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

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184
References

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abstracts 155–9
acknowledgements 159–62
advance organizers 95
Angelova, Maria 49, 51, 52
articles, journal/research: and differences
from theses 5, 16, 84, 85, 89, 123;
relationship with theses 6; role of
researcher in 130; see also compilations of
publishable research articles
Aspland, Tania 26, 30, 36
Atkinson, Dwight 46, 47, 66, 86, 87, 90
attitude markers 111, 149
audience 4–5, 8, 14–15, 49, 50–1
background chapters: see literature reviews;
research, previous
background theory 99–100
Bailey, Stephen 111–12, 165
Ballard, Brigid 7, 10
behavioural issues 45–8
Belcher, Diane 14, 15, 36, 40, 51, 80, 126,
129
Bell, Judith 64
Birch, Jack 64
‘blocking/unblocking’ 45, 47
Boddington, Paula 165
books, recommended 165–7
boosters 111, 149
Booth, Wayne 165
Bradley, Greta 25, 26, 27, 31, 34–5
Braine, George 23, 36, 40
Brehony, Kevin 29, 32, 33, 40, 41
Bunton, David 78, 82, 84, 85, 89, 91,
151–2
Cadman, Kate 26, 27, 62
Cargill, Margaret 13, 29, 32, 37
central reporting style 107–8
centrality 86, 92
chapters: conclusions to 49–50; drafting
outlines 77, 90; in a ‘traditional
structure’ thesis 75–6
Cheng, Liying 27, 30, 31, 32, 40
claims, making 52, 138, 141, 142, 143,
143, 149–50
Clanchy, John 7, 10, 165
Clockwork Muse, The 45, 167
collaboration in research and writing 40
common rooms 41
communication, cross-cultural 12–13, 26,
29–32, 35–6
compilations of publishable research articles
70–1, 72, 73–4, 97–8, 115, 134
conclusions 52, 150–4; to chapters 49–50;
language of 52, 152, 153
Cone, John 103
conference presentations 5
contents, tables of 80–1, 141; samples 115,
116, 117
context, social and cultural 3–7, 8
contrastive rhetoric 10–11
conventions 6, 8, 79–80, 130
convergent areas of study 4
courses: research training 32, 41; thesis-
writing 53
Craswell, Gail 166
critical thinking 15, 51, 110, 113
cross-cultural communication 25, 26,
29–32; contrastive rhetoric 10–12; cross-
cultural pragmatics 12–13; sensitivity to
35–6
cultural and social context 3–7, 8
cultural globalization 25
culture, research 32–4, 42
Curtis, Andy 46, 47, 86, 87, 90
Index

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data: analysing previous research 106–7;
collection and processing 122–6, 127,
128; presentation of results 135, 137–8,
139, 140, 142; qualitative 128, 129
Davis, Gordon 64
Deem, Rosemary 29, 32, 33, 40, 41
disciplinary differences: in academic writing
15–17; in choosing a research topic 63;
and conventions 6, 8, 79–80, 130; in
introductions 84–5; in representation of
the researcher 130; in thesis organization
79–80
discussion chapters 145–50, 154; making
claims 149–50; organizing 146–8;
writing strategies 146
dissertations: see master’s dissertations;
structuring theses; theses; writing theses
in a second language
Dissertations and Theses: From Start to Finish
103
divergent areas of study 4
doctoral degrees: and differences from
master’s degrees 16, 55–7; examination
and quality of 17–20, 44, 50, 52, 56;
literature reviews 99, 100; training
courses 41, 53; see also structuring theses;
theses; writing theses in a second
language
Doing a Literature Review 100
Dong, Yu Ren 30–1, 32, 33, 40, 48, 70, 71
Dudley-Evans, Tony 66, 67, 70, 77, 82, 147
Dunleavy, Patrick 49, 165–6
Elphinstone, Leonie 56, 58, 64, 166
emotional issues 43–5
engagement markers 111
engagement strategies 149, 149
engineering 33, 49
English language proficiency: and building
vocabulary 52; difficulties with
colloquialism 31; and face-to-face
communication 13, 29–30; as a factor in
academic success 33–4; and globalization
23–5; proficiency tests 34, 39; scientific
vocabulary 31–2; see also language
ethical issues 126, 172
Evans, David 145, 146, 150–1, 166
examiners: criticisms of methodology 132–3;
expectations 17–20, 44, 50, 52, 56
face-to-face interactions 13, 29–30
families 28, 34
Feak, Christine 82–90, 123, 148, 154, 167
fear of failure 44
feedback 44–5, 53–4
field-oriented conclusions 151–2
Flowerdew, John 48, 49, 75, 126, 128
Foster, Sharon 103
gap statements 87–9
globalization 23–5
group supervision 41, 42, 53
Gruba, Paul 145, 146, 150–1, 166
Hart, Chris 100, 166
hedging 52; in the discussion chapter 149;
in the results chapter 138, 141, 142,
143, 143; in reviewing previous research
111
Hirvela, Alan 14, 15, 51, 80, 126, 129
Holbrook, Allyson 18–19
Holliday, Adrian 166
How to get a PhD 99
humanities: changing types of theses 67, 74;
conclusions 152; introductions 85; and
methodology 116; and research
environment 32, 40; selecting a topic 49,
63
Humphrey, Robin 27–8, 34
Hyland, Ken 13–14, 15–16, 110, 111, 141,
149, 160
identity, writer’s 13–15, 51–2, 80
‘impostor syndrome’ 44
informal learning 32–3, 34
International Journal of Educational Research
18
introductions 52, 82–98; to article-
compilation type theses 97–8; claiming
centrality 86, 92; language of 77–8,
86–90, 91, 92–3; length 84–5; the role
of 83–4; structure 83, 86–97
isolation 33–4, 40–1, 53–4
journal articles: see articles, journal/research;
compilations of publishable research
articles
Kamler, Barbara 5, 166
Kiley, Margaret 20, 25, 29, 30, 44
knowledge: ‘a distinct contribution to’ 18,
56; attitudes in English-medium
universities 7, 9–10, 40; background 5,