Finishing your thesis 2

Research Training
Programme
Finishing Your
Thesis

Finishing Your Thesis
© The University of Nottingham Graduate School 1
ACKNOWLEDGEMENTS
This course has been compiled using ideas and approaches from:
Professor Claire O’Malley, School of Psychology, University of Nottingham
Ms Catherine Haines, Educational and Staff Development Unit, Queen Mary,
University of London
Dr Kate Exley, Consultant in Higher Education
Dr Joanna Channell, a written and spoken communication skills consultant from
Channell and Associates
Writing Skills.The Open Teaching Toolkit. Milton Keynes: Open University Press,
1992
Phillips, E, and Pugh, D, How to get a PhD. Milton Keynes: Open University Press,
1994
Leeds, D, Marketing Yourself. London: Piatkus, 1992
Cutts, M, The Plain English Guide. Oxford: Oxford University Press, 1996
Brown, G, Smallwood, A, and Bragan-Turner, D, Introducing Arts and Humanities
Postgraduates to Research. Sheffield: The Universities’ and Colleges’ Staff
Development Agency, 1996
Seifert, L, Training for Assertiveness. Aldershot: Gower, 1995
Forsyth, P, The Negotiator’s Pocketbook. London: Melrose, 1993
The Graduate School is a section within the University’s
Research Innovation Services department.

CONTENTS
THE STRUCTURE OF AN ARGUMENT................................................. 7
Tips on structure…...................................................................... 9
WHAT IS A THESIS FOR?.............................................................. 11
CONTENT OF THESIS................................................................... 12
DEVELOPING YOUR ARGUMENT..................................................... 13
The Argument Structure of My Thesis.......................................... 14
ORIGINALITY IN RESEARCH.......................................................... 15
GETTING GOING WITH WRITING YOUR THESIS............................... 19
If you are finding it difficult to write anything at all… ..................... 19
If you are finding it difficult to ‘stand back’… ................................ 20
If you are finding it difficult to get your ideas down on paper… ....... 21
Mind map example (technology)................................................. 22
FREEWRITING: A WRITER’S TOOL ................................................. 23
PLANNING THE WRITING UP......................................................... 25
Getting started ........................................................................ 25
First and last steps ................................................................... 26
Key strategies of writing up ....................................................... 27
Suggested timetable for writing up ............................................. 28
KEY FORMATTING TIPS ................................................................ 29
TIPS FOR USING WORD TO PREPARE LONG DOCUMENTS ................. 30
EFFECTIVE WRITING ................................................................... 31
Good practice for writing skills ................................................... 33
Checklist of good practice in writing skills .................................... 34

0930 Start
Welcome and Introduction
The thesis as an argument
Developing your argument
----------------------
Break
----------------------
Planning your submission
Formatting tips
Round up

THE STRUCTURE OF AN ARGUMENT
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© The University of Nottingham Graduate School8
THE STRUCTURE OF AN ARGUMENT
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Why that particular data allows you to
make your claims eg its validity, the
methodology or sample used

Tips on structure…
 Logical structure (not necessarily chronological order)
 Make it clear why and how your results/design/analysis
etc. solves the problem you set out to solve
 Provide a concise outline and summary of the thesis
 Tell them what you’ve discovered and why it’s important,
original etc.
o at the beginning
o and at the end

WHAT IS A THESIS FOR?
 To establish the grounds for believing a claim or
conclusion
 The grounds should be based on
 evidence (i.e. your results)
 plus (usually) other evidence or accepted claims
warranting you to draw the conclusion from your
evidence
So…
 Make it clear what your central claim/conclusion is
 Make it clear how your research supports the
claim/conclusion
 Keep the background (e.g. literature review) relevant to
your argument linking data with conclusions

