? -- |t Variation in language? -- |t Literary language -- |t Popularising language -- |t Spoken language, everyday language, slang? -- |t Difficult language -- |t Using "I", active and passive -- |t Nominalised style? -- both yes and no -- |t "What do you think?" -- |t What can you do? -- |t How much supervision can you receive? -- |t Independence and ownership -- |t Good supervision -- |t Seek information about supervision -- |t First meeting -- as early as possible -- |t Your initiative! -- |t Preparing for supervision -- |t Calibrating expectations -- |t Emailing your supervisor -- |t Several supervisions -- |t Good text for supervision -- |t Feedback from macro to micro level (top-down) -- |t Forward-looking and retrospective feedback -- |t The supervisor and the -- your -- good paper -- |t How to receive critique -- |t Working through supervision -- |t Get feedback on all papers -- and give feedback on the feedback -- |t No supervision or unhelpful supervision? -- |t Alternatives to supervision -- |t Read more about -- |t Examples of papers -- |t Writing process -- |t Research question -- |t Sources -- |t Argumentation -- |t Essays -- |t Popularising papers -- |t Study skills. |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Dissertations, Academic |v Handbooks, manuals, etc. | |
| 650 | 0 | |a Academic writing |v Handbooks, manuals, etc. | |
| 650 | 0 | |a Education, Higher |x Study and teaching |v Handbooks, manuals, etc. | |
| 650 | 6 | |a Thèses et écrits académiques |v Guides, manuels, etc. | |
| 650 | 6 | |a Écriture savante |v Guides, manuels, etc. | |
| 650 | 6 | |a Enseignement supérieur |x Étude et enseignement |v Guides, manuels, etc. | |
| 650 | 7 | |a Academic writing |2 fast | |
| 650 | 7 | |a Dissertations, Academic |2 fast | |
| 650 | 7 | |a Education, Higher |x Study and teaching |2 fast | |
| 650 | 7 | |a Wissenschaftliches Arbeiten |2 gnd | |
| 655 | 7 | |a handbooks. |2 aat | |
| 655 | 7 | |a Handbooks and manuals |2 fast | |
| 655 | 7 | |a Handbooks and manuals. |2 lcgft | |
| 655 | 7 | |a Guides et manuels. |2 rvmgf | |
| 700 | 1 | |a Jørgensen, Peter Stray. | |
| 758 | |i has work: |a The good paper (Text) |1 https://id.oclc.org/worldcat/entity/E39PCH6hdfM4DbwXhcrCR6dYj3 |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Rienecker, Lotte. |s Gode opgave. English. |t Good paper. |d Frederiksberg : Samfundslitteratur, ©2013 |z 9788759317907 |z 8759317906 |w (OCoLC)867564004 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=4186716 |z Texto completo |
| 887 | |a LB2369.R55 2013. | ||
| 936 | |a BATCHLOAD | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL4186716 | ||
| 938 | |a YBP Library Services |b YANK |n 12747271 | ||
| 994 | |a 92 |b IZTAP | ||