They Say I Say The Moves That Matter In Academic Writing Pdf
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GUIDE TO
ACADEMIC
WRITING
University of the Western Cape
September 2003
Introduction
Compiling a Guide to Academic Writing is a tricky thing to do – there is no standard format of
academic writing that can be applied to all topics across all disciplines. What counts as acceptable
academic writing in your subject is rooted in the kinds of practices and conventions that have
developed in your discipline area over time. So what is regarded as a suitable format of academic
writing in History may not be the same as that in Botany.
Nevertheless, there are some general considerations that you may apply to your specific academic
writing task. This Guide hopes to give you some generic insight into what the general demands of
academic writing are. But what distinguishes "academic" writing from other kinds of writing? When is
a text regarded as "academic" and when not? The point of academic writing is to clarify something so
that you, and members of the academic community, develop a better understanding of it. Maybe the
following image may help: think of writing your thesis or assignment as a similar task to developing an
understanding of a particular tree. Now, in order to understand the tree, you'll first need to be able to
identify it as a tree, and not as, for example, a shrub. So you need to have an understanding of the
concept / classification of a tree. Then you need to give a very accurate description of it – its shape,
structure, texture, colour, describe the leaves, bark, fruit, etc. You want your reader to construct a vivid
and accurate image of the tree you are describing. But this is not enough for understanding the tree.
You will also have to go below the surface and inspect its roots – what underlying factors influence the
tree's growth? How has it developed from a seedling into a tree? How has it grown over the years? In
other words, you also need to start to explain why the tree looks and grows like it does. But this is still
not enough for a full understanding of the tree. You will also need to consider the tree's environment –
the weather conditions, the nutrition levels of the soil, the animals living in the tree, etc. These all affect
the tree's growth and appearance and the tree, in turn, affects the environment in which it is.
So, in short, what makes writing "academic' is that it:
• Demonstrates understanding
• Is informed by the academic literature and debates in the subject matter (the literature will
inform your interpretation of the concept, your perception, your description, the explanations, as
well as the broader context.)
• Has a clear interpretation of the key concepts used
• Gives an accurate description of the issue
• Investigates the underlying assumptions and the historical development of the issue
• Explains the issue by tracing the reciprocal relationship between the issue and its broader
context.
Part 1 of the Guide is a general orientation to help you plan and structure your writing. But the writing
needs to be "academic" and Part 2 takes you through the stages of developing critical reading and
writing skills. Because academic writing must be informed by the literature, Part 3 focuses on the
Literature Review. The Natural Sciences often have specific requirements for scientific writing that are
highlighted in Part 4. Given that academic writing draws on the ideas of others, you must know how to
reference correctly and avoid plagiarism. Part 5 addresses this.
I gratefully acknowledge the substantive contributions from Susan Bassett, Vivienne Bozalek, Lucille
Oliphant, Hermine Engel, Fatima Slemming (all from UWC) and Karin de Jager (from UCT). The
responsibility of errors in the Guide, however, rests solely with me.
Nelleke Bak
October 2003
_________________________________________________________________________
CONTENTS
Part 1 - Writing a Thesis 3
The writing process 3
The pre-writing phase 4
The writing phase 6
Units of discourse: sentence, paragraphs, chapters 7
Prose style 10
The post-writing phase 10
Part 2 – Critical Reading, Thinking and Writing 13
How do I start to engage critically? 14
A technique for determining the author's main idea 18
Blocks to critical engagement 18
Part 3 – Literature Review 20
What is a Literature Review? 20
Why do I need a Literature Review? 22
Where and how do I search for information? 24
How do I store and manage the information? 25
How do I read for the Literature Review? 26
How do I write my Literature Review? 28
Criteria of a good Literature Review 29
How many references should I have? 31
Part 4 – Introduction to Scientific Writing for Students
in the Natural Sciences 32
Research ethics and the requirements of scientific writing 32
Scientific communication and the writing process 33
Common structure of a thesis in the Natural Sciences 33
Introduction 34
Argument and evidence 36
How do I assemble the discussion and balance the argument? 37
How do I present and interpret the data? 38
Conclusion 45
Part 5 – Plagiarism and Citation 47
Plagiarism in academic writing 47
Good reasons for academic referencing 48
How do I cite correctly and avoid plagiarism? 49
Citation styles 49
Citing sources within the text 50
List of references at the end of the text 50
Appendix A – Resources 55
Part 1 – Writing a Thesis
Nelleke Bak, Susan Bassett, Vivienne Bozalek, Hermine Engel, Lucille Oliphant, Fatima Slemming
The Writing Process
Writing a thesis is not a straightforward matter, but there are certain general steps you can follow to
help you in the writing process. Whether you are writing a thesis in the Natural or Social Sciences, the
Humanities or any other broad discipline, you must be able to communicate your findings clearly and
systematically.
The writing process is divided into three phases:
• Pre-writing phase- (planning)
• Writing phase
• Post-writing phase (editing)
The writing process is cyclical. In other words, different parts of the process happen more than once.
You will therefore write several drafts before the thesis is ready for examination submission.
It is advisable to consult with your supervisor and visit UWC's Writing Centre if you need assistance
with your writing. A postgraduate consultant will work together with you and your supervisor from the
initial phases of your writing (pre-writing phase) to the post-writing phase.
However, before you start planning, you need to have a clear idea about what it is you want to write on.
In academic writing, we tend to rely on ideas based on written up research. By consulting a number of
primary and secondary sources, you'll start to get an idea of what you might be interested in
researching. It is important not to ignore the value of our initial thoughts since they often provide the
basis for your interests in a particular area. Don't forget to start writing, or rather, jotting down these
thoughts as soon as possible so that they can be referred to at a later stage. It is frustrating to try to
recall these initial, and often rather innovative, thoughts if they're not written down. Remember, you
don't necessarily have to know and understand everything before you start writing. Through the act of
writing you learn and are therefore able to generate and further clarify your ideas.
A. The Pre-writing Phase – Planning your writing
The first phase involves planning your written piece, e.g. your thesis, scientific journal article etc. But,
why do you need to plan? Planning achieves the following:
• It gives your paper shape.
• You will not dry up halfway.
• You will not forget interesting ideas that sprung to mind.
• You are less likely to repeat yourself.
• Your paper will have a logical order.
Planning Hints:
1. Prepare paper / thesis well before the due date (time management). The preparation time
varies depending on:
• the length of the paper
• workload
• priorities
2. Develop a (working) title
At postgraduate level you are most likely to have an interest in the field that you wish to
research (topic). Together with the assistance of your supervisor(s) you will create a title for
your thesis. When formulating a title, you need to:
• Ensure that the title is succinctly formulated, captures the main focus, contains no
ambiguities and grabs the reader's interest.
3. Use prior knowledge to generate ideas
This simply means that you should explore what you already know about the topic. Additional
knowledge can also be acquired from various sources, i.e. books, journal articles etc. There are
two methods of exploring prior knowledge within your field to assist in generating ideas:
brainstorming and free-writing.
• Brainstorming
This is a process of generating ideas by listing key words or concepts without attempting to
organise or structure them in a logical order (yet!).
Example:
Pigments
Characteristics Habitat
• Free-writing
The main purpose is to generate ideas also referred to as 'automatic writing' with no logic.
The method:
- Write as quickly as possible without stopping for 5-7 minutes.
- If you do not know what to write, write 'I don't know what to write' or 'and…and…'
until a new thought strikes you.
- Do not worry about grammar, punctuation and spelling at this stage.
4. Search for information
• Use the library and databases for sources.
• Use journals and papers from conference proceedings
• Use reading techniques:
- skimming (learning about a text before you read)
- scanning (searching a text for specific information)
• Always photocopy and keep a detailed record of your sources.
5. Mind mapping
The purpose of a mind map (also referred to as outlining) is to identify the main discussion
areas and the supporting detail of those discussions. It is used when planning or organising
information related to a particular topic. It is a diagram showing a central or main idea/theme
with branches presenting various ideas relating to the main theme.
Example:
•Abstract
Key words and phrases
•Introduction
Keywords and phrases = main ideas for the paragraphs
•Materials and Methods
Keywords and phrases = main ideas for the paragraphs
and Illustrations.
6. Planning the framework
• Develop a storyline to direct the reader along a clear path. This means making sure that there is
a broad outline which usually moves from the general to the specific details of your argument in
a clear logical progression.
• Outline the case/s on which the thesis is built i.e. the building blocks :
- general research area
- how the research problem or focus was identified and refined
- methodology employed
- emerging data
- analysis of the data
- solutions; conclusions; outcomes of the work
- applicability in terms of recommendations, limitations and scope for further work
• Developing the content of a chapter, consider:
- Purpose
- Links with other knowledge (earlier and later chapters; works of other people)
- Constraints
- Work carried out
- Outcomes of that work
- Where next
• Sequencing the content of a chapter, remember:
- the internal logic should be stated explicitly to guide readers
- the different argument streams need to be linked by careful structuring and cross referencing
• Linking the contents through effective introductory and concluding sections.
B. The Writing Phase
The pre-writing or planning phase is followed by the writing phase which is also the referred to as the
'drafting' of your paper. To start with, there are some general writing rules in order to make your thesis
more readable. The first rule is to proof read everything before you hand it in to your supervisor.
Nothing detracts more from a piece of writing than errors! Sloppy work suggests a sloppy mind. Do
your own proof reading or ask a friend to help you. Secondly, keep it simple. In other words, focus on
getting your point across, writing clearly and to the point. Thirdly, leave yourself time between drafts
so that you can mull over what you are trying to say. Also errors will be easier to detect after a couple
of days. Remember not to procrastinate - don't put off until tomorrow what you can do today. Lastly,
present your drafts in as neat a form as possible. In today's world you need to be computer literate, so
make sure your font and spacing is consistent, use the spell and grammar checker, etc.
The drafting phase
The first attempt at drawing your thoughts together in a coherent piece of writing is usually more
content based where you focus on what you want to say before considering the finer details of how it
should be said. This is often regarded as the very important first step of "writerly based writing" rather
than "readerly based writing". The emphasis is on whether you understand what you are writing about.
At this point you often realize the gaps in your own understanding. When you find it extremely difficult
to express a concept in writing, it is usually a signal that you haven't effectively understood the
particular concept or idea. On the other hand, you may understand the logical connections implicit in
the writing – it may make perfect sense to you - but remember, your writing must make sense to the
intended audience (readers) as well.
The revising phase
This is the point at which you need to approach your writing as "a reader". You need to revise the first
draft in terms of the way in which the information is communicated. Consider whether:
• the structural conventions for the particular section have been applied;
• the argument flows logically;
• the linking devices are appropriately used, effective and clear;
• all the points made are relevant and contribute to the argument put forward;
• any unnecessary repetition occurs;
• the necessary cross referencing has been effectively indicated.
Once you have attempted to approach the draft revision from the perspective of a reader, it is also
valuable to request an outsider's perspective (e.g. a trained writing consultant) to indicate whether there
are any gaps in understanding the argument presented. These gaps may occur simply because the
linking devices were not as effective or perhaps misleading/ ambiguous.
A fundamental outcome of your research is its actual communication, hence you want to teach your
reader something (Gopen & Swan, 1990). One of the most important rules of writing is to think about
your readers' needs. In order to do this, consider the following:
• Is the information in a logical order?
• Are the sentences understandable?
• Are the paragraphs well organised?
• Are the ideas, results and analyses described fully enough?
• Is there any needless detail?
But who is your reader? At first, your reader will probably be only your supervisor, who knows a lot
about the topic you are writing on. However, later on you will have other readers who may not know as
much about what you are trying to say. You need to write for every potential reader, keeping it simple
for the general reader, yet technical enough for the scientific fraternity.
Next you need to understand how a reader actually reads. As you read, you interpret at the same time,
based on clues you receive from the structure of the prose. Just as readers expect to find recognisable
sections in a thesis, and are easily confused when the sections themselves are confused, they also
expect structure in smaller units of discourse. Readers expect sentences and paragraphs to contain
certain information in certain places. For example, each paragraph should contain a clear topic sentence
that captures the general point that the paragraph makes, and the remaining sentences should be
logically connected to the topic sentence, therefore maintaining a logical flow of ideas. If the readers'
structural expectations are not met, they waste time trying to unravel the structure of the prose instead
of understanding its content. This is compounded when the context becomes complex, which increases
the chance that the readers will misinterpret the prose.
Units of discourse – sentences, paragraphs, chapters
Units of discourse should provide linkage and context. In other words, they should define the
relationship between past information and upcoming information and look forward to establish the
relevance of upcoming information. This information prepares the reader for upcoming material by
linking it to previous discussions. If the topic position is constantly occupied by material that fails to
establish linkage and context, the reader has difficulty making the connections. Linking your sections
enables the reader to follow the logical flow of the argument easily, and to focus her attention onto one
strand of the discussion (Gopen & Swan, 1990).
Sentences
We will focus on the sentence first as a unit of discourse. The very structure of the sentence helps to
persuade the reader of the relative value of the sentence's contents. Avoid sentences that are too lengthy
– they are more likely to cause confusion. Check that your sentences are complete at all times.
Remember:
• a sentence should express one complete thought
• a sentence must make sense and be complete
• a sentence must contain a subject group and a verb group
• punctuation in a sentence contributes to the meaning intended
Some basic rules to bear in mind when constructing a sentence:
Subject-verb separation
Keep the grammatical subject and its verb as close as possible to each other. Remember, the
"subject" is the person or thing the sentence is about. The "verb" is the word that indicates
action; the rest of the sentence depends on the verb. For example:
Mary played
Mary played the piano
Mary played the piano very well
Word order
Changing the word order often changes the meaning. The grammatical order in which words
appear has a direct effect on readability. For example:
Child eats tiger
Tiger eats child
The rule to follow is SVO, which stands for Subject, Verb, Object. Remember, the "object" is
the person or thing affected by the action described in the verb. For example:
The snake swallowed the mouse
subject verb object
The mouse was swallowed by the snake
object verb subject
In the second sentence, the reader has to unravel the backward construction, which takes a little
longer to understand than the first sentence. This is compounded as the sentence gets more
complex. The second example is in the "passive voice" and is generally avoided in academic
writing.
Length of Discourse
When learning to write, keep the length of sentences to below 30 words or so. As you get
better, so the length of the sentence can increase. Generally, paragraphs should be at least 3
sentences long. Divide paragraphs between ideas. Each paragraph should focus on one idea, so
there is no set limit to the length of a paragraph. However, for visual "breathing" spaces, don't
make your paragraphs too long.
Stress Position
Readers naturally emphasise material that comes either at the beginning or at the end of a
sentence. This is referred to as the stress position. Put important, emphasis-worthy information
at the beginning or end of the sentence, when the reader is naturally exerting the greatest
reading emphasis.
Topic Position
The topic position is usually located at the beginning of the sentence, where the reader expects
perspective and context. The reader expects a unit of discourse to be a story about whoever
shows up first; it provides them with focus. For example:
Bees disperse pollen
Pollen is dispersed by bees
These sentences contain the same information, but one tells about bees and the other
about pollen.
Paragraphs
The same rules apply to paragraphs and chapters - in fact any unit of discourse. All paragraphs have the
same building blocks, i.e. the core idea or topic of a paragraph should be stated in one sentence, called
the topic sentence, which is located in the topic position – often first. The rest of the paragraph consists
of sentences that support, develop or explain the main topic. They should be logically linked to the
preceding and following sentences. Lastly, the concluding sentence is usually a summary of the
argument of the paragraph, and should look ahead to the next paragraph. For a paragraph to be
coherent, most of the sentence subjects should be the same, the ideas should have a clear and logical
relation to each other and information should flow from old ideas to new ideas. It helps if every now
and then you orientate your reader. You do this by means of signposting:
Signposts (conjuncts)
These help show the connection (relation) between one idea, sentence, or paragraph and
another. They help the reader by telling her which way the argument is going:
• To show contrast: - use "however"; "on the other hand", etc.