CONTENT OF THESIS
A typical thesis will contain:
Title page Title, name, affiliation & date (see University
Guidelines)
Table of contents This should show page numbering of chapters and
appendices. It is also sometimes helpful to have lists
of tables and figures.
Abstract Approx. 300 words.
Acknowledgements Remember to acknowledge your funding body.
Introduction It is often helpful to have one introductory chapter
which outlines the thesis as a whole and indicates
relevant sections where key elements of your
arguments may be found. You may then want a
separate introduction which contains the background,
literature review, etc.
Substantive chapters This is the main body of the thesis, typically a chapter
for each study, but this will vary depending on the
type of work you are presenting.
Discussion You may want a separate major discussion chapter,
which puts the argument together and relates it back
to the introduction. Your conclusions may be stated
here or in a separate chapter. Don’t forget to include
some discussion of the wider implications and future
work.
References/
Bibliography
Appendices
Your supervisor will give you guidance on what to
include here but this may contain materials used in
studies, full tables of means and standard deviations,
code listing, etc.
1. Read other theses to get a better idea of what’s required.
2. Don’t make the thesis any longer than is necessary to present your
argument. Waffle and padding do not impress!
3. Write in plain English and in a readable style. Aim to make your thesis an
enjoyable read!

DEVELOPING YOUR ARGUMENT
Individually complete the following:
1. Write one sentence that summarises your reseach
The aim of my research is…
2. List your most interesting, valuable or timely elements, findings or
conclusions
The most interesting things in my thesis are…





Don’t be limited or put off by the number of bullet points: more or less
interesting things are fine!
Then, briefly discuss the above with a partner, highlighting why they are
interesting or important and how you can support this position.
Once you have both completed this, turn over and fill in the argument model for
your thesis.

The Argument Structure of My Thesis
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ORIGINALITY IN RESEARCH
This exercise will help you to focus on the ‘originality’ in your research and how it
is has contributed to knowledge in your discipline.
Take five minutes to write down, on the following pages, your thoughts on the
subject below.
“What do I need to write to convince my examiners that my thesis has
made a distinct addition to knowledge?”
For a discussion of what constitutes ‘originality’,
see Dunleavy (2003), pp. 26-42.

NOTES

GETTING GOING WITH WRITING YOUR THESIS
If you are finding it difficult to write anything at all…
The following exercises may help clear your writer’s block:
 making a rough plan (which you need not necessarily adhere to)
 planning to spend a set number of hours a week writing
 finding somewhere quiet and undisturbed to write and, if possible, always
write in the same place
 setting goals and targets for yourself
 collaborating with long-standing colleagues and trusted friends
 setting up a writers’ group: see Murray (2002), pp. 140-7
 try ‘free writing’ (see page 21 for further information). Possible prompts
might include:
o My research excites me because… or What excites me about my
research?
o The things that prevent me from writing are… or What prevents me
from writing?
o The most interesting thing I have done in my research is… or What
is the most interesting thing I have done in my research?
o My life after I have submitted and been examined will be… or What
will I do with my life after I have submitted and been examined?

If you are finding it difficult to ‘stand back’…
If you are struggling to design the structure your thesis, to write the conclusion
and/or to ‘stand back’ and see your research as a whole, the following
suggestions may help:
 write down what you did
 write down why you did it in the way that you did
 write a two-page summary of the most important things that you did (if it
helps, imagine that you are required to design a poster
advertising/marketing your research - what are the main images, words
and plus points that you would use?)
 try writing your literature review and Introduction later rather than sooner,
and try writing the conclusion first (you do not have to write the thesis in
the same order in which it will be read!)
 If you are finding the order of the thesis difficult to sort out then try
brainstorming headings. These headings may be obvious from the two-
page summary (see above).
 Try writing in layers: for each heading write a 200- to 300-word summary.
Then analyse these summaries to look for sub-headings. Repeat the
summary writing for each sub-heading.

