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Opposition

Opposition. Why? How? Formalities. Why opposition? 1/2. Better essays! The current degree project will undergo a fundamental critical review. The purpose is not to oppose, but to review the work i.e. to develop strong and weak sides, as well as to have a dialogue with the author.

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Opposition

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  1. Opposition • Why? • How? • Formalities

  2. Why opposition? 1/2 • Better essays! The current degree project will undergo a fundamental critical review. • The purpose is not to oppose, but to review the work i.e. to develop strong and weak sides, as well as to have a dialogue with the author. • Constructive feedback • Avoid unnecessary errors • Training in critical review (for opponent). • The opponent should know what is a good and bad essay, which criteria apply (good for his/her own work).

  3. Why opposition? 2/2 • To stimulate an interesting discussion about the subject and the different parts of the work. • Help to put the work into a broader context. • Highlight parts that may not fit into the essay, but which may still be interesting to discuss. • To clarify any uncertainties, parts of the essay that were difficult to ingest / difficult to understand could be highlighted and explained better.

  4. How? • You should produce an oral and a written (max 2-A4 pages, 3 copies) opposition. • Read the report for an overview. Table of contents, aim, figures, abstract, conclusion etc. • Read the full report in detail.

  5. Opposition attitude • Constructive, help the author. • Objective, non personal review. • Learning strategy - What do we learn from this? • Calm and dedication. • Constructive thinking and action, (critical, creative and positive). • New approaches, see opportunities.

  6. To think of for the opponent *: 1/2 • Title: Does the report have the correct title? Does the title correctly describe the work being reported? Is the title unnecessarily long or is it perhaps too general? Alternatives?Purpose: Is the purpose clearly formulated? Is it an important purpose? Who can enjoy the results? Does it show how the task comes into a broader context? Have proper delimitations been made? Is that the right aim? Can you think of alternatives? Is anything missing?Method: Is that the right method? Is the method sufficiently well described? Are there any shortcomings in the working methods or in the choice of equipment and tools? Is there an alternative and, if so, had it been better or worse? Is the scope and extent of the work reasonable?Result: Are the results been interpreted correctly? Are there alternative interpretations of the results? Have the goals been achieved? Have the whole work been focused on achieving the goals or is there any unfinished sideways? Have the correct conclusions been drawn? *Modified from http://www.ltu.se/shb/d3946/d3976/1.2884

  7. To think of for the opponent *: 2/2 • References and sources: Are the references correct? Missing references? Are there quotes in the text where the source is not specified. • How is the language? Individual spelling errors need not be pointed out but they may not be consistent. Is the report easy to read? Does the text make sense as a thesis? Is there any descriptive part missing? • Figures and illustrations: Are the figures easy to understand and stylish? Are the figures explained in current text? Are the captions sufficient? Does maps contain desirable information? • Other: How is your overall impression of the report? Is the report well-implemented/worked through? Have essential parts been highlighted? Who can benefit from reading it? Is the work theoretical, practical, investigative, a review, etc.? Is there any connection with the undergraduate education? • NOTE! It is a grade board / examiner who decides whether the work is approved, not the opponent. *Modified from http://www.ltu.se/shb/d3946/d3976/1.2884

  8. Opposition content. • Interesting results! • Parts that are well done! • Is the subject mastered? • Design of the essay and the presentation! • Does the reasoning hold? • How have the results been achieved? • Are results and conclusions substantiated? • Uncertainties. • Significant errors. • Omit details, formal errors, ref. etc.), to be provided in writing after the presentation

  9. The seminar • There is a chairman for each seminar. • The chairman begins by welcoming all the attendants to the seminar, not least those who do not participate or participate in the course themselves. • The chairman presents the title of the essay, who / who wrote it, supervisor, opponent and examiner. • The chairman first gives the word to the author / authors

  10. The seminar, cont.. • The authors report the work (max 15 min, keep the time!). • Opponents then get the word for opposition (max 10 min). It should preferably be in the form of a friendly exchange of views/dialogue about the essay. Concrete questions is useful. • Conclude by saying some appealing words about the work effort behind the paper and how the results can be used in practice or being of interest in other contexts. • After the opposition is finished will the evaluation committee (2 persons) ask questions and then the question is free for other audience. 45 min in total allocated per thesis.

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