• To show continuation / similarity: - use "in addition", "furthermore", etc.
• To signal effect / conclusion: - use "consequently", "as a result", "therefore", etc
Chapters
Similarly, chapters should also have structure. There should be an introductory paragraph, which
outlines the main sections of the chapter, followed by a body of text/series of paragraphs which provide
support for the argument, finishing with a conclusion which reviews the main arguments presented in
the chapter. Interspersed in the chapter will be bridging (backward and forward-looking) paragraphs
which help the reader (and writer!) to follow the main points of the argument.
The introduction should make clear how the chapter fits into the rest of the thesis:
The introduction:
• Orientates your reader to the development of your argument
• Sets the scene of the chapter – the general area(s) that the chapter considers, the main question it
addresses
• Identifies the gap in knowledge or understanding that the chapter addresses – usually identified
as an issue in earlier chapters
• Indicates how the chapter fills the gap, or responds to the chapter's posed main question
• Gives a brief overview of what is in the chapter
• Contains a clear thesis statement that reflects the essence (or gist) of the chapter
• Offers intellectual stimulation to your reader.
Conclusions
The conclusion of the chapter should remind readers of the key conclusions drawn, outcomes and how
its theme will be dealt with or carried on elsewhere in the thesis. It should not merely restate the
introduction or list the aspects covered, but should show growth and reflection in terms of:
• what the chapter has done – the main response to the question the chapter addresses
• what new questions the chapter has identified.
• where these questions are dealt with.
Prose style
Plain and clear language
The point of research is to illuminate and clarify, not to obscure and muddle. So, use language that is
clear, straightforward. Avoid a flowery style, obscure words, buzz words and long complex sentences.
Tenses
Most of your empirical research will be written in the past tense since you are reporting on the data
collecting process you have already undertaken and the findings that resulted from this. Some sections,
like the Review of Literature, will be written in the present tense since you are discussing what others
are thinking, and the Discussion will be a combination of past and present.
First person authorship
The trend in academic writing is to use the "first" person as the author of the text, e.g. "I will discuss
…" etc. However, check with your Department first whether this is acceptable in your discipline. Some
disciplines still insist on the use of the "third person" (e.g. "the researcher found that …"). Check with
your supervisor.
Gender pronouns
In order to avoid clumsy constructions when the gender is not clear, (e.g. "A personal trainer would
advise his or her clients on…"), scientific writers use plural constructions (e.g. "Personal trainers
advise their clients on…"). Use gender-neutral constructions like "speaker", "police officer",
"representative" instead of "spokesman" or "policeman".
Active and passive voice
Use of "voice" shows whether the subject acts or is acted upon. When the subject of the sentence
performs the action expressed by the verb, the voice is said to be "active". When the subject undergoes
the action of the verb, the voice is "passive". A simple example of the active voice is "we carried it"
which, when written passively, becomes "it was carried". Writing in the active voice is more interesting
for a reader, and is increasingly the preferred style in academic writing because the agent in the active
voice is clearly identified (e.g. "Smith found that aflatoxins infected the blood") rather than obscuring
the agent (e.g. "It was found that the blood was infected by aflatoxins" ).
Clear referents (determiners)
With words such as "it", "we", "this", "them" it is important that you have indicated very clearly who
at what is being referred to. Look out especially for the use of "it" when the previous sentence doesn't
make clear what "it" stands for, e.g. "The response indicated a link with previous research. It is an issue
that needs further research?" What does "it" refer to: The "response"? The "link"? "Previous research"?
Also, ensure that danglers (dangling participles ending in " …ing") match with the subject that follows
immediately after the comma. E.g. "Drawing the sample for the case study, time constraints limited the
size." Who drew the sample?, the time constraints? No, you did. So re-write to read "Drawing the
sample, I had to limit the size because of time constraints."
See also Section C in the Thesis Guide
3. Post- Writing Phase
The post-writing phase is all about editing your work and checking the finer details before submitting
the final version.
Edited version
Check your writing for grammatical correctness and adherence to academic conventions. Academic
conventions involve the appropriate use of discourse vocabulary (subject–specific jargon), formal style
(less personal) and formal register (avoid shortened forms). Grammatical clarity more often involves
appropriate sentence structure and punctuation. Remember that appropriate grammar usage effectively
contributes to the intended meaning. Therefore if you are considering employing the services of a
professional proofreader, be sure to reconsider the effect of any changes suggested.
The Final Version
Here you need to focus on the presentation of the written piece in terms of the layout (consistent
headings, fonts, spacing; numbering etc) and technical academic conventions (e.g. correct referencing
methods etc.)
Editing Checklist:
1. Structure and organization:
Outlines the problem and your responses
Each deals with one aspect, clearly stated in a topic sentence
All sentences within each paragraph are related
Paragraphs in each section of my article are linked, in a logical order
Each aspect is adequately discussed
Definitions are provided (where required)
Argument is developed logically
Generalizations are supported with specific examples / evidence
Argument draws on a number of sources
3. Plagiarism, direct quotations, references:
Set out correctly, according to the accepted convention
Used for specific purpose (functional)
All direct quotations, maps, tables, diagrams are acknowledged
All facts, theories and opinions that are not my own are properly acknowledged
There is a clear distinction between references and my own statements / interpretations
All references in the text are correct and included in the list at the back
Logical outline of headings and subheadings
The article / thesis flows (reads easily)
Appropriate use of abbreviations and acronyms
Correct spelling (use spell check)
Consistent use of capitalization
Correct grammar, punctuation, and tense use
6. Presentation and layout
Consistent numbering and layout of headings and subheadings
Standard size paper (A4) with 1,5 spacing and printed single sided
Proofread by a proficient language person
All relevant sections included (e.g. title page, abstract, references, appendices, etc)
Keep an electronic file and hard copy of the paper / chapter for yourself.
________________________________________________________________________________
PART 2 - CRITICAL READING, THINKING AND WRITING
Nelleke Bak
How often have you come across the following instruction: "Critically discuss...."? It is a phrase used
often, but not always with a clear understanding of what it means to discuss something critically. I
once asked my colleagues who had set exam questions starting with "Critically discuss …." what
exactly they were expecting the students to do. After some initial vague responses like "Well, you
know, critically discuss", I pushed them to spell out exactly what they thought this entailed. The
responses were widely varied. Each colleague had a specific idea of what they thought it meant: "Well,
obviously, students have to say why they agree or disagree with the author"; "Students must analyse the
structure of the argument, assess its the validity and determine the truth of the claims"; "I expect
students to highlight the underlying assumptions the author makes"; "Of course, it means they have to
contextualise the author's claim"; "I want my students to develop the author's main idea further by
examining the possible implications of the claim"; "What I am looking for is whether students have
analysed the meanings of the concepts used by the author"; "Obviously it means that students must
assess the contribution to author makes to the existing understanding of the topic", and more! Now,
each one of these is a pretty sophisticated academic skill. Are you expected to do all these? What does
your lecturer or supervisor expect you to do? What is the accepted academic expectation of what
critical discussion entails? The following notes are guidelines to help you find some structure to
developing a critical discussion.
More often than not, our initial response to the instruction "Critically discuss …" is to think that we
must find fault, or highlight the weakness in the argument, or reject certain claims. Although this might
at times be part of a critical discussion, it is by no means the only or even most appropriate way to
engage with the claims expressed. So, before looking at what critical discussion (or engagement) is,
let's get clarity about what it is not:
What critical engagement is not
• it is not the same as disagreement
• it does not aim to embarrass, humiliate or seek to dominate
• it does not mean nitpicking
So, what does it mean to read, or think or write critically? The following are some pointers to help you
both in your reading of others' texts as well as in constructing your own writing for assignments and
your thesis.
What critical engagement is
• it entails giving a clear exposition of the argument;
• it entails determining and assessing the support for a certain claim you or others have made in
order to get a clearer understanding of an issue;
• it entails determining the truth of the premises, and the validity of the argument;
• it entails clarifying and analyzing the language used;
• it entails showing how the article or book fits into the academic debates and current literature –
to what or whom is the text responding?
• it entails discussing the theoretical and social context in which the ideas are developed;
• it involves a discussion of the possible implications the ideas or claims could have;
• it demands informed thinking and creativity.
One way of illustrating it graphically is:
I've noted that critical engagement (which incorporates critical reading, thinking and writing) is not
merely rejecting or finding fault with someone's argument or position. Rather, it is a rational
reflection on one's own and other's ideas in order to get a clearer understanding of an issue. One of
the main things to remember when engaged in critical reasoning is that you must first have a clear
understanding of what the author is saying before you can critically engage with the ideas expressed.
When engaging critically with a text, follow these 4 steps:
Clear exposition of text
1. Describe (i.e. give a clear exposition or summary of) what the author is saying and doing; You
do this by pre-reading, reading, re-reading, making notes and summarizing them.
Critical evaluation of text
2. Analyze and interpret what the author is saying and doing;
3. Evaluate the author's claims, argument and approach;
4. Relate these to other literature or scholarship on the topic (or to your own thesis theme).
You cannot reject, accept, modify, adapt, disagree or agree with something if you don't fully
understand what it is you're rejecting, accepting, modifying, adapting, disagreeing or agreeing with.
Therefore, you must first give an exposition of the text, before stating your own responses.
How to I start to engage critically?
The four steps sound all rather grand, but how do you actually do so? Where do you begin? In order to
do the 4 steps, here are a few guidelines. The following are some points that may help you develop
systematically the task of first clarifying the author's ideas and then developing your own critical
engagement with these ideas.
1. Pre-read
One way of getting a quick idea of what the main thrust of the text is that you are going to engage with,
is to do some pre-reading before starting on the actual text:
• read the fly-leaf of the book (what is the main idea the author is developing?, who is the
author?, where is s/he located?, when was the text written?),
TEXT (book or article)
What subject? Argument?
Themes?
CONTEXT
What do other authors
say about this topic?
How does this text
contribute to the shared
understanding of this
topic?
AUTHOR
What is her/his
purpose?
Theoretical position?
READER (Self)
What are my responses?
What issues of my thesis
are addressed?
How does the text inform
my thinking about these?
• read the preface or introduction of the book (often in an edited collection, there is a short
analysis of the various chapters);
• read the abstract (journal articles have a summary of the article at the beginning)
• check the reference list (are current, important works listed?)
2. Read and Re-read the text
Don't expect that you will grasp the ideas in the text on one reading only, this usually involves a
number of re-reads.
• Do you understand the literal meanings of the words used? Keep a dictionary at hand and look
up key words whose meanings you're not sure of.
• What metaphorical meanings (i.e. meanings through association) does the author develop?
• Are there cultural terms of idiomatic expressions you're not familiar with? A good dictionary
will spell these out.
3. Make systematic notes
One of the ways to find out what you are thinking about what the author is saying, is to write down
your thoughts. It is extremely important to work toward seeing a clear and accurate picture of the text.
One approach to accurate seeing is to try and suspend your judgment for a while, focusing instead on
describing or outlining a text. A student once described this as "listening to the author's voice" rather
than to her own. Remember, the first step in critical engagement is to give a clear exposition or
summary of the author's findings or argument.
• In order to help you analyse the content and argument of the text, read each section or paragraph
carefully and then do two things: note its main point or idea and its function in the text – or
putting it more simply, write down, in one sentence, what each section says and what it does.
Here is an example:
The text:
The case for brands
Imagine a world without brands. It existed once, and still exists, more or less, in the world's poorest
places. No raucous advertising, no ugly billboards, no McDonald's. Yet, given a chance and a bit of
money, people flee this Eden. They seek out Budweiser instead of their local tipple, ditch nameless
shirts for Gap, prefer Marlboros to home-grown smokes. What should one conclude? That people are
pawns in the hands of giant companies with huge advertising budgets and global reach? Or that brands
bring something that people think is better than they had before?
The pawn theory is argued, forcefully if not always coherently, by Naomi Klein, author of "No
Logo", a book that has become a bible of the anti-globalisation movement. Her thesis is that brands
have come to represent a "fascist state where we all salute the logo and have little opportunity for
criticism because our newspapers, television stations, Internet servers, streets and retail spaces are all
controlled by multinational corporate interests." The ubiquity and power of brand advertising curtails
choice, she claims; produced cheaply in third-world sweatshops, branded goods displace local
alternatives and force a grey cultural homogeneity on the world. …
Yet this is a wholly misleading account of the nature of brands. They began as a form not of
exploitation, but of consumer protection. In pre-industrial days, people knew exactly what went into
their meat pies and which butchers were trustworthy; once they moved to cities, they no longer did. A
brand provided a guarantee of reliability and quality. Its owner had a powerful incentive to ensure that
each pie was as good as the previous one, because that would persuade people to come back for more.
Just as distance created a need for brands in the 19th century, so in the age of globalisation and the
Internet it reinforces their value. (Extract from The Economist, September 8th 2001, p9)
Does brand advertising make pawns of
people or does it bring something
better?
Raises the contested issue by setting up the
two sides.
Klein argues that brand advertising
curtails choice.
Summarizes Klein's pawn theory as one
response to the issue.
Brands protected consumers and offers
reliability and quality.
Raises an alternative to Klein's theory and
substantiates with historical contextualisation.
4. Examine, categorise and summarise your notes
Once you have done this, read through your notes and then write down your responses to the following
questions. This will help you develop a clear exposition of the text, in other words, to help you describe
what the author is saying. Your exposition should be a clear and honest reflection of the author's text.
Give an exposition of the text
1. What is the topic that the author addresses? What is s/he specifically focusing on? What
are the boundaries of the topic?
2. What is said? What is the main idea that is developed? The main claims? What is the
author's main position with regards to the topic? Where does s/he stand? (See the "tree"
structure to help you determine the author's main idea.)
3. What is the structure of the text? What comes first, second, third? How does the author
bind them together?
4. What interpretations are offered of the main concepts? What does the author mean by
"x"?
5. How are these main ideas or the position supported? Support or evidence can be offered in
various forms:
o references to other authors
o examples, case studies
o metaphors - using an image to illustrate a point
o reasons and development of argument
o conceptual analysis
o cause and effect
o statistics
o literature review
o historical contextualisation
6. In which paradigm is the author located? Through which conceptual lenses is the author
looking at the issue? (Remember, there is no such thing as a "neutral" view.)
7. What methodology is the author using in order to make sense of the issue or to develop a
particular position?
8. In what context is the author writing? Place? Date? In what discipline? In response to
what or whom?
5. Evaluate The Text – the main idea, the structure of the argument, the author's
purpose, the context, the contribution to scholarship
By now have a clear grasp of what the author is saying. This is a necessary first step in reading
critically, but it's not enough. Now you need to assess what the author is saying. Remember, critical
engagement does not necessarily mean that you have to find fault, rather it means that you discuss
the author's contribution to the on-going academic conversation about the issue addressed. In order
to get a grasp of this, develop a response to some (or all) of the following questions:
Critical engagement with the text
1. Are the limits of the topic appropriate? What is not said? Why not? Is this a serious
omission? Are the limits of the topic too narrow, too broad? If the limits are too broad is
the author in danger of generalizing too much? If the limits are too narrow, is the author
saying anything of interest?
2. Are the interpretations of the main concepts offered clear? Does the author rely on "buzz
words" on popular rhetoric, or are the meanings of the key concepts clearly stated?
Words or concepts are not "discovered", they are constructed for particular purposes. What
are these purposes? Language embodies the perspective from which we view a particular
issue. It reveals how we order our experiences, what assumptions we make, and reflects
what we think. (Since ideas are expressed in language, the analysis of language is
extremely important in our critical engagement with these ideas.)
3. Are supports for the main claims:
• appropriate to the context? (Does the author, for example, use findings from other fields
or disciplines and transport them into another context? If so, are these illuminating or
distorting? In what way?)
• true? (Is there counter evidence that might contradict these supports? Or are there other
findings that substantiate the author's supports?)