If you are finding it difficult to get your ideas down on paper…
If you are having problems ‘unpacking’ your ideas, getting them down on paper,
sorting out an appropriate order or grouping of ideas, findings, etc., then using
the ‘mind map’ approach may help.
For those unfamiliar with this style of working, here are some basics
(you will need to develop a particular style which works for you):
 Start in the middle of the page and work outwards
 Write the main idea/topic in a box or bubble in the centre of a plain sheet
of A4 (landscape - i.e. turned sideways)
 Work in a clockwise direction writing major points/themes which occur to
you, on branches which radiate out from the centre
 Write down subsidiary points branching off from the main branches
 Write down key words or phrases (which will “trigger off” your memory)
 Add in colour, pictures, dotted lines, arrows etc. to denote links between
words
Advantages of this technique:
 the main idea is clearly identified
 the relative importance of each point is denoted by its proximity to the
centre
 links between points are readily apparent
 recall and review are more rapid and effective with this method
 new information can easily be added
 it aids creativity in that new links and connections can be made more
readily and it is easier to view the “whole picture”
The idea of mind-mapping follows on from Tony Buzan’s work (Use Your
Head, Ariel Books),

Mind map example (technology)
Discuss the factors of importance in the recycling of
finite resources
Recycling
of Finite
Resources
Economics Government Action
TechnologyFacts + Figures - Example of
Improve prospects
of recycling
Encourage through
sponsorship of
U.K.
EEC., encourage
No enforcement
of recycling
Prevent Pollution
in Disposal
Legal
Present
Position
potential Copper,
Paper, etc.
Increase Costs
Transport,
sorting
Save Money
Save
Fuel
Reduce
Cost of
Disposal
Produce
Fuel
Source of map: Preparing for Living With Technology.
Open University Press. 1988 p.40)

FREEWRITING: A WRITER’S TOOL
Freewriting is a technique developed by Peter Elbow1
in response to his own
inability to write during the course of his PhD.2
The essential idea behind freewriting is that we must separate the writing and
editing processes. Thus, freewriting is writing at full speed without the time to
read or change what has just appeared on the paper. To be successful in
developing you as a writer the technique should be used regularly; Elbow
suggests every day over a three- to six-month period.
To try this system for yourself, you should:
 Come up with a prompt that you would like to write about. This could be,
“What am I trying to achieve in this chapter?” or, “What is really
interesting or important about this part of the thesis?”
 Write in complete sentences, not bullet points. However, don’t worry about
grammar, spelling, punctuation, structure or even making sense.
 Write non-stop for five minutes. As you become comfortable with the
technique you could increase this to ten minutes. The key is that you do
NOT re-read what you have just written: you can do that after you finish.
So why does Elbow think this will help?
Essentially, he believes that thinking of words and worrying whether they are the
right (or best) ones are two complex tasks that compete with each if we let
them. Freewriting breaks this link. Elbow studied many undergraduates and
postgraduates learning to write in the academic context: students who used the
technique over a prolonged period of time were able to write more (in the five
minutes available) at the end of the programme and the quality of the pieces
produced also increased.
The following quotation sums up Elbow’s views:
The most effective way I know to improve your writing is to do
freewriting exercises regularly… It isn’t just therapeutic garbage. It
is a way to produce bits of text that are better than usual: less
random, more coherent, more highly organised.
1
Professor of English and Director of the Writing Program, University of Massachusetts, Amherst
(retired).
2
In fact Peter had to have two attempts at getting his PhD due to his problems with writing and it
was this which led to his career-long interest in researching the writing process.

