Editing your dissertation Dissertation workshop for coursework postgrads

1. Editing your dissertationDissertation workshop for coursework postgrads Dr Cheryl Lange

2. Things to consider when preparing your dissertation for submission When redrafting consider • relevance • organisation • argument • evidence When editing consider • grammar • verb tense • sentences • word use • length • cohesion between • ideas • sentences • paragraphs • formatting

3. There are generally no hard and fast rules about which tense to use when but the following guidelines will help you decide what tense to use when. Tense about tenses?

4. As writers, we make choices about which tense to use. Our decisions are based on a range of reasons including: Guidelines for verb tense use • convention (accepted practice) • context • emotional attachment to an idea/concept • rhetorical or strategic purposes

5. Use to discuss/describe a fact or situation that is always true or continues to be true, e.g. genetic information is encoded in the sequence of nucleotides on DNA. An aspect of your dissertation, a table or a figure etc, e.g. Figure 6 shows the distribution of the disease among older women. the implications of your or others’ work, e.g. These results suggest that nutritional supplements contribute to substantial weight gain. Present tense – common uses

6. Use for generalisations, e.g. Research students usually feel downhearted at some stage of their candidature. to report the position of a theorist/ researcher with whose work you feel some proximity, either in time or allegiance, e.g. Ballard and Clanchy (1991) presented only a limited understanding of the ways in which learning strategies assist learning. In contrast, the work of Biggs (1996) demonstrates that memorisation serves the purpose of retaining ideas so that they can be considered and understood. Present tense – cont.

7. Use when describing your methodology, e.g. We hypothesized thatmilk production would decrease slowly. reporting your results, e.g. In the final experiment the response was unexpected. describing something that is no longer considered valid, e.g. Twentieth century demographers believed that the world’s population would stabilize by 2020 but current research shows it will not do so until 2040. Past tense – common uses Use to emphasize the specificity of a study

8. Use to indicate that research in the area is still continuing, or has immediate relevance today, e.g. Several researchers have studied the effect of binge drinking on the cognitive functioning of adolescents. generalise about past ongoing research, e.g. Software has been tested manually for most of the last four decades. Present perfect – common uses Adapted from http://www.monash.edu.au/lls/llonline/writing/general/lit-reviews/3.2.xml

9. Smith (2008)reported that adult respondents in his study remembered 30 percent more than children. The study was completed in the past but this finding was specific to that study. Previous research showed that children confuse the source of their memories more often than adults (Lindsay et al 1991). The research was conducted in the past but the finding is an accepted fact. Referring to the work of previous researchers – changing tenses

10. Use to state what will be done later (usually used in drafts or future research ) to state intention, e.g. in a proposal. Future tense http://3.bp.blogspot.com/-5pBAh2Qrm-g/TbuzdNApyCI/AAAAAAAAABk/aKa2XNHgyOM/s1600/future2.gif

11. Use the past tense to report others' research to indicate that research is of secondary importance to your current work. Use the present perfect to indicate that the research is of more direct and primary importance. Use the present tense to indicate your general position relative to reported research. You can use tenses to indicate more than chronology

12. Abstract Past when referring to what was done and what was found at each stage of the research. Present to comment on the significance of your research/findings. Introduction Often present, e.g. Sixty-six percent of high school adolescents and middle school pre-adolescents experience social isolation from peers and reportloneliness to be a significant problem (Culp, Clyman, & Culp, 1995) while 20% state that it is persistent and painful (Brennan, 1982; see Heinrich & Gullone, 2006 for a review) (Tan 2011). Different sections, different tenses – guidelines not rules

13. Literature review You can use the present, present perfect or past. Think carefully about your choice as it will have subtle influences on your meaning. Check out the UWA Research Repository for examples of Masters and PhD theses http://www.library.uwa.edu.au/repository Different sections, different tenses cont.

14. Materials and Methods Past and usually passive, e.g. Forty trees were selected because of their height. They were used to … Results Past when focus is on the study, e.g. The species which visited the trees was more diverse than… Present when you mention tables, figures, etc, e.g. Table 1 shows … Different sections, different tenses cont.

15. Discussion Present and/or present perfect to explain significance of a study and to interpret results, e.g. These results indicate… This study has established the usefulness of …. Past to summarise, e.g. The species were evident in numerically significant numbers … Different sections, different tenses cont.

16. Eliminate unnecessary words • I believe more in the scissors than I do in the pencil. ~Truman Capote

17. Eliminate empty words like ‘there’ and ‘it’ combined with “is” verbs. • There are many assessment instruments that test grammar knowledge. • It is important that someone change the dressings each morning. • Many assessment instruments test grammar knowledge. • Changing the dressings each morning is important. Compare

18. Before editing After editing Earlier research results and the current study’s findings suggest we can make significant changes to our operating procedures. Adapted from http://www.unl.edu/gradstudies/current/dev/newsletter/GradConnections-201104.pdf p.8

19. Cohesion Transition words link • ideas • sentences • paragraphs They indicate the • direction • order • flow of your ideas.

20. Reader directions Ways to signal the direction of your dissertation. • The whole thesis ( "The focus of this thesis is...") • Another chapter ( "The physical properties are presented and analysed in Chapter 5.") • The current chapter ( “This chapter examines...") • The current section ( "The following case study demonstrates...") • Passage immediately following ( "The objectives are as follows:...") Adapted from http://www.monash.edu.au/lls/llonline/writing/general/thesis-edit/1.2.xml

21. More tense help? • http://www.monash.edu.au/lls/llonline/writing/general/lit-reviews/3.2.xml • http://www.education.monash.edu.au/students/current/study-resources/referencingconventions.html • http://www.une.edu.au/tlc/aso/students/factsheets/grammar-verb-tense.pdf • http://owl.english.purdue.edu/owl/resource/601/04/ • http://depts.washington.edu/engl/askbetty/tenses.php

22. Writing in the Health Sciences http://www.hswriting.ca/guides/a-guide-to-verb-tense-voice-and-mood-in-scientific-writing/ The February 2010 issue of the online publication, Graduate Connections Newsletter [http://www.unl.edu/gradstudies/current/dev/newsletter/], pp. 16-17, gives some tips on the use of present and past tenses in your writing. Those interested in tenses might like to read the paper Chen, M. 2009, Tense of reporting in dissertation literature reviews, Journal of Cambridge Studies, vol. 4, no. 2 139-150. http://journal.acs-cam.org.uk/data/archive/2009/200902-article13.pdf References

23. Drop in 1pm-2pm daily during teaching weeks • Reid Library - Mon, Wed, Thurs • Science Library – Tues, Fri • Writing Clinics Tues and Fri 10 am – 12 noon • Generic study skills workshops Mon – Thurs usually between 11am - 2pm • Individual consultations – make your appointment and submit your draft at least 2 days prior to when you want your consultation. • Contact details • Phone: 6488 2423 - Student Support Reception • www.studysmarter.uwa.edu.au • study.smarter@uwa.edu.au • www.lace.uwa.edu.au • cheryl.lange@uwa.edu.au