• valid? (Does the author systematically develop the position or are there logical jumps?)
4. What could be possible counter-examples? What other perspectives or conclusions are
possible?
5. Does the author make certain assumptions? (For example, does the author assume a high
literacy rate among the population, a certain level of economic welfare, certain divisions in
society? Are these justified assumptions? Of course, no author can spell out all the
assumptions on which the ideas s/he develops are based, but you as a critical engager need
to be able to judge whether there are assumptions that ought to have been spelt out but
aren't)
6. Is the methodology used appropriate? Does it reflect the research practices of the
discipline? Could the author have followed another methodology? What does the author's
methodology (or the other one) bring to light which the other approach doesn't? Is the
sample size appropriate? Are the criteria for choosing the sample appropriate for the main
idea the author develops?
7. How would the issue have been interpreted in another paradigm? (Think of the duck/ rabbit
example which illustrates that the same drawing can be interpreted in two quite different
ways.) Language not only reflects what we think, but it also influences thinking and shapes
our perspectives. We see with concepts, rather than with our eyes.
8. The ideas are expressed in a particular context (date, setting, discipline, in response to a
particular issue). How can these be extended into perhaps another context? (Can the ideas
expressed by for example an American author be used fruitfully in a South African context?
What are the particular dynamics of SA that will have an impact on these ideas? In other
words, what are the possible implications of these ideas in a South African context? Also,
can ideas expressed by, for example, a political scientist be used in an educational setting?
Are there specific dynamics in an educational context which will impact on these ideas? In
other words, what would be the implications of these ideas in, for example, a school
setting?)
9. What experiences of the author might have influenced her/his writing? What else has the
author written? How does this link with the author's previous writing?
10. What are the connections between this text and other texts written on this topic? What
contribution does this text make to the shared understanding of the subject? What is the
scholarly or social significance of this text? Texts are part of an on-going academic
conversation. It is important that you have some idea of where in the academic conversation
this text can be placed.
11. Is there anything of relevance missing from the book? Certain kinds of evidence, or methods
of analysis/development? A particular theoretical approach? The experiences of certain
groups?
12. You have selected this particular text (or topic) because it has "spoken" to you. Why? In
what way? What questions would you ask this author if you could?
13. How does this text inform your own thinking about the topic you are writing on?
14. What, for you, were the three or more best things about the text? The three or more worst
things? Why?
A technique for determining the author's main idea: a tree structure
It is often quite tricky to articulate in a short, clear sentence what the main idea or claim or finding
is that the author is advancing, either in the overall text or in a paragraph. Since the whole purpose
of a text is to compel the reader to accept a particular position, the main idea (or thesis statement) is
really around which everything centres. Without such a centre, a piece of writing would be a
muddle and "pointless". It would merely be a collection of incoherent sentences and paragraphs.
So, if you're seriously interested in engaging critically with a text, you must first determine its main
point or thesis. This is crucial because everything written by the author can be assessed only in
terms of the contribution made to the main point. It is often difficult to determine the thesis, not all
author state it clearly. But, every academic text deals with some topic and its author always has an
attitude toward that topic. To determine the topic go back your notes on the paragraphs, and try and
determine a common concern of the paragraphs. Also, consult the abstract, title or summary of the
text – very often the author will state the main claim there.
Topic Author's attitude
Main idea (thesis statement)
For example:
Brands supportive of working women concerned about
consumer unequal treatment
protection
Brands provide a guarantee Working women are treated unequally
of reliability and quality In the workplace
Blocks to critical engagement
One can be hindered in the critical engagement with an issue because of certain bad habits. Be
aware of these not only in the author's writing, but also in your own responses to the author.
• cultural conditioning: often signaled by words such as: "obviously", "of course", "must",.
Ask, what are the "givens" or taken-for-granted assumptions the author makes?
• reliance on opinion: this means to accept blindly on the basis of popular opinion. E.g. "It is
said that....", "Everybody knows that....", "It is a well-known fact that....." (Says who?)
• hasty moral judgment: to take for granted that something is a good thing. Often signalled
by "ought", "should" or "must".
• us-them thinking or either-or thinking: this makes us believe that there are only two (usually
opposing) positions; one is good/true, the other bad/wrong. It often sets up false polarities
and ignores other possibilities. (E.g. "Capitalism vs socialism", learner-centred vs teacher-
centred", "progressive vs conservative", "left" vs "right")
• use of labels and appeal to "buzz" words: often encourages simplistic thinking. E.g.
"democratic" , "empowerment", "community". We need to look closely at the assumptions
that underlie these labels and the rationale that drives them. (I once taught a course in which
I had a long list of "banned words" on the wall – if students wanted to talk about these, they
had to use different words to try and express the same idea. They struggled at first, but
quickly realized how it forced them to think much more deeply about the issue.)
• resistance to change: it can be threatening to let go of preconceived and cherished notions,
of set ways of doing things and thinking about them.
• slanting: there is nothing wrong with using expressive and emotive language, but this in
itself cannot be a substitute for argument. Just because someone feels strongly - or shouts
loudly - about something doesn't make her beliefs true. Emotive language needs to be
supported by reasons.
• persuasive definitions: this is a particular form of slanting which takes the following form:
something, x, needs to be criticized (e.g. abortion); choose something most people consider
bad (e.g. murder); define x in terms of that (e.g. abortion is murder of a foetus); therefore, x
is rejected. Critical analysis is often aimed at the level of how a particular concept is
interpreted, because from that particular interpretation other forms of thinking and doing are
developed.
In summary:
Remember, critically engaging with something demands effort, discipline and commitment. You
will need to re-write your draft a number of times, as you read and re-read the text. There are no
short cuts!
PART 3 – LITERATURE REVIEW
Viv Bozalek and Nelleke Bak
All theses have to draw on the literature. Some theses have specific chapters that focus on
discussing the main trends in the literature about a particular issue (the topic of the thesis), whereas
other theses again draw on literature throughout the development of their discussions. So, no matter
what the structure of your chapter outline, somewhere in the thesis you will have to give your
reader an indication of the kinds of debates in the literature on the topic you are researching.
Work sessions with post-graduate students reveal that many don't know how to do a literature
review. It is considered to be an essential early step in conceptualizing the research project
(Neuman 1997:88). In this section of the guide, we'll try to demystify the literature review by
focusing on what it is or how it is perceived by students, why you are required to undertake a
literature review in post-graduate studies, how to go about doing the literature review and finally
what the characteristics of a good literature review may look like.
What is a literature review?
Writing a thesis or academic paper is seen as an entry into the academic conversation that has been
going on in the journals and books. Just as you would do when joining any other conversation,
you'll first listen to what the conversation is about, what the main issues of debate are, and to who
is responding to whom in what way. Your literature review section is a way of reporting to your
reader on the academic conversation you are planning to participate in.
A literature review is seen in various ways by different disciplines and individuals, but it generally
involves a search and documentation of primary (original) sources of scholarship rather than
secondary sources, which are reports of other people's work. Cooper (1985:8) describes it thus:
First, a literature review uses as its database reports of primary or original scholarship, and
does not report new primary scholarship itself. The primary reports used in the literature
may be verbal, but in the vast majority of cases are written documents. The types of
scholarship may be empirical, theoretical, critical/analytical, or methodological in nature.
Second, a literature review seeks to describe, summarize, evaluate, clarify and/or integrate
the content of primary reports.(Cooper as cited in Bruce 1996:143)
This gives you some idea of what a literature review may involve. Another way of trying to get a
firmer grasp on what it entails, is to start trying to establish how other students (and academics)
understand it, so that you can build upon these ideas. Christine Bruce (1994) conducted a study in
an Australian university on exactly this. She was interested in understanding what students made of
the words 'literature review'. Her analysis of the results of student conceptions are useful in that
they cover different aspects of what a literature review may involve and they also provide an idea of
how a literature review progresses, first from a simple task to more advanced stages of the process.
In the section that follows, are outlines of the six conceptions that Christine Bruce identified, as
well as a brief description of what each stage involves:
1. The literature review as a list: In this conception the literature review is perceived as a list
or collection of items – books, journal articles, or other sources which could possibly pertain
to the research topic. This could include author's names, titles of articles and perhaps brief
summaries of the contents of the text, as well as key words. The interaction with the
literature at this stage is indirect or passive, in that you are merely reporting.
2. The literature review as a search: This is a more advanced step to the previous process in
that you search the literature with the purpose of establishing what is relevant and important
to your research topic. It is a more concerted effort to look for literature than the previous
conception, but the interaction with the literature is still indirect and passive, as the focus is
on the process of searching and identifying relevant sources.
3. The literature review as a survey: Here there is an investigation of past and present
literature on a particular topic or area of interest. It involves a more comprehensive scan of
the literature on the topic, where you are able to establish the current knowledge base and
research methodologies which have been employed to study the topic. The interaction with
the literature is more direct at this stage, as your concern is with the knowledge base rather
than the process of searching. The process is mainly expository, that is, you are concerned
with giving a clear and fair summary of the content of the literature.
4. The literature review as a vehicle for learning: This is where you are actually critically
engaged and gaining knowledge from the literature review. You are using this as a check for
your own ideas. Here you engage directly with the literature and review it with the purpose
of informing your own ideas on your topic. The focus here is multidirectional as you are
concerned with how the literature is influencing or impacting on your perceptions of the
research problem.
5. The literature review as a research facilitator : This is an advanced stage of the literature
review. Here your research interests are used to justify the necessity for conducting
research. Engaging with the literature helps to shape the research and give direction for how
to conduct the study. The focus again is multidirectional in that the literature is used to
impact on the research project itself.
6. The literature review as a report: This is the final stage of the interaction with the literature,
where you move beyond considerations on how it shapes the project to the development of a
report, synthesizing the literature and discussing where the literature is either supported or
challenged through the findings of the thesis.
Some literature reviews form standard chapters of a thesis, particularly in the natural sciences and
in quantitative traditions, while others, especially in qualitative approaches, can be dispersed in
various chapters within the thesis. In many cases, the whole thesis is a kind of extended and
detailed literature review. Even though there may be differences about where you decide to place
the literature review, or what you see as its purpose, all of the above stages may help you to identify
the different interactions that you can engage in with the literature at different phases of your
research. From the above categories, you can see that reviewing the literature is a continuous
process. It begins before a specific research problem has been formulated and continues until the
report is finished. It is also a product, where it is written as part of the thesis. As a product it has
specific purposes, which the next section will address.
To summarise:
• the literature review draws mainly on primary sources
• it can have a variety of purposes (to help you identify a suitable topic for research, to help
you identify relevant literature, to help you get an idea of what the main debates on your
topic are, to help you understand the issues involved, to help inform your own ideas about
the issue, to gain familiarity with the accepted research approaches and methods in the
discipline, and to become a critical co-conversant in the academic conversation)
• it is a continuous process which begins before a research question is even formulated and
continues to the end product which is the research report or thesis (and perhaps beyond this
stage if you are going to be orally examined on the thesis and you need to keep up to date
with literature until this event)
• it is a well-written, coherent product, appropriate to the purpose for which you need it.
Now that you have some idea of what the process of a literature review may involve, the question
that needs to be looked at more closely concerns the reasons for engaging in a literature review –
why is it regarded as an essential part of the thesis?
____________________________________________________________________________
Why do I need a literature review?
This is related to what we see as the major purposes of a literature review. A literature review is
based upon the assumption that research is not something that happens in isolation, but is something
done and developed by a community of academic researchers. (Think of the "academic
conversation" analogy – you can't have a conversation all on your own!) This means that
knowledge is seen to be cumulative and that you can learn from what other researchers and writers
have done. What you are researching in the present must be built upon the knowledge of what has
been researched before. Researchers read studies to compare, replicate or criticize findings of other
writers (Neuman 1997:89). When you are participating in the academic conversation – writing a
thesis is a way of participating in that conversation - you are responding to issues raised, drawing
links between what various authors have said, showing where there might be some contradictions,
or raising some considerations that haven't been addressed yet. But you can do this only if you
know what the conversation has been and is about, i.e. if you know what the past and current
debates in the literature are. In fact, if you refer to the guidelines that UWC gives all examiners of
theses (see Appendix VIII of the Thesis Guide), you will notice that examiners are asked to check
whether you demonstrate in your thesis familiarity with the relevant literature.
Ranjit Kumar (1994) has put together a useful list of potential uses of a literature review. However,
many of the points below have been identified and added by post-graduate students at UWC in
workshops run on how to conduct a literature review. Look at the following list of potential uses
that a literature review may have for you:
• The literature review helps to bring clarity and focus to a research problem. You cannot
undertake a literature review unless you know what you want to find out but, on the other
hand, the literature review is also necessary in helping you to shape your research problem.
This is because reviewing the literature helps you understand the subject area better and so
helps you to conceptualise your research problem clearly and precisely. It helps you to
understand the relationship between your research problem and the body of knowledge on
the area. In other words, the literature contributes to your understanding of why your
research problem is a problem! In doing the literature review you are able to identify
information and ideas that may be relevant to your project. (Kumar 1994:26)
• The literature review helps you to identify gaps. In order to know what the obvious gaps in
the current state of knowledge are, you have to know what the literature in effect covers. In
doing the literature review you become aware of what has already been done and what
remains to be done. Be careful of claiming that there are gaps in knowledge when you have
not done a thorough review of the literature. This is a common error in naïve and
inexperienced research students.
• The literature review prevents you from merely duplicating knowledge. You may feel
excited about a particular idea and believe that you are the only person to have this idea, and
then discover that it has been thought of before when you read the literature. In doing a
careful search of the literature, it helps you not to 'reinvent the wheel', in other words it
helps you to avoid merely duplicating research of others. Of course, planning to replicate
studies (a legitimate form of research), or aiming to research an issue to which there is no
definitive answer (e.g. the link between mind and brain) is not merely duplicating research.
You are contributing to the body of knowledge by either validating previous research, or
contributing some new insights on a long-standing problem. Very few theses have a
definitive answer to a problem, so don't think because the problem has been written about
already, that the final answer has also been furnished. A literature review is also useful to
get to know what has worked and what has not in terms of methodology, so that you can
avoid making the same mistakes as others.
• The literature review helps you to broaden your knowledge base. You should read widely
in the subject area that you intend to conduct your research study in. It is important that you
know what other researchers have found, who the major research authors or what the
seminal works are in your field, what the key issues and crucial questions are and what
theories have been put forward in the relevant body of knowledge. You will also be able to
see how others have defined concepts which you will be using – what the widely accepted
definitions, or interpretations, are and you will be better able to work out interpretations of
key concepts that suit your research purposes from this knowledge. Most fields of study
have over the years developed their own research practices and conventions. Consult the
literature to familiarize yourself with the acceptable research conventions and approaches
adopted in the written up research (literature). When you undertake a post-graduate study
you are supposed to be an expert, or at least an apprentice who demonstrates 'mastery', in
your area of study. The more you know, the better position you are in to study your topic.
"Self-study reviews" help to increase your confidence in the area, and helps you to
familiarize yourself with the main issues.
• The literature review helps to contextualise the research project. You must provide a
signpost for your readers about 'where your research topic and approach are coming from'.
This signposting allows the reader to see which theories and principles have been influential
in shaping your approach to the proposed research. As has already been indicated, the
literature review enables you to build a platform based on existing knowledge, from which
you can carry on and explain what your contribution will be to the field. (Remember, for a
Master's thesis a modest , but of course rigorous, contribution is sufficient.) The literature
review can put your study into historical and other perspectives and provide an intellectual
context for your work, enabling you to position it in relation to what others have written.
"Context reviews" help you to: place the project in the larger picture; to establish links
between your topic and the existing body of knowledge; to establish the relevance and
significance of your research question, and to establish the possible implications of your
position.