His views are endorsed by others in the field of teaching writing:
 Boice recommends a daily regime to be more productive. (Professors as
Writers: A Self-Help Guide to Productive Writing. Stillwater, OK: New
Forums)
 Emig suggests that writing is a mode of learning; i.e. we understand an
idea by writing it. (Have you ever tried to explain something you thought
you knew to someone and realised there is something in the explanation
that you aren’t sure about?) (College Composition and Communication,
28: 122-8)
 Murray recommends that a writer needs a range of tools and strategies to
remain productive. (Thesis Writing and Writing for Publication. Videos
produced for the University of Glasgow)
 Torrance et al. recommends text generation strategies rather than
learning about the technical aspects of writing or developing cognitive
strategies to write. (British Journal of Educational Psychology, 63: 170-84)
To learn more about the technique, try the following references:
 Murray, 2002, pp. 80-94
 Elbow, 1973, 1981

PLANNING THE WRITING UP
Getting started
You should normally allow at least six months to write up your thesis. If that’s
not possible for you, plan on the basis of what time you do have.
Below is a blank six-month timetable. Imagine you were starting from tomorrow
and planning right up to the day of submission. For each month, state:
 your concrete objectives
 any constraints or dependencies which may affect your plan
Then compare your plan with a colleague on the course.
Do you need to make any changes?
Month 1
Month 2
Month 3
Month 4
Month 5
Month 6

First and last steps
Now plan in more detail what you will need to do each week during the first and
last month!
This coming month
Week 1
Week 2
Week 3
Week 4
Last month prior to submission
Week 1
Week 2
Week 3
Week 4

Finishing Your Thesis and Preparing for the Viva
© The University of Nottingham Graduate School (June 13) 27
Key strategies of writing up
 Work out how much time you have
 Be realistic: what are your constraints?
 Set yourself concrete objectives
 Establish milestones and allow for slippage
 Work backwards!
o plan from the end up to now
o start with your results: leave the introduction until last
 Allow time for feedback on drafts, proofing, formatting, copying,
binding, etc.

Suggested timetable for writing up
Weeks
1 Plan timetable & review with supervisor; organise materials (data
files, references, etc); set up Word files & formatting styles, etc.,
2-7 First draft of substantive chapters (e.g. 1 week for each) and pass
to supervisor as they’re done. Provide short abstract for each
chapter, which could serve as a basis for structuring the argument.
At the end of this period you should meet with your supervisor to
discuss the overall shape of the thesis and any revisions to be made
to chapters.
8-9 First draft of introduction & conclusions chapters, plus overall
abstract. Pass to supervisor for review.
10-15 Revise substantive chapters (remember you may need to do further
analyses, for example).
16 Deadline for submission of Notification of Submission of Thesis for a
Doctor of Philosophy (PhD) or Master of Philosophy (MPhil)*
16-17 Revise introduction and conclusion chapters.
18-19 Major review with supervisor; compile whole document and revise
as necessary.
20 Proof-reading, formatting, spell checking etc. Compile table of
contents, references & appendices.
21-22 Final draft to supervisor for checking; modifications if necessary.
23 Final formatting & printing; send off for reproduction.
24 Check copies & submit to appropriate Student Registry.
This schedule assumes:
1 You have already written up your experiments or fieldwork in draft form
(at least method and results).
2 You have been compiling your bibliography as you go along, and your
literature review is up to date.
3 Raw materials for appendices are readily accessible.
All data have been analysed!
* This form should be submitted at least two months before your intended
submission date; an example of this form is given in the Appendices, and
further details are available on page 24.

Finishing Your Thesis and Preparing for the Viva
KEY FORMATTING TIPS
 Follow the guidelines for the presentation of your thesis
from your appropriate Student Registry, or, look at some
recently completed theses in the library
 Make sure you are familiar with the language and type-
setting conventions of your discipline (check out with your
Supervisor, look at previous PhDs in the library etc.)
 Keep records of individual data so that you can go back to
it if necessary, both when writing up, and in preparing for
the viva
 Keep backup disks
 Be careful about recording the sequence of any changes to
the data
 Keep control over different versions
 Buy or borrow a good dictionary and thesaurus
 Number your pages, figures and tables. It is also a good
idea to number sections for cross-referencing
 Consider providing a brief summary at the end of each
chapter
 Define styles if using “Word”

TIPS FOR USING WORD TO PREPARE LONG DOCUMENTS
 Word is usually most efficient if the document you are
working with is less than 20 pages, so it’s a good idea to
work with smaller documents (eg. one per chapter) and
connect them together in a series, using the Document
command.
 In order to ensure a consistent style throughout your
documents, set up a master file as Stationery. Whenever
you open this, it creates a new file with standard
formatting and styles.
 Set up your headings and subheadings in Outline mode.
Use Outlining to reorganise sections as you go along.
 Use Style Sheets to create consistent formats for
headings, paragraphs, tables and figures etc.
 You can compile a table of contents for the whole series of
files by using the Table of Contents command. This will
automatically produce page numbering for you.

