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

8; ‘displaying’ 5, 12, 50–1
186
Index

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language: of abstracts 159, 159; of
conclusions 52, 152, 153; in the
discussion section 149; gap statements
87–9; hedging 52, 111, 131, 138, 142,
143, 143, 149; of introductions 77–8,
86–90, 91, 92–3; learning useful terms
and phrases 52; of methodology section
118, 119, 121, 124, 125, 128; reporting
on previous research 108–9, 109,
110–11, 111; and representation of the
researcher 129–32; of results chapters
135–6, 137–8, 139, 140, 141, 142, 143,
143; see also English language
proficiency; metatext
language advising/editing services 39
learning approaches 7, 9–10
levels of study 6, 7, 9–10, 17, 55–6, 100
linking sections 77–9
literature reviews: background information
103–5; language of 108–9, 109,
110–11, 111; positioning 74, 84, 85; in
a sample proposal 169–70; writing
99–103, 104; see also research, previous
Locke, Lawrence 65
logbooks 132
Madsen, David 55–6, 64, 166
Manalo, Emmanuel 65, 79, 166
master’s dissertations: and differences from
doctoral theses 16, 55–7; discussion
chapters 147–8; examiners’ expectations
17, 18, 20; literature reviews 100
Mauch, James 64
McCarthy, Peter 27–8, 34
medicine 84–5
Meloy, Judith 64, 166
mentoring 39–40
metatext 16, 49–50, 77–9; commenting on
previous research 110; in the
introduction 89–90; in the results
chapter 135, 136–7
methodology chapter 114–33; components
of 123; definition 118–19; ethical issues
126; examiners’ criticisms 132–3;
language of 118, 119, 121, 124, 125,
128; location 115–18; methods 119–21;
qualitative research 119, 122, 126–9;
replicating studies 122, 124; research
procedures 122–6, 127, 128; role of the
researcher 129–32; a sample research
proposal 171
methods 119–21
monographs 6
Murray, Rowena 24, 44, 45, 166
Myles, Johanne 27, 30, 31, 32, 40
national characteristics of theses 63
national societies 34
Newton, Rae 145–6, 167
non-central reporting style 107–8
non-reporting style 107–8
numbering systems 138, 141
online resources 52, 163–5
overviews 78, 79; in the introduction 84,
92–3, 95–7; in the methodology section
118, 119, 120
paraphrasing skills 6, 111, 112
Parker, Clyde 64
Parry, Sharon 63, 79–80
peer support groups 53
Pennycook, Alastair 6, 11, 112, 113
perspective, research 4, 8, 75, 77
Phillips, Estelle 99, 167
plagiarism 6, 111, 112–13
poverty, student 28–9
previews 78, 84, 89
primary readerships 5
proposals, research 55–65; choosing a topic
4, 8, 49, 57, 63; criteria for assessing
62–3; developing 57–61; and level of
study 55–6; reading suggestions 64–5; a
sample 65, 168–74
psycho-affective/emotional issues 43–5
Pugh, Derek 99, 167
purpose: of research 4, 8, 169; of research
proposal 61
qualitative research 119, 122, 126–32, 134
quantitative research 119
questions, research 57–9, 170
reader-responsible text 12, 49
readership 4–5, 8, 14–15, 49, 50–1
replicating studies 122, 124
reporting verbs 108–9
research culture 32–4, 42
research diaries 132
research, previous 105–13; criticising
110–11, 113; in the discussion chapter
147; identifying key findings 106–7;
paraphrasing 111–12; reading and
summarizing 105–6, 111–12; reporting
Index
187

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on 107–9, 109, 110–11, 111; and the
results chapter 142, 143; see also
literature reviews
research reports 6
research space, creating a 82, 83, 86–97,
148
researcher, representation of 129–32
resources 39, 52, 163–7
results chapter 134–44, 145; language of
135–6, 137–8, 139, 140, 141, 142, 143,
143; making claims 138, 141, 142, 143,