• The literature review can improve your methodology. Going through literature helps you to
acquaint yourself with the methodologies that others have used to answer research questions
similar to the ones you are investigating. You can see what has worked and what has not
worked for others using similar procedures and methods, and the problems that they have
faced. In learning about the methodologies that others have used you will be more able to
select a methodology which is capable of giving you valid answers to your research
questions (Kumar 1994:26), and which is appropriate for the field in which you are
studying. "Methodological reviews" help you to point out how methodologies vary and
what the dominant approaches are.
• The literature review may assist you to identify opposing views. A literature review can
help to identify differences between your study and previous studies. The idea that research
builds on earlier work does not necessarily imply that it extends, flows or approves of the
earlier work. Your work may be highly critical of earlier work and even seek to discredit it.
However, even if you are critical of a particular theory or methods of conducting research,
you will still need to review the literature to argue the weaknesses of the work and the
benefits of the alternative approach which you have chosen. You cannot justifiably reject or
criticize something if you don't clearly understand (and demonstrate to your readers that
you clearly understand) what it is you are rejecting or criticizing. "Integrative reviews" help
you to: present the current state of knowledge; and pulls together disparate findings.
____________________________________________________________________________
How do I start on my literature review?
Many post-graduate students do coursework before starting on a minithesis. Your coursework and
assignment readings are an ideal starting pointy for your minithesis. However, your topic for
research will need additional sources of information. This section will focus on four different
activities in relation to the doing of the literature review viz. searching for information, managing
the information, reading and writing.
1. Where and how do I search for information?
You need to know how to use the computers in the library and how to use indexes and abstracts.
You can organise searches based on subjects, themes or key words. It is good to find out who your
subject librarian is and to make friends with her or him. Inter-library loans at UWC are useful for
students and provide an efficient service (they are situated on Level 4 of the library). As a student
you can also make use of all the libraries on the CALICO system – UCT, Stellenbosch, UWC and
both technicons. You will have to request a letter from the University Chief librarian to get access
to these institutions.
Type of information source
Means of accessing the source
Books, monographs,
conference proceedings,
reference materials
SACat on SABINET
SA Studies CD-ROM
Bookfind
WorldCAT
Internet search engines and
directories
Index to South African
periodicals (available on SA
Studies CD-ROM or online)
General and domain-specific
indices. (See Mouton, 2001,
chapter 13 for an extensive list)
Newspapers, magazines,
reports
Dissertation Abstracts
International
Taken from: Mouton (2001:88). See also Mouton (2001:89) for some additional useful sources.
When searching databases and the library, it's important to establish the credibility of the source. Is
it an academically acknowledged data base? Are the entries still relevant? The date of the
publication is important: for empirical studies you should concentrate on the latest publications and
work backwards from these as they become out-dated. Remember, this is because researchers build
on the work of those that have gone before (just like you need to do in your own thesis.) With
theoretical articles it is not so important to have the most current article, since you might be
drawing on classical texts that are more dated.
The quickest way of getting an overview of the trends in the debates is to look at the journals in
your subject area. First of all, identify the most important journals in your field of research. Ask
your subject librarian, your colleagues, fellow students and your supervisor. What topics are the
journal contributors writing on? Can you trace the development of the debate over a number of
journal publications? Who do the contributors list in their reference lists? Are there some key texts
that many writers refer to? If so, get a copy of it. Are there some references that look as though they
focus on your chosen specific topic of research? If so, try to get copies. Once you have an overview
of the debates and key texts cited in the journals, move on to books. Use the index of the book to
see whether your specific topic is addressed. Again, look at the bibliography for references which
may be pertinent to your study. Also, have a look at completed theses on your topic of research. All
libraries stock these. You will get an idea of what makes a successful thesis in your discipline. You
can compare the thesis and any publications which come from it with what you intend to do. You
can look at what is required at UWC and look at ones from other SA universities and international
ones. Library staff will be able to help you locate these. More important authors tend to be quoted
more frequently and you will be able to tell who the highly regarded theorists are in your field by
perusing the literature.
Internet searches
The Internet is a terrific tool for getting information, but you need to know your way around it if
you want to avoid drawing on inappropriate sites. Some journals are now available in electronic
form on-line and you should check which of these are available at UWC in your field. Although
some journals are available in this form, it should not be seen as an alternative to searching the hard
copies of literature in journals and books. This is because most literature is still available only
through these hard copies. The Internet is also useful for what Mouton (2001:35) calls 'grey
material' which is information such as government policy documents, speeches, press releases etc.
The advantage of the Internet is its immediacy of access and information is often very recent. But
you must be careful of what you find on the Internet as anyone can write anything there – so, unless
you know that the site is an academically acknowledged one, you can't be sure of the credibility of
information you find there.
See Appendix A for some useful academic databases and search engines.
2. How do I store and manage the information?
In searching the literature it is very important to develop some sort of filing system – either a hard
copy or on computer. Remember to store all details so that you don't have to go back to the
original sources. This can be a very annoying job when you are ready to hand in the thesis but have
outstanding or incomplete references which have to be tracked down. Details on the following
should be kept and arranged alphabetically:
Author (Surname and initials)
Title of book (if a chapter in an edited collection, then note the title of the chapter)
Journal title (and title of article)
Journal Vol no Month Year
Place of publication
Publisher
Date
Library where information is Call no
How item relates to research project
Relevant pages
It is important to keep these sources accurate and consistent. You can either write the details of each
reference separately on a blank "library card" (on sale in any stationery store), which you file
alphabetically, or you can use a software programme , like Research Toolbox (available from
UWC), to enter your references.
See also Part 5 on how to reference correctly and avoid plagiarism
3. How do I read for the literature review?
There is no shortcut to your academic writing. You must read. But there are different ways of
reading. The process of reading has three different aspects: preview which is the most broad and
superficial sweep of the literature, the overview which is slightly more engagement with the
material and the inview in which the material is read very carefully for understanding.1
See also Part 2 on "How do I start to engage critically?"
Preview
There are plenty of books, journals, Internet information etc available to you as a university student.
You can waste hours reading irrelevant information and in this way procrastinate about getting
down to writing. You need to become skilled at selecting the right texts for your purposes. In order
to do so you need to be able to preview books quickly, by looking at the title, date of publication,
author or organisation responsible for publication, and the contents pages. You do this keeping in
mind your purposes for reading:
• The title – from this you can predict whether some of the information for your research
project may be covered
• Table of contents/sub-headings – will some of the necessary information for your research
question be covered? Will it be directly relevant to the specifics of your topic, or just give
you a broad overview? Which chapter/s or sections look relevant to your research?
• Date and place of publication – is the book fairly current and up-to-date?
• The author(s)/organisation/publisher – are they reputable? Have you heard of them before?
Is there any information on them? Are they attached to a credible institution?
In the preview stage it would help you to locate literature if you jotted down the topic, what you
know about it, what you would like to know about it, any questions you have about it, and the value
it may have for your literature review.
Overview
Once you have selected the book or section you want to read, the best way to begin to understand it
1 These terms and the explanations of them are taken from a Guide to Social Development Post-Graduate Students at
the University of Cape Town compiled by Catherine Hutchings in 1999.
is to get a sense of how the whole book or section is structured. You can do this by overviewing the
chapter or article. This will give you a sense of the whole framework or structure of the chapter, so
that when you read it in detail you will be able to fit what you read into the whole context of the
chapter. Not only will the overview help you to find information quickly, it will assist your
understanding as you read.
In doing a survey or overview, you should concentrate on headings, subheadings, introductions and
conclusions, the opening and closing sentences of a section, graphs and tables, and any summaries
that the book or article provides. The advantages of doing an overview are the following:
• The more access to background knowledge you have, the easier it is to add new information.
• If you have a sense of the whole, you understand the details better.
Inview
This involves a detailed and careful reading of the subject matter– ensuring that you understand the
concepts and follow the argument. Take clear and detailed notes of everything you read. Keep your
research question in mind and don't record pages of information which aren't relevant to your
work. You could keep summaries of your readings on a particular file or in a software programme
such as Nvivo, NUDIST, Research Toolbox or just on a Microsoft Word package. Don't forget, at
the same time, to record all the necessary details of the reference. In your summaries you could
include what the main issues and arguments are, a critical comment on these and how the content
relates to your proposed project.
You should have read broadly and deeply in your field of study before beginning to write a
literature review, so that you can locate the study in a wider theoretical landscape. Then read deeply
in the narrower field of the research question, so that you have a detailed account of existing
literature as it relates to your study.
After reading in an intensive way you need to make notes of your own, draw a mind-map, respond
– you begin to prepare an argument for your literature review. Select suitable structure in terms of
which to organise the literature. Use sub-headings.
You could begin your inview of the literature by finding an introductory text or key articles which
introduce the main concepts and theoretical language in your area. Try to identify the concepts that
you don't understand and discuss these with your supervisor. You should develop a conceptual map
and try to fit new readings into this map. Pull together themes and issues that belong together. Once
you have developed a map or rough structure of your draft framework, you will keep slotting
information under the headings that you develop.
Kumar (1994:30) suggests the following:
• Note the theories put forward, the criticisms of these and their basis, the methodologies adopted
(study design, sample size and its characteristics, measurement procedures, etc.) and the
criticisms of them;
• Examine to what extent the findings can be generalised to other situations;
• Notice where there are significant differences of opinion among researchers and give your view
about the validity of these differences;
• Ascertain the areas in which little or nothing is known – the gaps that exist in the body of
knowledge.
Theoretical framework
Students in general struggle with this section. A possible reason for this is that there is no clear-cut
theoretical framework – the question about which framework in your subject area is the more
appropriate one, is itself a question of debate within the literature. The theoretical framework is
where you would highlight the main thrust of the academic conversation you are entering. Note the
similarities and differences between themes and theories – agreements and disagreements among
authors and the bearing that these have on your research topic. You would use these as a basis for
developing the theoretical framework that would be best for your thesis purposes. What a
framework does is to set up some key concepts, interpretations, approaches, claims, foundations,
principles, etc in terms of which you design the structure, sort the information and analyze the
findings of your thesis. Unless you review the literature in relation to this framework, you won't be
able to develop a focus in your literature search. In other words, the theoretical framework provides
you with a guide as you read (Kumar 1994:31). You have to first go through the literature to
develop this framework and then have the framework to go through the literature. A good idea
would be to go through some of the literature to develop this framework and then use the "skeleton"
framework to guide further readings. As you read more you may change the framework, but if you
don't have some structure, you will be bogged down in a lot of unnecessary readings and note-
taking not relevant to your study. The theoretical framework is the basis of your research problem.
Of course, there are competing theoretical frameworks put forward to explain the issue you will be
researching, so you will need to discuss, based on the arguments put forward by other authors, why
this particular framework is appropriate for your purposes.
Students often look for big "isms" as their framework. This is not necessarily the best way to
proceed. Big "isms" are contested terrain themselves and putting a label onto something may just
hinder rather than help you in your investigation. What you do need to be clear about, however, is
the interpretation of your key concepts, the method in terms of which you'll design your research
and the organizing principle you'll use to make sense of what you are investigating.
Delamont (1992) talks about three kinds of reading – reading about (broad background), around
(often reading for contrasts) and on the topic (the kind of inview reading discussed above). If you
are stuck for new ideas or imaginative approaches, it might be useful to read something that
juxtaposes an aspect of your topic. For example if you are looking at women you would examine
the same situations for men. Or, you could hold one variable constant and vary the time, place,
group, or context e.g. higher institutions in the Western Cape in contrast to other provinces or
universities in relation to other higher education institutions; the sexual behaviour of gay men with
HIV/AIDS could be contrasted to the behaviour of straight men.
________________________________________________________________________________
4. How do I write my literature review?
Your writing should be signposted at every point, e.g. you should say what you are going to do,
then do it and then say what you have done. You will need to do and redo things – the process of
research and writing is messy and doubles back on itself. Only in the end does it appear as seamless
and linear. Even the best authors you read, have re-worked their text many, many times before it
was finally printed. Coherence only emerges over time.
In the literature review you should be presenting an exposition (a clear and coherent summary with
a particular purpose) of the issue you are studying, which you then use as the base for an argument.
Rather than just stating facts, an argument tries to persuade the reader to a particular interpretation.
You can use the findings of other authors to support your claims. You should have a central
argument (the main point you want to put forward) and then use each paragraph to develop a part of
the main argument. You should state the argument early on and sum it up in the conclusion. All
points made should link to the main argument.
How to organise a literature review (Mouton 2001)
• chronologically by date of study. Here you would start with older studies and work towards the
latest. This is the least ordered of the literature reviews.
• school of thought/theory. This is a review of the theoretical positions or scholars and would
form the theoretical framework. You could organise it from oldest to most recent or you could
start with approaches or definitions which you feel to be inappropriate, or which have been
discredited by recent scholarship. You would then follow this with a discussion of points which
would form the frame of reference for your study.
• by themes which have emerged from the literature. The headings should be based on the
literature and should be precise, descriptive of contents and should follow a logical progression.
Substantiations and contradictions should be clearly referenced. Your arguments should be
conceptually clear, highlighting the reasons for and against, and referring to the main findings,
gaps and issues.
• by method. You can for example compare quantitative and qualitative studies and show how the
methods produce different sets of results. Most disciplines have conventions of research
practices. Discuss what these are in your subject area.
Try to answer the following questions:
1. What do you consider to be the most important theories/perspectives to arise from the literature?
How have these affected your understanding of your topic?
2. How does your research link with the state of knowledge as reflected in the literature?
3. What questions are raised by the literature which your research addresses?
4. Has anyone ever done this before, what partial answers to your question have been found
before, how did previous researchers go about asking such questions, what methodological
issues are raised by the literature in question?
5. How does your review add value to the literature? Don't just summarise.
6. In what way is your topic valid, important and doable?
If you're still undecided on how to construct your literature review, here is a suggestion on how to
get started:
Go back to your research proposal and the ten key words (or phrases) you have noted as
capturing the main concepts of your thesis. Jot them in a column down a page. Then, for
each concept jotted down, ask yourself: "What does the literature say about this?" Next to
each one, identify three or four readings that address this concept. Make clear and honest
summaries of each reading. Then critically engage with your summaries, noting trends,
similarities, differences, gaps, implications, etc. Re-write this draft into flowing text. Do this
for each listed concept, (the concept can be a sub-heading), and you'll have the first draft of
your Literature Review.
In the writing process you should keep a log or a journal of information-gathering and the writing
process. Ignore references that aren't relevant any more – pare the references down if needed.
____________________________________________________________________________
Criteria of a good literature review
The literature review has been reported as the second most deficient chapter in theses by examiners
(Bruce 1996:151) Areas in the literature review which are commonly regarded as deficient include
the following:
• Exclusion of landmark studies
• Emphasis on outdated material
• Adopting a parochial perspective
• Not being critical
• Not discriminating between relevant and irrelevant material
• Lacking synthesis (Bruce 1996:151)
Delamont et al (1997:59) have three suggestions on how to develop a good literature review:
• make sure that things aren't left out by keeping up with all relevant studies in the field.
• keep reading throughout your thesis production so that your ideas are current.
• avoid being boring by arranging your review in themes, highlighting findings that are
relevant to your thesis. You should be critical of the literature, not just report it.
Your literature review should be something which you, yourself, enjoy reading rather than a boring
list of summaries of what you have read. You are an emerging expert on your topic and must show
this. You have to be able to demonstrate to fellow scholars that you are familiar with the academic
debates in the field, have defined your topic of investigation in an appropriate way and that you
have a (albeit modest) contribution to make to the field. You should be able to show why anyone
should care about your topic, raise the problem you have found, and pave the way for an interesting
and sound investigation. At Master's level you are not expected to make an original contribution,
develop a new approach or solve a problem in an innovative way. What is expected, is a
demonstration of the main academic skills you should have "mastered" at this level. (See the Thesis
Guide for the criteria in terms of which Master's and Doctoral theses are examined)
You should be able to organise the main academic debates and findings in the field. Discuss these
in a logical and meaningful structure, i.e. one that has a specific purpose it steers towards and a
conceptual thread that binds the sections together. Of course, you should correctly cite all sources
mentioned. There are software packages e.g. Endnote or Research Toolbox used for constructing
references.
