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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 |
Tabla de Contenidos:
- Machine generated contents note: Use
- Foundation and background
- Research papers. BA theses and essays
- Examples from good papers from professional bachelor and master programmes
- Collaboration with research libraries
- Activity book
- Contact the authors
- The research paper as a genre
- The research genre investigates a subject-specific problem
- The research paper meets scientific and scholarly requirements
- Research means bringing factors into play
- The research text is hierarchical
- Research is both the knowledge and the inquiry of the field
- Academic speech acts
- Requirements and qualities of the good paper in higher education
- Avoid common misconceptions of what constitutes a good paper
- Other types of papers and genres you will have to write as a student
- Other types of papers: Popularising papers, practice papers, tests
- The foundation of your research
- the paper's pentagon
- What can be included in the pentagon's corners?
- Examples of good papers in the pentagon model
- Use the pentagon
- The good paper's quality criteria
- A teacher's comments on a paper
- Rhetoric of science
- 1. In the good paper, the writer is professional and displays independence
- 2. The good paper uses the field's knowledge and tools
- 3. The good paper is focused
- 4. The good paper is "written" on the top of the taxonomies of educational objectives
- 5. The good paper is an argument
- 6. The good paper is critical of its own material, its field and of itself
- 7. The good paper communicates on a meta level
- 8. The good paper meets the curriculums parameters
- Examples of qualities in bachelor theses
- Nuances?
- The different purposes and ideals of the Anglo-American and Continental research traditions
- Advice to students writing in the Continental tradition
- Choice of topic
- Your interest in the topic
- The useful topic
- The good topic
- Theoretical, abstract or concrete topics?
- After choosing a topic, the first thing you should do is write
- You have started writing, yes, but what?
- Write before and while you read
- Write backwards
- start with the conclusion
- Begin with the central aspects
- Put off in depth studies of theory and history, summaries and descriptions
- Be flexible when writing
- Introductory writing is writing to think
- The techniques of writing to think
- Brainstorming
- Mind mapping
- Non-stop writing
- Broad writing
- Display (visual representations) i.e. drawing the central content of your paper
- Why write to think?
- From writing to think to drafts to finished papers
- Writing with or without an outline
- The texts of the writing process: Notes, drafts and finished text
- Should you write with a reader in mind?
- Revising a text
- Take a break
- Revise on paper
- Criteria for revision
- From writer based to reader oriented revision
- Get feedback
- Know your supervisor's criteria
- The process of project planning
- Use calendars and schedules
- Plan backwards from your deadline
- Logbook
- Reading for papers
- Experiment!
- What is the purpose of essays in the first year of study? I
- Quality criteria
- Restrictions and possibilities: What are you required to do and what would be wise to do?
- Progression and independence
- If you are set an assignment question
- Introducing your paper: What should you include?
- Structure and presentation
- The writing process
- if you only have six hours, three days or a week
- Definitions: "Problem" and other problem related words
- Other words for research question
- Must there be an actual problem (and for whom) to write a research paper?
- How do you formulate a research question?
- Research questions in "hard" and "soft" disciplines
- A question?
- A good research question helps you to write the good paper
- The process: From topic to research question
- How to move from topic to research question
- Formulate your research question on the basis of the answer
- An observation
- Use wh-words
- Fill out a template
- Be inspired
- 1. The research questions guides the paper's pentagon
- 2. Formulate a research question that is knowledge-transforming according to the taxonomies for learning goals
- What-, why- or how-questions
- What
- Why
- Commentary:
- How
- 3. The research question governs the paper as an argument
- 4. The research questions broadness vs. narrowness
- The research question guides the paper's delimitation
- 5. The research questions main question must be apparent
- Divide into main question and necessary working questions
- 6. The research question must be precise
- Vagueness
- Watch out for plural terms and broad concepts
- Watch out for the absence of actors and sources
- Using the words and terms of the field
- 7. Consciously use open/closed questions in the research question
- What is a poor research question?
- Supervision and formulating research questions
- Keep you supervisor informed
- Get input from your supervisor and fellow students/others
- A good research question is no guarantee
- Unanswered questions and unfinished research questions
- Basic knowledge of searching for and handling information
- The parameters of literature searches for papers
- How much literature should you read?
- Time frame for the literature search
- Too broad for a narrow search
- before and after formulating your research question
- Preliminary searches and reading
- Your paper's relationship to the literature on the topic
- Literature and information searches on the basis of a (filled out) pentagon
- Are there "literature gaps" in the pentagon?
- Planning your literature search
- How to search for literature
- search methods
- Chain search
- Systematic literature search
- Random literature search
- Articles and other material
- Too much and not enough literature
- Too much literature
- specify your search terms
- If there is no literature?
- Is it okay to pretend that some literature does not exist?
- Search terms for literature searches for papers
- Documenting your literature and information search
- Check you literature search:
- Evaluating literature
- source criticism
- Your supervisor and literature and information searches
- Resources for literature and information searches
- Courses at research and university libraries
- Web tutorials
- Contact the information specialist
- Web resources
- Curricular reading and reading for your paper require different reading and note-taking strategies
- Reading and writing go hand in hand
- Reading for papers
- Ways of reading
- Skimming
- reading to gain an overview of the topic
- Selective reading
- goal-oriented reading for writing papers
- A concluding remark on reading
- Taking notes for your paper
- Notes for the paper: Files
- How should you store notes?
