Thesis and Dissertation Writing in a Second Language: a handbook for Supervisors



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writing proposal and thesis in a second language1

Outline of the chapters
This chapter has provided the background to this study and  the study’s
objectives, and placed these within the context of the large project that
was conducted in 1993–1994.
Chapter 2 provides a theoretical and empirical framework for the study by
reviewing current literature on rurality and rural living, and on commu-
nities and schooling and cultural practices. Literature pertaining to
methodology for qualitative research, specifically on ethnomethodol-
ogy, and methods of interview analysis and the application of these
methods is also reviewed in Chapter 2.
Chapter 3 explains the methods that have been used for conducting the
research and for the analysis of the data used in this study. It describes the
study sites and participants, the operational procedures used for the large
project and for this study, the instruments for data collection, the selection
of data for analysis, and the methods of interview analysis for this study.
Chapters 4 and 5 present the results of interview analysis based on a selec-
tion of themes, and provide discussion of these themes and the issues
raised.  Chapter 4 reports results of interview analysis on the themes of
community living and lifestyle choice, and the culture of rural commu-
nities. It gives some insights into the views of rural residents on their choice
of lifestyle and rural living, and their views on the importance of cultural
identity. Chapter 5 reports results of interview analysis on the themes of
schooling in rural communities, rural residents’ views of the relation-
ships between various kinds of work and education, the community’s
culture and schooling, and gendered roles in rural communities.
Chapter 6 summarises the research findings, draws conclusions from those find-
ings, and indicates some of the implications of the findings. Limitations of
the study and suggestions for further research in this field are considered.
Source:White-Davison 1999


Writing the Introduction
91
It is through the use of these three moves, often in a cyclical manner, that
the writer justifies the relevance of his/her own research. The moves are not
necessarily found in linear order and may be recycled several times over the
course of the Introduction (Bunton 2002). Bunton’s (2002: 65) study found
that all but one of the 45 Introductions analysed contained ‘sequences of text’
which corresponded to the three moves in Swales’ structure of research article
introductions. In the vast majority of the Introductions he looked at, the typ-
ical organizational pattern consisted of Move 1 (establishing a research
territory), followed by Move 2 (establishing a niche), with this pattern being
recycled several times. Move 3 (occupying the niche) typically appeared only
towards the end of the Introduction as the writers introduced their own
research after having reviewed the literature and pointed to gaps or problems
as they did so.
Thesis Introductions from a range of fields would seem to follow the basic
move structure. Where the thesis differs from the research article is in its
length and in the possible recycling of the moves as the writer examines vari-
ous aspects of the research. In no sense, however, is this framework a formula
to be unthinkingly applied. While the moves may not always be found, or
found in the sequence suggested, they are typically found and provide stu-
dents and their supervisors with a set of useful tools for analysing
introductory chapters and for thinking about their potential structure. There
is indeed a sense in which both this framework and the hourglass shape – the
visual shape of the thesis – embody in essence much of the communicative
purpose of the thesis.
In Box 6.2 (on p.92), the framework is applied to the explicitly entitled
overview section, extracted from the beginning of the Introduction to a PhD
thesis in physics (Amy 2000). Moves and sub-moves are identified and
labelled. Words that signal the significance of the topic are underlined, as are
gap words and phrases. Move 3c does not appear in full in this extract but
towards the end of the thesis chapter.


Box 6.2 Extract from Introduction of a PhD thesis in physics

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