In a well-constructed literature review, you should demonstrate that you are able to identify:
1. the major context into which your work will fit
2. the major stages, developments of the field
3. the major issues, problems, controversies
4. the major texts, personalities, and schools
5. the major methodologies and approaches
Your review should cover the main aspects of the study and be fair in its treatment of authors. The
literature review should do justice to the author's arguments before critiquing them. (You can't
agree or disagree with something if you don't have a clear idea of what it is you are agreeing or
disagreeing with!) It should be topical. It shouldn't be confined to Internet sources. It should be
well organised around the research questions and key concepts rather than being summaries of what
you have read. Take note of the authority of authors and the reliability and validity of their
methods.
There's a delicate balance between discussing what others have said and found, and developing
your own "voice". You are neither just listing what others have said, nor are you merely "telling
your own story" – you need to demonstrate that you have an informed voice. So, don't quote too
many studies or always begin with "Smith (1999) found that ……", as it takes away the focus of
your own argument onto that of others. It is better to develop a theme and then cite the work of
relevant authors to buttress your argument. Using your own words to describe difficult concepts
will help convince yourself and others that you really understand the material.
In summary:
The literature review should be specific, current and of historical interest, coherent, interesting and
well organised around the research questions and key concepts rather than being summaries of what
you have read. It should be a critical discussion of relevant information from different sources
Don't be tempted to report everything you know – be selective about what you report. Every
reference you use must build on the evidence you are presenting to support your 'case'.
____________________________________________________________________________
How many references should I have?
I once supervised a Master's thesis that had only 8 references in the bibliography – the student did
an in-depth study of a particular key author's interpretation of the concept of "enthnocenticity".
Some authors I reviewed stated 100 books for a Masters thesis and about 400 for a Doctoral one,
but as Mouton (2001:96) has observed and as the thesis on ethnocentricity shows, it depends on the
field you are in and the purpose of your thesis. Mouton did a survey of theses at Stellenbosch
University and came up with the following table. As you can see, the range is extensive:
Mouton (2001:96)
Mouton (2001:97)
_________________________________________________________________
DEGREE TYPE
Doctoral thesis
Historical/ textual studies Experimental studies
Master's thesis
DESIGN TYPE
Mini-thesis
Most extensive
Bibliographies
(400+ references)
Moderate to extensive
Bibliographies
(150+ references)
Moderate bibliographies
(100+ references)
Limited bibliographies
(50+ references)
PART 4 - INTRODUCTION TO SCIENTIFIC WRITING FOR
STUDENTS IN THE NATURAL SCIENCES
Susan Bassett, Lucille Oliphant and Nelleke Bak
"Scientific Writing is not a Science… it is a craft" (Day, 1983).
You will not be able to master the skills of scientific writing overnight, it takes lots of practice!
Research ethics and the requirements of scientific writing
Before conducting your research you need to be familiar with scientific research ethics and the
requirements of scientific communication. The following section is a brief overview of ethical
codes and considerations. The contents of these codes vary according to discipline. The following
are the most common categories of obligations or responsibilities that scientists have:
1. The practice of science (academic ethics)
The ultimate goal of all science is true knowledge. So, as a researcher, you are morally committed
to search for truth and knowledge. But what does that mean, and how do you go about it? The
following professional ethics apply:
• You should at all times strive to maintain objectivity and integrity in the conduct of your
scientific research.
• You should not under any circumstances, change your data or observations referred to as
fabrication or falsification of data. This is regarded as one of the most serious
transgressions of the scientific code of ethics.
• You are required to adhere to the public nature of scientific practice. The implications are
that you should record your own data and should at all times be prepared to disclose your
methodology and techniques of analysis.
• If you are planning to publish your research, the ethics of publishing involves the following
specific issues:
* Appropriate ascription of authorship to a publication
* Rejection of any form of plagiarism
* No simultaneous submission of manuscripts
2. Relationship to society (professional ethics)
The most important principle that guides the relationship between science and the rest of society is
that of accountability. Although we sometimes refer to the scientific community as a distinct and
relatively autonomous sector of society, this does not mean that it is allowed to do what it wants
without regard for the rights of the rest of society. As a member of the scientific research
community, you therefore have a degree of accountability that does not involve the specifics of
research projects, but refers to a general obligation to conduct your craft in a socially responsive
and responsible manner. Accountability in science is manifested in the following ways (Mouton,
1996):
• No secret or clandestine research.
• An obligation to the free and open dissemination of research results.
• A responsibility to funders and sponsors of research. A substantial proportion of research in
South Africa is funded by government or public institutions. This means that large numbers
of scientists and students receive money from sponsors through funding agencies,
foundations, contracts and commissions.
3. Responsibility to the subjects of science (Subject ethics)
Scientific research invariably involves studying beings in some form or another. Where research
involves the acquisition of material and information provided on the basis of mutual trust, it is
essential that you protect the rights, interest and sensitivities of those whom you are researching.
These are:
• The right to privacy (including the right to refuse to participate in research)
• The right to anonymity and confidentiality
• The right to full disclosure about the research (informed consent)
• The right not to be harmed in any manner (physically, psychologically or emotionally)
In addition, "vulnerable" groups (children, the aged, the mentally handicapped) may have additional
specific rights that should be taken note of.
4. Relationship to the environment (Environmental ethics)
If you are conducting research that might affect the environment, you have a special obligation to
ensure that the consequences of your research do not harm or damage it in any way.
________________________________________________________________________________
Scientific Communication and the writing process
Communication is the base upon which all the other aspects of science rest - without
communication, science is dead. Communication in science takes a number of forms, including
primary scientific papers, technical papers, books, popular articles, conference talks, and
conference posters.
Good science involves a reciprocal process of reading, theorising, hypothesising, testing,
information gathering, integrating information, and communication.
__________________________________________________________
Common structure of a thesis in the Natural Sciences
There are many different ways of structuring a thesis. In general, the theses in the Natural Sciences
follow a fairly set structure. There are logical reasons why there is a conventional way of
structuring the thesis in the Natural Sciences. It lets the reader know, in a logical progression: why
this research was done - it convinces the reader that the problem is worthy of investigation; how it
was done - what methods were used to provide evidence; and what was achieved – the thesis must
demonstrate that the problem has been solved, that the hypothesis has been tested. Within your
thesis structure, your argument will proceed from the development of the problem statement and
hypothesis to an analysis of the evidence and the conclusions drawn, based on the evidence. The
following points should be considered within each section of the thesis:
1. The thesis title should be short, clear and to the point; no more than 2 lines long.
2. The Introduction should present the topic and explain why it is important. You are
developing the idea of your thesis and motivating the study. Begin by contextualising your
study, i.e. how you decided on the topic and what is its relevance / importance. Show you
have done some preliminary reading by providing a background to your topic. Then state
your problem as simply as you can. What do you hope to discover/prove? This sets up the
hypotheses. The introduction is the beginning of your argument.
3. The Review of Literature section should demarcate the literature covered. Where did the
problem come from? What is already known about the problem? What other methods have
tried to solve it? Basically include all literature leading to the development of the
hypothesis should be covered here. This is part of the evidence for your argument.
4. The Methods section should explain the sample in terms of design, size and sampling
techniques. All methodology should be described fully so that a competent colleague could
repeat the experiment. Briefly describe all statistical analyses used. How are you going to
prove your hypothesis?
5. The Results and Discussion section goes over what you have found and what it means.
How do your results fit into the existing body of knowledge? Discuss your evidence here,
i.e. the main trends and patterns in the data with reference to your hypotheses. Show the
connections between your results and the literature reviewed earlier.
6. Finally, summarise and conclude. The question to ask is "So what?". You want to convince
your reader to agree with your argument. Highlight the main points of the thesis, then draw
any conclusions. Do your results confirm your hypotheses? If not, suggest reasons. What
next? Make recommendations for future work / research.
________________________________________________________________________________
Introduction
Logic is the science of reasoning. It is the act of advancing and clarifying arguments, reasons and
evidence in order to reach certain conclusions. Reasoning is the process of making deductions or
drawing inferences; linking what is known (fact) with something new (conclusion). The scientific
method of research is a rational, systematic thought process that is used to figure out facts and
truths. The "logic" of your thesis refers to the principles of reasoning that are employed in the
construction on your main arguments. The "structure" refers to the way in which you plan and
organise it so as to present your case in the strongest possible manner. Your aim is to convince your
reader that the evidence that you present supports the conclusions that you draw. You want your
reader, after having read your thesis, to concur with your argument.
The basis of the scientific method is to ask questions, then to try and come up with an answer.
However, you have to be able to prove every answer you give. Scientists do this by starting with an
observation, formulating a hypothesis then trying to prove it with trials and tests. Once the trials
and tests are completed and analysed, a thesis is written, which is simply a scholarly argument,
which attempts to convince the reader of something.
The hypothesis is the uniting force throughout the thesis and the thesis develops the argument to
test a given hypothesis. Developing a good hypothesis is usually one of the most difficult parts of
writing a thesis. Don't expect it to come easily. However, you need a good hypothesis so that your
readers know what you are arguing from the beginning, and can then evaluate your argument as
they continue to read.
Hypothesis
The hypothesis is central to the scientific method of research and to the thesis you are about to
write. It is a reasonable "guess" based on what is currently known about the specific topic. The
statement is testable i.e. it can be proven to be true or false. A useful hypothesis may include a
prediction and proposes a relationship between two or more variables:
1. Independent variable (I.V.)- it is the one you the scientist controls.
2. Dependent variable (D.V.)- the one you observe and/or measure the results.
Example: Salt in soil may affect plant growth.
I.V. =salt
D.V. = plant growth
Reasoning
The term 'reasoning' refers to the structured way in which you want to communicate your main
ideas. In logic, we often refer to the two broad methods of reasoning as the deductive and inductive
approaches. You should use reasoning to formulate your hypothesis .
1. Deductive Reasoning
With deductive reasoning you start with a fact or principle, which is called a PREMISE.
Then you come up with CONCLUSIONS based on the premise. Think of it this way...
1. If this happens...
2. And this happens...
3. Then you can come to this conclusion.
If the premises are true and the argument is valid then the conclusion will also be true.
The application of an accepted law to a specific situation:
Theory/ Principle / Fact
Hypothesis
Observation
Confirmation
Example:
1. Rocks fed to Rocky-whales results in a low concentration of iron in their blood and a
high concentration of fat in their milk.
2. Lush pasture fed to Rocky-whales result in milk with a stable iron content and a
moderate concentration of fat.
If from the above statements we accept the general principle that rocks produce high levels
of fat, we can deduce that if we feed high levels of rocks and lush pasture to the Rocky-
whales we can raise the concentration of fat in their milk.
The hypothesis may read as follows, "Rocks will raise the fat content of milk for Rocky-
whales grazing on lush pasture." This is testable.
2. Inductive Reasoning
Inductive reasoning works in the opposite direction. You start by having a number of
observations."I see that." "That happens here." "I believe that this will happen just like the
others because the circumstance is similar." It usually has the following steps:
1. First you start with specifics.
2. Then you organize data about these specifics into categories (saying "What do these have
in common?").
3. Then you formulate a possible explanation for the commonality in a hypothesis.
4. Then you test the hypothesis under various conditions.
5. If the various testings confirm the hypothesis, you formulate the hypothesis into a
statement that can be generalised (a theory, principle, axiom).
Induction is the logical process of assembling facts until a conclusion, usually a
generalisation, is reached.
Observation
Confirmation / Replication
Hypothesis
Theory / Principle / Axiom / Generalisation
Example:
"Repeated seaweed feedings to Rocky-whales result in a high concentration of iron in their
blood and milk with a low concentration of fat."
This is data about specifics. If you want to formulate into a more generalised hypothesis,
then you can formulate it as: "Seaweed increases the iron concentration in the blood". This
general principle can, in turn, be tested experimentally.
__________________________________________________________________________
Argument and Evidence – based on the literature
The argument refers to the ideas that you will work with in your discussion in order to make a
certain point and to draw a certain conclusion. They are called "arguments" because you will have
to justify them in the face of what is already known about the subject (as written up in the
literature). You will also have to present your limitations honestly. In the case of all academic
writing, it is important to organise your reasoning and present your arguments in an appropriate
manner. The best way to do this is to use a series of connected paragraphs, each of which provides
one point in the line of reasoning. The supporting sentences of the paragraph should then be the
evidence.
But what is evidence? You support your hypothesis by providing evidence. Evidence can be either
weak or strong, depending on how it is presented. Consider the following sentence:
"Keats & Maneveldt (1997) showed that the criteria used to separate genera of the
Melobesioidea are unstable."
This is weak evidence, because Keats & Maneveldt (1997) may have gotten it wrong, or may have
used weak evidence themselves.
A much stronger form of evidence would have presented the exact evidence, albeit in summary
form, that they used to show this point. So. a more powerful line of evidence would be as follows:
"Keats & Maneveldt (1997) studied several species from different genera and showed that
there exists a gradation of spermatangial system branching, from simple through highly
branched, thus indicating that this character is not useful to separate genera in the
Melobesioideae."
Don't report merely the conclusion, but rather the nature of the evidence. In the weak example,
appeal is made to authority to support a concept. In the strong example, the exact scientific results
are used, and the line of reasoning is strengthened.
If you write a literature review for your scientific journal article or thesis you should avoid using
predominantly weak evidence in your line of reasoning.
___________________________________________________________________________
How do I assemble the Discussion and balance the Argument?
While you were collecting, processing and tabulating your data, you will have formed a number of
ideas that might be developed in the Discussion. The Discussion then becomes a collection of
arguments about the relevance, usefulness, and possibilities or limitations of your experiment and
its results. Each of your arguments must be developed systematically in a series of paragraphs.
Therefore the technique of developing arguments is identical to that of good paragraphing.
But what is a good paragraph? A good paragraph focuses on one main point / premise only, e.g. on
the relevance, the structure, the usefulness, the possibilities or limitations of your experiment, each
aspect of the results. Each paragraph follows logically from the previous one so that you build up
your discussion systematically.
You should always balance your argument so that the important ones appear instantly important and
their impact is not reduced to minor arguments. It is advisable to set out in note form all the
arguments that you expect to use in the Discussion and clarify the importance and value of each.
You should examine each argument and grade it.
Use the following grading system suggested by D. Lindsay (1995), the author of A guide to
scientific writing in order to help you balance your argument :
AAA: Those arguments that are relevant to the original hypothesis but allow you to make a
positive statement of acceptance or rejection.
AA: Those arguments that are relevant to the original hypothesis but which for some reason
are equivocal (of doubtful meaning, questionable), or which lead you to suggest further
experimentation or observation before acceptance or rejection.
A: Those arguments based on your results, not relevant to your original hypothesis but
which you consider sufficiently new or interesting to be worth including.
B: Those arguments based on your results, not relevant to your hypothesis and of marginal
interest.
Cross out all arguments in category B or any that you could not easily classify. The
arguments that remain are the basis of your Discussion and you have classified them in
descending order of importance.
_______________________________________________________________________________
How do I Present and Interpret the Data?
It is advisable to consult your supervisor at this stage to facilitate at this crucial phase of your
writing. If necessary, consult a qualified statistician to assist you. Once the experiment is
completed, you must (a) analyse and interpret the results and (b) draw conclusions as to whether the
results support the hypothesis. These two parts of the scientific method are presented in the Results
and Discussion sections of a scientific paper. The Results section is where data are presented often
as figures, tables or statistics. While the Discussion encompasses more than just conclusions and
interpretations of the research reported. It also reviews the research in relation to previous studies in
the area.
Results
After your data has been collected you have to decipher what it means. This is done in the Results
section, in the form of:
• Tables
• Figures: graphs, charts, drawings
• Written text.