- Highlighting and referential notes
- Processed notes
- Notes for contextualising
- Sources' functions in and for the paper
- Applied sources
- The professionalism and scholarliness of sources
- Why use secondary sources?
- Using secondary sources in papers
- which and how
- How many sources?
- Which parts of a source can you use?
- The research question as a guiding principle and benchmark for handling sources
- Where are different sources placed in the pentagon?
- When and how should you refer to secondary sources in your text?
- Source qualification, source argumentation, source discussion and source criticism
- Your use of sources in your paper
- Qualify secondary sources
- Source argumentation
- Discussing sources
- Source criticism
- How should you represent sources?
- Quotes
- Quotation technique
- Paraphrasing and summarising
- How to reference sources
- Which sources must be referenced?
- Distance to sources
- Contagion and plagiarism
- References
- Be consistent
- Referencing books
- Referencing journals
- Referencing articles in books or journals
- Internet source
- Brochures etc
- Other material
- If information is missing
- Other sources
- Other resources on using sources and referencing
- Qualitative and quantitative data
- Before choosing data: Research question and supervisor
- Always prepare collection carefully
- -- Presenting data in your paper's introduction
- Including data as documentation in your paper
- Data can be discussed in sections on method criticism, discussion and conclusion
- Collecting and using human data
- References
- Theories in your paper
- Concepts are often drawn from theories
- Problems with a paper's theory
- Too much or too little theory
- Choice of theory for research papers
- How to find theories
- Outdated theories
- Theory section
- Method and method section
- Turning a theory into method (analytic tool)
- Where in the paper do you write about theory and method?
- Introduce theory in the introduction or theory section
- Where in your paper should you present critique of theory and methods?
- Discussion, evaluation and critique of theory
- Discussion, evaluation and criticism of methods: research method
- The paper's research design, the procedure
- From research question to theory and method and research design
- in a linguistic sense
- Use your supervisor for selection, use, qualification, discussion and criticism of theory and method
- When and how to structure
- Use the research question as a structural guideline
- Structure is determined by genre
- Note continued: The structure contains elements of the argumentation
- General
- concrete
- general, up-down-up
- End your paper at an upper, general level
- Consider your paper from a bird's eye view
- 3 activities
- The structuring process takes place throughout the entire writing process
- Structuring problems
- Text types
- the building blocks of the academic text
- Defining sections
- Summarising and pakaphrasing paragraphs
- Descriptive, characterising paragraphs
- Narrative and descriptive paragraphs
- Comparative, juxtaposing paragraphs
- Analysing and interpreting paragraphs
- Discussion sections
- "What do you think?"
- Reflecting sections
- Evaluating sections
- Design and perspective paragraphs
- Introduction
- The introduction as a template
- The introduction reflects the entire paper
- Choice of topic, problem definition, motivation and research question
- Hypotheses
- The paper's purpose
- Point of view
- Method
- Theory(ies)
- Concept definitions
- Data
- Delimitation
- The paper's research design and structure
- Introduce your project, not your reservations
- Conclusion
- The conclusion must relate to the research question
- Write your conclusion as you go
- Perspective
- The paper's formal sections
- Front page
- Use headings to demonstrate the structure
- Appendices
- Notes, note sections and references in the text
- Abstract
- Argumentation in papers and other genres
- Argumentation in research papers
- Argumentation forms part of the unfinished disciplinary debate
- What should your paper argue for?
- Your paper as a cohesive argument
- Disciplinary context
- Conclusion
- Conclusions in papers do not have to be long
- The perspective contains points about the literature and your own research
- Documentation
- What can you use as documentation
- and for what?
- Placement of theories and methods in the paper's argumentation
- Research argumentation
- Procedure
- Discussion and methodology critique
- Use the argument model in your writing process
- Argumentation is shown in the structure
- Argumentation in language
- Use argumentation signals
- Objectivity
- First of all: Language changes from think text to draft text to product text
- Text to supervisor, project- or feedback group
- Clear and academic language
- Clear language in papers
- a virtue rather than a requirement
- Choose precise, unequivocal and argumentational terms
- Precise and unequivocal terms
- When should you define concepts, terms and expressions?
- Carefully choose the subject and verb of a sentence
- The subjects
- what is in focus?
- The verbs of the sentence must be specific
- The good paragraph's beginning, middle and end
- Use disciplinary keywords to demonstrate coherence in the section
- Write metacommunicatively
- Research metacommunication
- Textual metacommunication
- Too much metacommunication?
- Detachment and contagion in language
- FAQ
- Use of evaluating terms?
- Variation in language?
- Literary language
- Popularising language
- Spoken language, everyday language, slang?
- Difficult language
- Using "I", active and passive
- Nominalised style?
- both yes and no
- "What do you think?"
- What can you do?
- How much supervision can you receive?
- Independence and ownership
- Good supervision
- Seek information about supervision
- First meeting
- as early as possible
- Your initiative!
- Preparing for supervision
- Calibrating expectations
- Emailing your supervisor
- Several supervisions
- Good text for supervision
- Feedback from macro to micro level (top-down)
- Forward-looking and retrospective feedback
- The supervisor and the
- your
- good paper
- How to receive critique
- Working through supervision
- Get feedback on all papers
- and give feedback on the feedback
- No supervision or unhelpful supervision?
- Alternatives to supervision
- Read more about
- Examples of papers
- Writing process
- Research question
- Sources
- Argumentation
- Essays
- Popularising papers
- Study skills.