EFFECTIVE WRITING
WRITING SKILLS
STRUCTURE
EDITING
CHOICE OF
WORDS
SELECTION
OF CONTENT
One main point
per paragraph
Vary sentence
length and
complexity
Don’t use too
many words
Choose a
storyline
Arrange
paragraphs
logically
Read text several
times over to look for:
Clarity of
meaning
Buy a good
dictionary!
Decide on key
“Take Home” points
Strong
introduction
Strong
conclusion
Check
conventions
in your field
Appropriate to
your readers
Avoid
unnecessary
jargon
Don’t use too many
portmanteaux terms, e.g.
“1-CM-path-length cell”
Clear structure and
layout (Subheadings,
etc.)
Grammar and
Spelling

Good practice for writing skills
Ask yourself the following questions:
 Why am I writing this paragraph?
 Why is it important?
 Will my audience know why it is important?
 What is (are) the key point(s) in this paragraph?
 How will I highlight the key point(s) to my readers?
 How much detail do I need to include?
 Could I be more concise?
 Could I be more direct?
 Why is this sentence so long?
 How many ideas have I got in this paragraph?
 How does this paragraph fit in with the overall direction
and structure of the writing?

Checklist of good practice in writing skills
Answer the following questions about your own writing:
AREA YES N0: so what I need to do is …
1. Is the writing appealing to the
eye and laid-out effectively?
2. Is the writing free from spelling
and typographical errors?
3. Is the writing structured well?
4. Is the writing signposted? i.e. is
the reader clear about ordering
and what is coming next?
5. Does each chapter and section
have a strong beginning and a
strong ending?
6. Are any diagrams, tables etc.
clear and explained effectively?
7. Is there a variety in the pace
and choice of words to keep the
reader’s attention?
8. Are the key points clear and
explicit?
9. Is the writing concise?
10. Does the author sound
confident and knowledgeable
about the topic?

READING LIST
Booth, W, Colomb, G and Williams, J, The Craft of Research. Chicago: University
of Chicago Press, 1995
Cutts, M, The Plain English Guide. Oxford: Oxford University Press, 1995
Day, R, How to Write and Publish a Scientific Paper. Cambridge: Cambridge
University Press, 1995
Dunleavy, P, Authoring a PhD: How to Plan, Draft, Write and Finish a Doctoral
Thesis or Dissertation. Basingstoke: Palgrave Macmillan, 2003
Elbow, P, Writing Without Teachers. Oxford: Oxford University Press, 1973
Elbow, P, Writing with Power. Oxford: Oxford University Press, 1981
Murray, R, How to Write a Thesis. Maidenhead: Open University Press, 2002
Phillips, EM and Pugh, DS, How to get a PhD (4th
edition). Maidenhead: Open
University Press, 2005
Tichy, HJ and Fourdrinier, S, Effective Writing for Engineers, Managers, Scientists
(2nd
edition). Hoboken, NJ: Wiley & Sons, 1988.
Available in the George Green Library: T11 TIC
Turabian, KL, A Manual for Writers of Term Papers, Theses and Dissertations
(British edition). London: Heinemann for the University of Chicago Press, 1982
Available in the George Green Library: T11 TUR
Turk, C and Kirkman, J, Effective Writing: Improving Scientific, Technical and
Business Communication (2nd
edition). London: E & F N Spon, 1989.
Available in the George Green Library: T11 TUR

NOTES

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