Tables and figures should be used to document information that cannot adequately be described in
the text. However, it is important to note that poorly presented tables and figures can be confusing
and irrelevant. In general, use tables and figures to concisely summarise information that would be
difficult to describe in words alone. Text alone should not be used to convey more than three to four
numbers or variables - sets of numerical data should be presented in a table or figure. Also, tables
should be used when readers need fine-grain detail on numbers. Tables are generally better than
graphs for giving structured, numeric information, whereas graphs are better for indicating trends
and making broad comparisons, or relationships.
For any piece of scientific writing, there will often be two types of readers: those who scan through
the text, ignoring most of the tables and figures and those who scan through the tables and figures
and ignore most of the text. A well-written report will accommodate both sets of readers. Tables
and figures should be used to document information that cannot adequately be described in the text.
However, it is important to note that poorly presented tables and figures can be confusing and
irrelevant.
Both tables and figures should be self-explanatory. A reader should be able to understand them
without referring to the text. The text should always mention key points in a table or figure - if it
does not warrant discussion, it shouldn't be there!
1. Tables
The following are general rules to consider when constructing tables. Note that these are general
rules and are not cut in stone2.
Titles and Numbering
• The title should be simple and clear – it must be able to stand alone
2 http://www.physics.uiuc.edu/Education/398IRP/Tables/
• The title should be placed above the table – use either capital Roman numerals (Table IV)
or Arabic (Table 4).
• Tables are numbered in consecutive order as they are referred to in the text.
• Use a consistent numbering style for all tables.
• The initial letters of each word in the title should be capitalised.
Headings in Tables
• Each column in a table must have a clear and concise heading that identifies the data.
• The initial letters of each word in the heading should be capitalised.
• The heading should contain the units of measurement (where necessary) which are placed
in parentheses below the column heading.
• Units of measurement alone are not sufficient for a heading.
Borders
• Horizontal line should be placed at the top (under the title), under the column headings and
under the main body of the data
• Vertical lines are not used in simple tables, but may be used to mark off minor subdivisions
in complex tables
• Omit vertical lines at both right and left margins
• In long tables, separate every 5th row of figures with a double space
For example:
Table I
Pre- and Post-training Reliability for Velocity and Accuracy of Throwing
______________________________________________________________________________________________
Pre-training Post-training
Source Velocity Accuracy Velocity Accuracy
______________________________________________________________________________________________
Day 1 vs 2 0.98 0.23 0.94 0.65
Day 2 vs 3 0.94 0.54 0.93 0.69
Day 3 vs 4 0.92 0.24 0.92 0.55
_______________________________________________________________
Footnotes
• Use superscripted letters (a, b, c) to number footnotes in a table, beginning again with a for
subsequent tables.
• Footnotes are ordered from left to right across the top row, then from left to right across the
second row etc.
• Footnotes themselves are placed outside and just beneath their respective table, not at the
bottom of the text page.
• Non-standard abbreviations or symbols used in tables must be defined in footnotes.
Rules for Constructing Tables
• A table should contain at least three columns
• Emphasise only one significant fact per table
• Represent results as simply and concisely as possible – avoid crowded tables. If too
crowded, try to divide it into more than one table
• Construct the table so it reads from left to right
• Make comparisons within columns rather than rows.
• IV (treatment - one you have no control over) should define the rows of the table and the
DV (measurable variable) the columns – it is easier for a reader to make comparisons within
columns rather than rows. Like elements should therefore read down rather than across.
• 1st column on the left is the "anchor" or most important column
• Arrange tabulations so that columns are spaced for ease of reading
• Do not leave any blank cells – indicate no data by 3 raised ellipsis (···)
• Use SI units of measure
• Align values by decimal points or by right hand digit, if no decimal point.
General Table Conventions
• Report the most meaningful data only
• When reporting time, sort them from left to right in columns, from oldest to most recent in
rows.
• If the table is wider than it is long, it may be placed broadside on the page (landscape).
• Borders: thin lines under the title and heading cells and under the main body of the data.
No vertical lines.
• Don't "dress up" your report by presenting data in the form of tables or figures that could
easily be replaced by a sentence or two of text.
• Don't include columns of data that include the same value throughout. If the value is
important to the table, include it as a footnote.
2. Figures: Graphs / Charts / Drawings
Sometimes data can be presented in a more meaningful way by a well-designed figure / graph than
by a verbal description. Graphs convey information to the reader quickly and provide a visual
display of data that would otherwise be presented in a table or the text. A graph should convey
ideas about the data to the reader that would not be as readily apparent if they were in a table, e.g.
outliers.
Good Practice for Graphs
• Ensure the purpose of the figure is readily discernible by visual inspection.
• Stress one significant point per graph
• Choose the right type of graph or each kind of data.
• Arrange one figure per page, centred on the page, immediately following the page on which
it was mentioned in the text.
• Avoid graph junk such as 3D effects, excessive grid lines, redundant labels etc. Minimise
the ink-to-data ratio!
Rules for Titles and Legends
• Provide a Figure number (Arabic - Figure 1) and a clear and concise title below the figure
(Tables are placed above ) .
• Avoid all abbreviations, except units of measurement.
• Number figures consecutively and always refer to them in the text:
• Make sure each axis is labelled, including units in brackets.
• Provide clear keys / legends for all variables. Place the legend below the figure.
Rules for Constructing Graphs
• Independent variable, especially time, should be allocated to the X axis (horizontal)
• Dependent variable should be placed on the Y axis (vertical)
• Graph proportions: height (Y axis length) = ¾ width (X axis length)
• Arrange the graph so that it can be read from left to right
• No more than 3-4 lines per graph (6-7 bars), too confusing
• Make sure readers can clearly distinguish the lines for separate variables, especially if they
all intersect each other at the same spot. Mix solid, dotted, dashed lines etc. for clarity.
• Use solid, dotted and dashed lines or different symbols to distinguish variables, rather than
colour. Same for bar charts, use different black and white patterns.
• Make sure the axes don't extend beyond the data points.
• Use tic marks between numerical intervals on the axes to reduce crowding.
• Ensure a proportionate scale on Y axis. Don't distort data.
• Avoid scale distortion when two variables with numbers of differing magnitudes are
graphed on the same chart, the variable with the large scale will generally appear to have the
greater degree of variation. The smaller scale variable will appear "flat", even though the
percent change may be the same. The example below illustrates this - data series ◊ appears
to have more variation than ! and shows a greater improvement. On closer inspection, it
can be seen that they are identical, varying only by a factor of ten. To overcome this, use 2
axes i.e. Y and Y', but this often makes interpretation of graph more complicated!
For example:
Data series ◊ : 10 20 30 40 65 60 70 80 90 100
Data series ! : 1 2 3 4 6.5 6 7 8 9 10
Different types of graphs
Line graphs can be used for continuous variables, e.g. growth, temperature etc. They display lots
of data in a little space and depict relationships between more than one variable, that can't easily be
discerned when the data are presented in tabular form.
Scatter plots show the relationship between two variables and aids in the interpretation of
correlation coefficients.
0
20
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120
1 2 3 4 5 6 7 8 9 10
0
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120
1 2 3 4 5 6 7 8 9 10
0
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0 5 10 15 20 25
Bar charts are used to compare discrete variables (i.e. those that only take on whole numbers, e.g.
soccer score, number of people etc.). They summarise categorical data, each bar representing a
different category, e.g. age group, fertiliser type etc.
Stacked bar graphs (especially if 3D effects are used) are difficult to read and should be avoided.
It is often difficult to estimate the value of the variable represented on top of the bar.
Histograms are a type of bar graph that compare categorical data that is arranged in classes or
groups. They are used to indicate frequencies. A histogram is a bar chart in which the bars are
placed next to each other, rather than being separated. Histograms, like bar graphs, are good at
detecting unusual observations (outliers) or gaps in the data set.
Pie Charts summarise categorical data in the form of percentages, such as distributions within a
population. The pie is a circle that is divided into segments, each representing a particular category.
The area of the segment is proportional to the number of cases in that category.
Pie charts are fun to look at but generally involve a great deal of ink to display very little data. It is
often difficult to discern the exact magnitude of the pie slices. This is all made worse by using 3D
effects and "exploding" pies.
Money spent on Advertising
(R6 million budget)
TV adv ertising
Spons orship
New spa per A ds
Po s te r s / f ly e r s
0
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9-11 12-14 15-17 18-20 21-23
3. Reporting on data in the text
When reporting data in the text, do not repeat the contents of a table or figure, simply highlight the
important features. In general, a single table should be accompanied by about half a page of double
spaced text, directly related to the content of the table. In the textual discussion, refer to the table or
figure by number, e.g. Table II depicts the relationship between… or …it can be seen that there is a
significant relationship between the two variables (Figure 2).
The table or figure itself should appear as soon as possible after it has been mentioned in the text.
Generally tables and figures are placed on a page of their own, in the centre of a page, immediately
following the page on which they were first mentioned. If you do insert tables and figures directly
into the text, i.e. not on a page of their own, try not to break a paragraph with a table or figure.
When stating the level of significance, enter (p < .05) after the statement, e.g. there was a
significant difference (p < .05) between… Try to avoid any disruption of the flow of text when
statistical significance is referred to in the text. If there are a large number of significant differences
to report, you can make a general statement about the level of significance at the beginning of the
Results section, e.g. all treatment differences referred to in the results are statistically significant at
the 5% level, unless otherwise stated.
When reporting Statistics in the text, always present the mean, number of observations and the
measure of variability of observations (range, standard deviation, standard error of the mean etc.).
The standard deviation can also be presented as an appendage to the mean, e.g. the sample as a
whole was relatively young (M = 19.2, SD = 3.45); or the initial weights of the subjects (n = 48) in
the study had a mean of 64.7 kg and ranged from 59.2 to 68.6 kg. Traditionally, the standard
deviation and/or the standard error of the mean are presented with one or more decimal places than
the mean, e.g. the average age of the students was 19.2 + 3.41 years. Percentages are also most
clearly displayed in parentheses with no decimal places.
In terms of inferential statistics (ANOVA, MANOVA etc.), the statistical analyses are not normally
included in a thesis. They are primarily to help the researcher understand the data. In tables, you
generally only see the actual F values from an ANOVA and the probability level from t-tests.
Normally, the only numbers to present in a table are the treatment means, a measure of their
precision (standard deviation or standard error of the mean) and the significant probabilities of the
various factors and interactions. It should be pointed out at this stage that the following suggestions
are only one of the acceptable ways to report statistics in the text and should be used purely as a
guideline.
When reporting t-tests in the text, the degrees of freedom are placed in parentheses and subscripted,
followed by the t statistic (rounded to 2 decimal places) and the significance level, e.g. there was a
significant effect for gender, t(54) = 5.43, p < .01, with men receiving higher scores than women.
ANOVAs are reported like the t test, but there are two degrees of freedom numbers to report. First
report the between-groups degrees of freedom, then the within-groups degrees of freedom
(separated by a comma). After that, report the F statistic (rounded to 2 decimal places) and the
significance level, separated by a comma. For example: There was a significant treatment main
effect, F(1,145) = 5.43, p < .01, and a significant interaction, F(2, 145) = 3.13, p < .05.
Regression is often best presented in a table. Present the standardised slope (beta) along with the
significance level in the text, e.g. the linear regression analysis showed that increasing the amount
of phosphorous applied by 1 kg/ha increased dry matter yield by 32.1 kg/ha (SE = 8.9). The
correlation coefficient was 0.74.
Chi-Squared statistics are reported with degrees of freedom and sample size in parentheses, the
Pearson chi-squared value (rounded to 2 decimal places), followed by the significance level. Chi-
square tests the significance of the discrepancy between the observed and expected results, hence N
is the population size. For example: The percentage of participants that were married did not differ
by gender, χ 2 (1, N=90) = 0.29, p < .05.
Discussion
The main job of the Discussion is to interpret your results. Interpretation, in this case, means
looking at those results within a larger context, which you have established in the Introduction. The
most important aspect of that context is the hypothesis, which is why the Discussion starts there.
Follow the Five Steps outlined below:
Step 1. State the relationship between the hypothesis and the results.
In trying to make sense of the data for yourself, you need to figure out what the relationship
is between the data and your initial hypothesis:
• the data fully support the hypothesis,
• the data do not support the hypothesis, or
• the data support the hypothesis with certain qualifications.
Go back to your Introduction and your initial judgment and see if you can still stand by it. If
not, rewrite it accordingly. In either case, revise it as necessary to act as suitable first
sentence of the Discussion.
Step 2. Give a detailed explanation of the relationship you have found between the
hypothesis and the results.
The support or non-support of the hypothesis by the results naturally raises the question of
why. Whatever the relationship between the hypothesis and the results, you must explain the
scientific basis for it.
Return to the scientific reasoning you used to generate your hypothesis (at the end of the
Introduction). Your explanation is likely to follow one of the following four scenarios:
1. If the results fully support your hypothesis and your reasoning was basically sound,
then elaborate on your reasoning by showing how the science behind the experiment
provides an explanation for the results.
2.If the results fully support your hypothesis but your reasoning was not completely
sound, then explain why the initial reasoning was not correct and provide the better
reasoning.
3. If the results generally support the hypothesis but with qualifications, then describe those
qualifications and use your reasoning as a basis for discussing why the qualifications are
necessary.
4. If the results do not support your hypothesis, then explain why not; consider
• problems with your understanding of the lab's scientific concept;
• problems with your reasoning, and/or
• problems with the laboratory procedure itself (if there are problems of reliability
with the lab data or if you made any changes in the lab procedure, discuss these in detail,
showing specifically how they could have affected the results and how the errors could have
been eliminated).
Step 3. Describe how your results compare with the results of related scientific experiments
and explain what that comparison reveals.
The other major item (besides your hypothesis) to use as a source of comparison for your
results is the experiments of other scientists. You were asked to do some background
research in the scientific literature and summarized articles in your Introduction and
Literature Review. Address these other articles in the Discussion. You may also want to
compare your findings with those of other students in your lab. Either way, be sure to
properly cite other findings.
• Do your results generally fit in with the results of other similar experiments? Why or
why not?
• How do your findings fit in with the accepted knowledge in this area?
• How do the procedures you used fit in with procedures used by other scientists (or
students)?
Step 4. Consider other issues that may be pertinent to the Discussion.
• What is significant about the results in terms of the overall scientific concept that is
the basis of the lab as presented in the Introduction?
• What suggestions do you have for improving the lab?
Step 5. Compose the Discussion using the elements you've created.
• Since the hypothesis plays such an important role in scientific thinking, it's generally
a good idea to begin with the comparison between the hypothesis and the data and
the explanation for the comparison.
• Then you may move to the comparison between your findings and the findings of
others (if that is appropriate to your report).
• Be sure to explain the comparisons you identify.
• Then include any other material that you think is pertinent.
• Arrange this material in paragraphs, each paragraph focused on a main idea.
More Discussion Tips
• The Discussion section is not the place to introduce any new findings. Do not discuss any
findings not presented in the Results.
• The Discussion section is also not generally the place for detailed analysis of graphs, tables, and
drawings presented in the Results. Rather, focus on the broader findings from the Results.
• Use the past tense when referring to what has been done in the experiment, but use present tense
when talking about most everything else, such as scientific concepts, explanations, and
references to articles.
Conclusion
The conclusion section is where interpretations are made and conclusions drawn about whether the
results support or fail to support the hypothesis. In some cases the Discussion and Conclusion
section are written as one chapter. (It is best to consult with your supervisor about your thesis
chapter content and structure.)
Consider the following when writing this section:
• Again, state the strongest, most convincing data of your argument in support or rejection of the
hypothesis first, followed by progressive weaker arguments.
• Include comments on how experimental errors might have affected your results and what could
be done to reduce them.
• If there has been similar research done by others, state how your work compares.
• State the relevance of the experiment to the field of research and where new directions of
research might lead from this experiment.
______________________________________________________________________________
PART 5 – PLAGIARISM AND CITATION
Karin de Jager and Nelleke Bak
Plagiarism in academic writing
Students are often unsure of exactly what plagiarism is and how it affects them. Cutting and pasting
from electronic resources has in recent years made it extremely easy to "lift" text and to present it
as your own. Be aware that this is not acceptable academic practice under any circumstances and
that there are sophisticated Web sites and techniques specifically aimed at tracking down this kind
of plagiarism. Ignorance or carelessness is no excuse for plagiarism. Plagiarism essentially is the
stealing of others' words, thoughts and ideas and is treated like fraud. Accusation of plagiarism is
therefore a serious charge and will be dealt with very severely.
Students who are relatively new to the rigours of academic work are often unsure of exactly what
plagiarism implies. In the first place, English may not be your first language and you may find it
very difficult to reproduce complex ideas, which you might not even understand very well, in your
own words. And the academic discourse is itself a different language with foreign conventions that
you are somehow meant to imbibe while at university, but which is very seldom spelled out clearly.
The following list has therefore been compiled to help you understand a little more of the
implications of academic writing and how you can begin to safeguard yourself from any
accusations of plagiarism.
Things that students don't necessarily know automatically and are not always taught explicitly:
• Academic writing requires that no claim should be made without being backed up - either by an
argument, or by stating that you have found something empirically, or by citing a source.
(Details of citation will be discussed below.)
• You might not always understand when something may be regarded as common knowledge and
therefore does not need to be referenced. The statement that "Dogs come in different breeds,
sizes and colours" does not need a reference to the Encyclopaedia Britannica. If you are in
doubt about whether something may be common knowledge or not, then say that it is 'generally
understood' or 'may be regarded as common knowledge'.
• Some students express irritation at the constraints of referencing and claim for example that one
cannot reference something that was read a year ago, but still wish to make use of vaguely
remembered facts or statements in their written work. This is not acceptable academic practice;
if you wish to mention a particular story or statement or fact, you have to find a reference
source that backs it up. (The Internet is most helpful here!)
• You might believe that it is sufficient to read a single review article and then cite other writers
taken from there as if these sources were read as well. Many references in your text to authors
that have been quoted by other authors significantly detract from your work. You should as far a
possible go back to the original papers and not just cite the review article as the source. It is
even worse to copy the references from the review article as if you have read the original; this is
patently dishonest.
• It is important to understand that citation enhances your writing and is not designed just to
stifle your originality and imagination! The academic discourse depends on the foundation of
your work on the work of other scholars before you.
• Sophisticated academic writing integrates a number of viewpoints and texts with discussion by
the author. Especially at post-graduate level, you are encouraged to develop your "own voice",
but remember, it must be an informed voice! This is not an easy skill to learn. It is not
acceptable to merely paste together one quotation or paraphrase after the other in order to let
cited sources talk to one another as it were. Lecturers do not only want to read what others have
said on a topic, but essentially want to know how well you have understood a topic and whether
you are able to formulate your own informed ideas as a result of your engagement with the
literature. One way of preventing this kind of stringing together of sources in your own written
work, is to remember that whenever you quote or cite someone, you have to discuss or comment
on that writer's words after the citation, or give some example from your own experience
illustrating the statement, before you quote someone else.
• The importance of peer reviewed sources is not always understood. Peer review consists of a
rigorous process of anonymous review of all papers that are offered for publication in academic
journals. It is a lengthy, time consuming process which (even though not entirely immune to
abuse) ensures accountability and reliability in the transfer of knowledge. Peer review produces
articles that are essentially different from those in newspapers and journals like Newsweek,
Cape Times, or New Scientist. While the journalistic press may or may not take reasonable
measures to produce facts accurately, the constraints of time and the pressures of readability or
popularity may seriously affect veracity.
• You should always keep in mind that resources from the Internet and the Worldwide Web
should be used with caution. Materials on the Web are generally not peer reviewed. There is
some very good stuff available on the Web, but you should remember that anybody can mount
anything on the Web and the responsibility is yours to make sure is comes from a reliable
source. Web resources are still poorly archived and sites move or disappear all the time. This
may affect the quality of your written work. If resources are not verified properly, or if web
addresses are not properly recorded, or if they can no longer be found, sources cannot be
checked and that detracts from your work.
Very helpful additional information on plagiarism in academic writing can be found at:
http://www.lib.uct.ac.za/infolit/report.htm
Good reasons for academic referencing
The discussion above has emphasized that all academic writing requires you to reference all the
sources that you have read and consulted in the preparation of your work. Referencing, also know
as citation, consists of quoting from other writers' words and thoughts and the listing of their
names, together with the titles and other details of their publications so that these can be tracked
down independently. Citation is an important aspect of academic writing of all kinds. There are
good reasons for this:
• Citations tell the reader of your text that you understand the topic and have read about it. You
give authority to your statements and add value to your writing by showing that other writers
have supported your arguments.
• Citations show how well you know the field. It is important to show that you know who the
important writers are in a specific field and if you leave some of them out, or if you use the
writings of those who are less highly regarded or who have been discredited, it may detract
from your own work.
• Citations show how up-to-date your reading has been. In certain subject fields it is very
important to be aware of the most recent developments.
• Writing is "intellectual property" and you have to give credit to persons who first expressed an
idea.
• Citations enable the reader of your work to check the accuracy of a quotation, or to find the
source and the context of a quotation.
• Citations are most important in protecting you from being accused of plagiarism.
How do I cite correctly and avoid plagiarism?
• Every single instance when you use extensive phrases and substantive ideas that are not your
own, you must acknowledge the source from which you haven taken them.
• When you quote someone's words directly, you have to place these words in quotation marks.
• In the case of quotes longer than three lines, block and indent them in order for them to stand
out more clearly. You may reduce the font and/or the line spacing if you wish. Don't use
inverted commas. Use blocked quotes sparingly.
• If you express another's words or ideas by paraphrasing them, you have to use your own
words. (Use your word processor's "thesaurus" feature to help you find different words for the
same concept.) It is not enough simply to change the word order or to substitute one or two
words only.
• You may also summarize more lengthy material in your own style and word choice. If you
repeat the author's own phrases / sentences place them in quotation marks. (For example:
According to Bell (2002), businesses using customer information for marketing purposes puts
them in a "morally ambivalent" position.)
• When you use your own words to express the ideas of someone else, you must still quote the
source, even though you then do not have to use quotation marks.
• It is important to keep a list of all the references you use as you go along, rather than trying to
list the whole lot at the last minute. You are then bound to lose track of some of the things you
have read.
Citation styles
There are a number of different styles and conventions which are widely used. Well-known style
manuals include the Chicago Manual of Style, and those published by the American Psychological
Association (APA), the Modern Language Association of America (MLA) and The (British)
Modern Humanities Research Association (MHRA). One of the best-known, but also one of the
simplest, is the "author-date" style for citations and reference lists (sometimes known as the
"Harvard method"). Scientific publications often use the citation or style guides published by
societies and institutions in their own disciplines. In all cases, consistency in presentation is the
most important consideration.
For theses and dissertations it is essential to make sure of the specific details of the citation
convention required by your department and then to pay particular attention to capitalization and
the use of italics (or underlining) and to check punctuation very carefully. External examiners
usually pay particular attention to citations and references. The requirements of different citation
styles with exhaustive examples are given in the following website:
http://www.lib.uct.ac.za/infolit/bibl.htm
(See also Appendix A)
It is essential to remember that all full bibliographic references, regardless of style, essentially have
to convey the same kind of information and consist of the same elements, although the basic order
may differ slightly according to different conventions. The purpose of all citations essentially is to
provide sufficient information for an item to be found. All citations should therefore contain, in the
order prescribed by the citation style, the following elements:
• Name of the author(s) or originator(s) of the document you are using as a source.
• Date of publication
• Title of the publication (and, if it is part of a larger work, e.g. an article in a journal, or one
paper in an edited collection, also the title of the whole publication)
• Publication details (Place of publication & Publisher if the item is a book; Volume and/or
issue number if the item is a journal)
• Inclusive page numbers if the reference is to an item smaller than a whole book.
Citing sources within the text
The author-date citation method is very well-known and well established in the social sciences and
is increasingly used in literary studies as well (Visser, 1992:78). To show that you have borrowed
words or ideas from elsewhere, you have to indicate this in your text, to the reader. Use the
"reference indicator" which contains brief publication details in round brackets. It may appear in
either of two ways within your text:
1. When the name(s) of the quoted author(s) form part of a sentence, the reference indicator
consists of the date and the page on which that quotation appears. For example:
In her analysis of reading comprehension among primary and secondary school pupils,
Pretorius (2000:33) proposes that inadequate reading skills play a significant role in the poor
academic performance of many South African scholars.
2. Where the sentence does not specifically state the original author's name, the reference
indicator has to include the surname(s) of the author(s), followed by the date and the page on
which the specific quotation appears. For example:
In an analysis of reading comprehension among primary and secondary school pupils, it was
found that inadequate reading skills play a significant role in the poor academic
performance of many South African scholars (Pretorius, 2000:33).
List of references at the end of the text
Whereas in your text you use only the reference indicator (makes for more fluent reading), in your
bibliography at the end of your thesis or assignment you must give full details of all the quoted
sources in your text. This enables your reader to find the original source. Here is the full reference
for the example above:
Pretorius, E.J. 2000. What they can't read will hurt them: reading and academic
achievement. Innovation 21: 33-41.
Note that the page reference now indicates the length of the entire paper and not just the page on
which the quotation appeared
This list at the end of your text may be called "References" or "Bibliography". A list of
"Reference s" includes only those works (reference indicators) you have noted in your text. A
"Bibliography" lists all the works you have consulted for your writing, both those noted in your
text as well as those that have informed your thinking about the topic you've written on, but which
you have not referred to directly in your text.
The list of references is arranged alphabetically by surname of the author. Alphabetical order
enables a reader to locate details of all the sources cited quickly and efficiently. If a work has no
identifiable author or organization, the alphabetic arrangement is by the name of the editor(s) or by
the first main word of the title.
If you are using an author or organization who has more than one source published in the same
year, you need to distinguish for your reader exactly which one you're referring to. Do this by
adding an "a", "b" etc directly after the year. Use this distinction in both your text reference
indicator as well as in the reference list at the end. Examples of two publications by the same
author(s)/ organization in a single year:
Department of Labour, 2000a. Framework for general training. Government Printers:
Pretoria.
Department of Labour, 2000b. Technology 2005: Discussion document. Government
Printers: Pretoria.
or
Bauer, P.J. & Wewerka, S.S. 1995a. Effects of experience and reminding on long-term
recall in infancy: remembering not to forget. Journal of experimental child psychology.
59:260-298.
Bauer, P.J. & Wewerka, S.S. 1995b. One- to two-year olds' recall of events: the more
expressed, the more impressed. Journal of experimental child psychology. 59: 475-496.
1. Citing Books
Things to remember in citing books:
• The names of authors are shown with surname first. Forenames may be abbreviated to the
initials only, but be consistent. Sometimes, an organization may function as the author.
• If there is more than one author, list them in the order given on the title page, separating
them with the use of commas and the ampersand (&) sign. Alphabetic order will be
according to the surname of the first author.
• An editor may be treated like an author, but attach the abbreviation "Ed." to the name, as the
function of an editor is different from that of an author.
• If there is no identifiable author or editor, the first part of the entry is the title of the work
and alphabetic order will be according to the first word in the title that isn't "A", "An" or
"The". (E.g. The Cape Times)
• It is a convention that the titles of all published materials are listed using italic type or by
underlining. If your word processing package and printer can display italic type you may
use either italics or underlining, but not both.
• The edition should be mentioned unless it is the first edition. When there is no edition
statement, you may assume that the work is a first edition.
Examples of references to books:
Examples of how to cite:
A book by a single author:
Bloom, A. 1987. The closing of the American mind: how higher education has failed
democracy and impoverished the souls of today's students. New York: Simon and
Schuster.
A book with more than one author:
Behrens, S.J., Olën, S.I. & Machet, M.P. 1999. Mastering information skills. Pretoria:
Unisa.
A book produced by an editor rather than an author:
Stone, R.L. Ed. 1989. Essays on The closing of the American mind. Chicago: Review Press.
An edition of a book other than the first:
Visser, N. 1992. Handbook for writers of essays and theses. 2nd ed. Cape Town: Maskew
Miller Longman.
A section or a chapter in a book:
Burns, T. 1984. Mechanistic and organismic structures. In Organization theory: selected
readings. 2nd ed. edited by D. S. Pugh. Harmondsworth, Middlesex: Penguin. 40-51.
Green, K. 1996. The use of auditory and visual information in phonetic perception. In
Speechreading by humans and machines, D. Stork and M. Hennecke, Eds. Berlin,
Germany: Springer. 55-77.
A paper from a conference publication:
Poll, R. 1998. The house that Jack built: the consequences of measuring. Proceedings of the
2nd Northumbria International Conference on Performance Measurement in Library &
Information Services. 7-11 September 1997, Longhirst Hall, Northumberland. 39-45.
2. Citing journal articles
Things to remember in citing a journal article:
• Articles are listed according to the surname of the first author that appears on the article. If there
are more than three authors, you may give the name of the first author only, followed by "…[et
al.]" which means "and others".
• The title of the journal is italicized (or may be underlined).
• Volume and issue numbers of the journal are given, followed by the page number (or starting
and ending pages if it covers more than one page) of the complete article. Some journals have
volume or issue numbers only and not both (see the first and third examples below).
• By indicating the volume numbering in the fixed sequence: Volume(issue number):starting
page(-end page) it is not necessary to use the abbreviations vol.; no. pp. or p. to indicate
volume, issue and page numbers. See the examples below that follow:
Examples of references to journals:
Kiondo, E. 1999. Access to gender and development information by rural women in
Tanzania. Innovation. 19:18-27.
Levitt, A.G. & Wang, Q. 1991. Evidence for language-specific rhythmic influences in the
reduplicative babbling of French and English learning infants. Language and speech.
34(3): 235-249.
Lillard, A. 1998. Wanting to be it: children's understanding of intentions underlying
pretense. Child development. 69:981-993.
3. Citing a thesis or an unpublished discussion
Things to remember in citing an unpublished source:
• The titles of unpublished works are not underlined or italicised.
Examples of references to unpublished sources
Makhubela, P.M. 1998. Public libraries in the provision of adult basic education
programmes: the case of the Western Cape Province, South Africa. D.Bibl. Thesis.
Department of Library and Information Science, University of the Western Cape.
Thapisa, A.1998. Co-operation with the University of Botswana. [Personal interview, 10
March]. Cape Town. (Unpublished).
4. Citing electronic sources
Things to remember in citing electronic sources:
• Citation conventions for electronic sources are sometimes regarded as problematic, but citations
for electronic sources are essentially no different from any other citations: the reader wants clear
instructions about how and where to find an item. Frequently, data held electronically may be
moved to different locations, so that hyperlinks become obsolete and documents sometimes
disappear entirely. It also becomes necessary, therefore, to show the date of consultation when
referring to such sources, to indicate how recently a link was still functioning.
• Electronic information might be found in electronic mail services, such as listservers for
specific interest groups, or published on CD-Rom discs or in electronic databases and the
Worldwide Web. Information published electronically may have counterparts that are also
published on paper. Where electronic sources also exist in traditional print form, it is advisable
to note in your references the details about the print as well as the electronic sources, as web
sources are not yet archived very well and web addresses may change.
Any citation to an electronic source should conform to your chosen citation style and should
contain:
• an author if you are able to establish one
• the date on which the document was produced or updated
• the title of the electronic document
• the medium, which may be "Online" or "CD-Rom" in square brackets, or you may use
"Electronic" if you are not sure whether the source is online or networked CD-Rom
• the uniform resource locator (URL) which may sometimes be given between angle brackets
(< >). If the URL is very long, it may be written on two lines, but try to break a line only where
a punctuation mark occurs and do not add a hyphen, as this will alter the URL.
• the date on which the document was last accessed, often in square brackets.
Examples of how to cite:
An electronic journal:
Aird, A. 2001. E-commerce in higher education: can we afford to do nothing? Ariadne. 26.
[Online]. Available: http://ariadne.ac.uk/issue26/e-commerce/intro.htm [2001, March
8].
Smith, A.G. 1997. Testing the surf: criteria for evaluating Internet information resources.
The public-access computer systems review 8(3). [Online]. Available:
http://info.lib.uh.edu/pr/v8/n3/smit8n3.html [2002, September 12].
A journal article available in both electronic and print formats:
Brink, P.J. 2001. Violence on TV and aggression in children. Western journal of nursing
research. 23(1):5-7. [Electronic]. Available: EBSCOHost: Academic Search Premier.
[2002, September 11].
Articles from the World Wide Web:
Standler, R.B. 2000. Plagiarism in colleges in the USA. [Online]. Available:
http://www.rbs2.com/plag.htm [2002, September 11].
Walker, J. 1997. Intellectual property in the information age: a classroom guide to
copyright. [Online]. Available:
http://www.cas.usf.edu/english/walker/papers/copyright/ipdummie.html [2002,
September 11].
APPENDIX A - RESOURCES
BOOKS
Day, R. A. 1983. How to write and publish a scientific paper. 2nd ed. Philadelphia: ISI Press.
Day, R.A. 1992. Scientific English: a guide for scientists and other professionals. Phoenix, AZ:
Oryx Press.
Delamont, S. 1992. Fieldwork in educational settings. London: Falmer.
Gopen, G..D. & Swan, J.A. 1990. The science of scientific writing. American scientist. 78:550-558.
Matthews, J.R., Bowen, J..M. & Matthews, R.W. 2000. Successful scientific writing. Cambridge:
Cambridge University Press.
Mauch, J.E. & Birch, J. W. 1993. Guide to the successful thesis and dissertation: a handbook for
students and faculty. 3rd ed. New York: Marcel Dekker.
Mouton, J. 2001. How to succeed in your Master's and Doctoral studies, Pretoria: Van Schaik.
Phillips, E.M. and Pugh, D.S. 1994. How to get a PhD. 2nd ed. Buckingham: Open University Press
Reinking, J., Hart, A., & Von Der Osten, R. 1996. Strategies for successful writing. 4th ed. New
Jersey: Prentice Hall.
Turabian, K. 1996. A manual for writers of research papers, theses and dissertations. 6th ed.
Revised by Grossman, J. & Bennet, A. Chicago: University of Chicago Press.
Visser, N. 1992. Handbook for writers of essays and theses. 2nd ed. Cape Town: Maskew Miller
Longman
ONLINE
Research ethics information
http://anes.hmc.psu.edu/ArenaFolder/ArenaHome.html
http://reserach.ou.edu/policy/ethics.htm
http://infoserve.unisa.edu.au/adminfo/policies/research/res02.html
http://www.health.gov.au/nhmr/research/contents.htm
http://books.nap.edu/catalog/4917.html
http://www.indiana.edu/~poynter/index.html
Overview of Scientific Writing
http://abacus.bates.edu/~ganderso/biology/resources/writing/HTWgeneral.html
http://www.qub.ac.uk/bb/jbpage/honours/tutees.htm
Resources
http://www.medbioworld.com/home/lists/sciencewriting.html
http://www.reed.edu/~mgeselbr/chem212/writing.html
http://www.acs.org/portal/chemistry?PID=acsdisplay.html&DOC=library%5Csciwriting.html
http://owl.english.perdue.edu/
Writing Guides
http://www.pubs.asce.org/authors/index.html (ASCE Authors' Guide. 2000)
http://www.fas.harvard.edu/~wricntr/wtools.html (Writing Tools, Harvard Univ.)
http://web.mit.edu/uaa/www/writing/links/ (Online Technical Writing Textbook by D.A.
McMurrey)
http://owl.english.perdue.edu/ (Online Writing Lab [OWL], Perdue University)
http://www.wisc.edu/writing/handbook/academicwriting.html (Writer's Handbook, University of
Wisconsin)
http://writing.colostate.edu/references/processes/science/ (Writing Guide, Colorado State
University)
Writing Styles
http://www.uwinnipeg.ca/~clark/research/comm.html (APA guidelines)
http://www.csad.coventry.ac.uk/IDN/neopraxis/harvard.html (Harvard Style)
Assessing the Audience
http://www.me.vt.edu/writing/
Basic Structure - Sentences
http://www.ihes.com/sresource/sstudy/simplesentence.html
http://owl.english.perdue.edu/handouts/general/gl_sentvar.html
http://www.dartmouth.edu/~compose/student/ac_paper/style.html
- Paragraphs
http://www.dartmouth.edu/~compose/student/ac_paper/write.html
http://webster.commnet.edu/grammar/paragraphs.htm
- Thesis
http://www.dartmouth.edu/~compose/student/ac_paper/what.html#structure
http://www.cc.gatech.edu/fac/spencer.rugaber/txt/thesis.html
Grammar
http://www.dartmouth.edu/~compose/student/ac_paper/grammar.html
Word Usage
http://www.ag.iastate.edu/aginfo/checklist.html
Jargon
http://www.lockley.net/avoid_jargon.shtml
Nuts and Bolts of Writing (punctuation, abbreviations, numbers etc.)
http://sportsci.org/jour/9901/wghstyle.html
Reasoning
http://www.richmond.edu/~writing/wweb/reason.htm
Working with Sources
http://www.lehigh.edu/~incent/writing/quotes/sourcegate.htm
http://www.wise.edu/writing/handbook/quosampleparaphrase.html
Plagiarism
http://www.lib.pku.edu.ca/webcourse/advanced_english/plagiarism.htm
http://www.apurnell.com/cs1readings/sumparquote.htm
http://lisweb.curtin.edu.au/guides/handouts/ (The pages above contain good guides to citation and
referencing with many examples. Curtin. Office of Teaching and Learning. Information
sheets)
http://condor.bcm.tmc.edu:80/Micro-Immuno/courses/igr/homeric.html
Footnotes
http://www.lehigh.edu/~inhelp/footnote/ (Footnote and citation style guides)
Logical Fallacies in Scientific Writing
http://mason.gmu.edu/~arichar6/logic.htm
Proper use of Tables
http://physics.uiuc.edu/education/398IPR/tables/
http://www.rdg.ac.uk/ssc/dfid/booklets/toptgs.html
http://www.acp.edu/web/genchem/GCI/lecture/supplem/writing/table.htm
http://lilt.ilstu.edu/gmklass/pos138/datadisplay/goodtables.htm
Proper use of Figures
http://lilt.ilstu.edu/gmklass/pos138/datadisplay/badchart.htm
http://lilt.ilstu.edu/gmklass/pos138/datadisplay/goodcharts.htm
http://faculty.uca.edu/~march/biol/sciwriting/figures.htm
http://lilt.ilstu.edu/gmklass/pos138/datadisplay/tipsFORexcel.htm (Tips on using MS Excel to
prepare graphs)
General search engines
Of course, http://www.google.com is one of the best known and extensive search engines.
Others: AltaVista http://www.altavista.com
Lycos http://www.lycos.com
Northern Light http://www.northernlight.com
Internet Journal Site Guide: http://www.library.ubc.ca/ejour/abc.html
Virtual library: Bulletin Board for Libraries (BUBL); http://bubl.ac.uk/link/
Subject Based Information Gateways (SBIGS)
Master site for SBIGs: PINAKES: http://www.hw.ac.uk/libWWW/irn/pinakes/pinakes
Resource Discover Network: http://www.rdn.ac.uk/
Social Sciences Information Gateway: http://sosig.ac.uk/
Humanities and social sciences: http://www.nrf.ac.za/yenza/
Biological Sciences: BioGate: http://biogate.lub.lu.se/
Physical Sciences: PSIGate: http://www.psigate.ac.uk/homenew.htm
Science: SciSeek; http://www.sciseek.com/
South African data bases
SA NISC (South African National Inquiry Services Centre): (www.nisc.co.za)
For the social sciences and humanities, current and completed research reports can be found in the
Nexus database system of the National Research Foundation (NRF).
(http://www.hsrc.ac.za/nexus.html) .
For health related research healthnet – http://www.mrc.ac.za
The South African Data Archive (SADA) (www.nrf.ac.za/sada) is a record of South African and
international survey data.
Some useful South African search engines identified by Mouton (2001) are the following:
aardvark (http://aardvark.co.za)
ananzi (http://ananzi.co.za)
zebra (http://www.zebra.co.za)
max (http://www.max.co.za)
zaworm (http://www.zaworm.co.za/)
South African Government website: (http://www.polity.org.za/lists/govsites.html)
Non-governmental sites:
SA non-governmental network SANGONET (http://www.sangonet.org.za)
SANGOCO (http://www.sangoco.org.za)
Programme for Development Research (PRODDER) http://www.hsrc.ac.za/prodder.html)
REFERENCES
(Note that the referencing convention followed here differs from the examples given in the book.
This is to demonstrate the various conventions that are available and acceptable.)
Bruce, C. S. (1994). Research Students' Early Experiences of the Dissertation Literature Review.
Studies in Higher Education. Vol 9, No 2, pp 217-229.
Bruce, C. S. (1996). Supervising Literature Reviews. In O. Zuber-Skerritt and Y. Ryan (eds.)
Quality in Postgraduate Education. London: Kegan Page. Pp 213-222.
Delamont, S. (1992). Fieldwork in Educational Settings – Methods, Pitfalls and Perspectives.
London: Falmer Press.
Delamont, S., Atkinson, P. and Parry, O. (1997). Supervising the PhD: A Guide to Success.
Buckingham: Open University Press.
Kumar, R. (1994). Research Methodology: A Step by Step Guide for Beginners. New York:
Longman Press.
Mouton, J. (2001). How to Succeed in Your Master's and Doctoral Studies. A South African Guide
and Resource Book. Pretoria: Van Schaik.
Neuman, W. L. (1997). Social Research Methods: Qualitative and Quantitative Approaches. Third
Edition. Boston: Allyn and Bacon.
Rudestam, K. E. and Newton, R. R. (1992). Surviving Your Dissertation: A Comprehensive Guide
to Content and Process. Newbury Park: Sage Publications.
.
... In fact, several excellent resources are available. Texts summarizing the publication process from a general readership perspective include McCloskey (1987), Cantor (1993), Silverman (1999), and Luey (2002). Additionally, several articles directed towards economics, finance, management, and accounting researchers may also be found. ...
- Luke T. Miller
- Alice E And
- Smith
Journal publication is an important indicator of research productivity for individual researchers, as well as academic institutions. However, for novice faculty members, the publication process can appear equivocal and daunting. If the academic does not actively engage themselves early in this process, then her or his career becomes an uphill (and sometimes insurmountable) battle. To assist the young academic, this study, sponsored by the National Science Foundation ADVANCE program, surveys journal editors representing numerous engineering fields. A 19-question web survey was e-mailed to 121 journal editors representing numerous engineering fields. Utilizing the ISI journal citation reports service, journal editors spanning aerospace, chemical, civil, environmental, industrial, and mechanical engineering disciplines were selected for initial contact. Of the 121 editors contacted, 40 usable responses (or a response rate of 33%) were aggregated for this study. The survey responses were used to quantify publication timelines and acceptance rates and ascertain journal policies, advice for successful publishing, and gender differences.
... In a teaching arena, critical thinking is illustrated through students' capacity to consider the implications of their decisions, to explain their arguments clearly, to support them through reference to pertinent factors, including the social context. Critical engagement 'is a rational reflection on one's own and others' ideas in order to get a clearer understanding of an issue' (Bak 2003). To embed student learning through their project management activities, we provide opportunity for self-assessment and reflection. ...
It is important that human resource management (HRM) undergraduate students develop critical thinking around project management decision making as part of their transferable skills development. Such initiatives provide opportunities for students to consider the implications of their decisions in relation to practical settings, that they might better address unexpected HRM demands of the future. We integrate project management into our teaching to progressively build students' skills in HRM. First, students engage in a project management case study and conduct a formal presentation. Second, we extend student awareness of divergent approaches to project management through engagement with excerpts from previous HRM student case studies. Third, the students execute project management of a written case study, under examination conditions. Our approach scaffolds students' higher order thinking and engagement with the divergent nature of the HRM discipline. We provide facilitator and student feedback to illustrate our outcomes. This research is relevant to management educators and, we suggest, is transferable to disciplines other than HRM.
- Iwan Fachrozi
- Matheos Jerison Boru
-
![Ndaru Kukuh Masgumelar]()
- Hendra Arya Hutama
Buku ini berisi tentang: (1) Konsep Penelitian & Pengembangan; (2) Mengidentifikasi dan Menulis Latar Belakang Masalah Penelitian Pengembangan; (3) Beberapa Metode Melakukan Analisis Kebutuhan; (4) Pengembangan Instrumen Analisis Kebutuhan; (5) Menyusun Kajian Teori untuk Penelitian Pengembangan; (6) Strategi Pengembangan Produk Penelitian Pengembangan; (7) Pengembangan Spesifikasi Produk; (8) Pengembangan Instrumen Justifikasi Ahli; (9) Pengembangan Instrumen Uji Coba Produk (Kelompok Besar & Kecil); (10) Model-Model Penelitian Pengembangan; (11) Prosedur Penelitian Pengembangan; (12) Analisis Data dalam Penelitian Pengembangan; (13) Paparan Data Hasil Penelitian Pengembangan; dan (14) Isi Kajian dan Saran dalam Penelitian Pengembangan. Buku ini juga dilengkapi dengan kasus langsung dari hasil penelitian dan pengembangan di bidang pendidikan jasmani dan olahraga sehingga memberikan kemudahan bagi pembaca untuk memahami isi materi. Selain itu buku ini juga dapat digunakan oleh mahasiswa maupun peneliti di bidang umum dalam mencari referensi ketika mempelajari atau meneliti dengan jenis penelitian dan pengembangan.
- Calmeyer
- De Kok
- Hardy
-
![Lian Taljaard]()
This book is relevant for students who want to complete a master's dissertation or doctoral thesis. It is written within the South African context, and its purpose is to inform students about the challenges that they are likely to face during their postgraduate studies, and provide them with the necessary tools to complete their degree.
-
![Christine Susan Bruce]()
The phenomenon of a dissertation literature review is explored from a 'second-order˚s perspective. Written responses from 41 neophyte research scholars from various disciplines in an Australian university were gathered in response to two questions: 'What do you mean when you use the words "literature review˚d?˚s and 'What is the meaning of a literature review for your research?˚s A phenomenographic analysis identified six conceptions, or ways of experiencing, literature reviews: literature review as a list, literature review as a search, literature review as a survey, literature review as a vehicle for learning, literature review as a research facilitator, and literature review as a report. The conceptions represent differing relations between student researchers and the literature. The range of conceptions suggests that the supervisors of postgraduates and other teachers interested in the literature review process need to accept literature reviews as a problem area for students and develop strategies to help them.
- Kerry P. Green
Although speech perception is usually considered an auditory process, studies have shown that visual information provided by the movements of a talker's mouth and face strongly influences what an observer perceives even when the auditory signal is clear and unambiguous. The now classic "McGurk effect" is an excellent example: the auditory syllable /bi/ presented in synchrony with a videotape of a talker saying the syllable /gi/ is usually perceived as /di/, a syllable not presented to either modality. This phenomenon has important implications for theories of speech perception which must account for how and why auditory and visual signals are integrated during phonetic processing. The purpose of the current talk is to describe some of the research that has contributed to our understanding of how visual and auditory information are used in phonetic perception. Specifically, this paper focuses on three issues: (1) what factors influence the integration of auditory and visual information; (2) the nature of the auditory and visual information used in phonetic perception; and (3) the interaction of the two sources of information during phonetic processing. The implications of these findings for theories of speech perception are discussed.
They Say I Say The Moves That Matter In Academic Writing Pdf
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