Academic ResearchCrafter A Comprehensive Resource Book for Research Writing and Publication.pdf
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Academic ResearchCrafter A Comprehensive Resource Book for Research Writing and Publication.pdf
- 2. Academic ResearchCrafter A Comprehensive Resource Book for Research Writing and Publication Mir Saeed Mousavi Razavi Associate Professor, Allameh Tabataba’I University Ehsan Taebi PhD Candidate, University of Isfahan Iman Taebi PhD Candidate, University of Isfahan 2021 / 1400 Tehran A l l a m e h Tabataba’i University P r e s s
- 4. Academic ResearchCrafter A Comprehensive Resource Book for Research Writing and Publication First Edition: Published 2021 (1400 SH) by Allameh Tabataba’i University Press (ATU Press) ATU Press Office 3rd Floor, Headquarters Bldg, Allameh Tabataba’i University Village Sq, Olympic Village, Sh. Hemmat Expy, Tehran, I.R. Iran Postal Code: 14896-84511 | Tel/Fax: (+98 21) 44 737 560 P.O. Box 15815/3487 © 2021 Mir Saeed Mousavi Razavi, Ehsan Taebi and Iman Taebi Technical Advisor: Reza Donyavi Proofreading: Maryam Kooshafar, Arezou Nezam Layout Design: Farzaneh Karkevandi Cover Design: Elham Madani All rights reserved. This book may not be reprinted, reproduced or utilised, in whole or in part, in any form or by any electronic, mechanical, or other means not stipulated herein, including photocopying and recording, or in any information storage or retrieval system, without written permission from the publisher. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. First Impression: 2021 (1400 SH) Circulation: 100 A catalogue record for this book is available from the National Library and Archives of I.R. Iran (NLAI) NLAI record available at http://opac.nlai.ir/opac-prod/bibliographic/8404630 ISBN: 978-964-217-499-7 Price: IRR 1,500,000 / USD 20.00 For more information, visit: Publisher’s website: https://press.atu.ac.ir Publisher’s online store: https://book.atu.ac.ir 602
- 5. Dedication To those who taught us, nourished us, and investeduswiththelightoftheirbeingand theirwisdom; toourparentsandourteachers.
- 6. ATU PRESS COPYRIGHT MATERIAL I Table of Contents Table of Contents Dedication..........................................................................................................7 Table of Contents..............................................................................................I Table of Figures ............................................................................................. XI Table of Tables ............................................................................................XIII Table of Notes................................................................................................XV Notes (Research).............................................................................XVI Notes (Grammar/Usage)............................................................... XVII Notes (Orthography/Punctuation)................................................. XVII Notes (Tools) ...............................................................................XVIII Notes (BrE/AmE) ........................................................................XVIII Table of Collocations.................................................................................. XIX Preface ......................................................................................................... XXI Works cited .............................................................................................XXV Acknowledgement ..................................................................................XXVII About ResearchCrafter .......................................................................... XXIX What is ResearchCrafter? ............................................................XXIX What does ResearchCrafter do and not do?.................................XXIX Where do the phrases in ResearchCrafter come from? ...............XXIX Who is ResearchCrafter for? ........................................................XXX How is ResearchCrafter organised?..............................................XXX How should I use ResearchCrafter? .......................................... XXXII What do the symbols in ResearchCrafter mean?......................XXXIII What does ResearchCrafter want me to learn?.........................XXXIV What does ResearchCrafter expect?.........................................XXXIV About authors ............................................................................ XXXV SECTION ONE: PREAMBLE............................................................1 1.1. Introduction .....................................................................................3 1.2. Thesis/Dissertation must-knows.....................................................3 1.2.1. Procedure......................................................................................3 1.2.2. Selecting a topic ...........................................................................4 1.2.3. Regulations ..................................................................................5 1.3. Publishing in journals......................................................................6 1.3.1. Journal rankings ...........................................................................6
- 7. ATU PRESS COPYRIGHT MATERIAL II Table of Contents 1.3.2. Submitting an article ....................................................................7 1.3.2.1. Corresponding author .............................................................8 1.3.2.2. Review process ......................................................................8 1.3.2.3. Access.....................................................................................8 1.4. Structure of a research report ........................................................9 1.4.1. Typical thesis/dissertation outline ................................................9 1.4.2. Typical research paper outline: The Hourglass Model...............12 1.5. Page layout, formatting and binding ...........................................13 1.6. Author guidelines...........................................................................15 1.7. Plagiarism.......................................................................................16 1.8. Citation and referencing style.......................................................18 1.9. Copyright and permission.............................................................22 1.10. Bias................................................................................................23 1.11. English varieties ...........................................................................24 1.12. Tools: Push-button auto ..............................................................25 1.13. Doing as the Romans do..............................................................28 Works cited ..................................................................................................31 SECTION TWO: FRONT MATTER...............................................33 2.1. Dedication and acknowledgement ...................................................35 2.1.1. Introduction................................................................................35 2.1.2. Order of acknowledgements ......................................................35 2.2. Phrasebank.........................................................................................41 2.2.1. Dedication to God ......................................................................43 2.2.2. Dedication to others ...................................................................43 2.2.3. Dedication to the deceased.........................................................44 2.2.4. Thanking.....................................................................................45 2.2.5. Acknowledging financial support ..............................................50 2.2.6. Disclaimer ..................................................................................50 2.2.7. Acknowledging permission........................................................51 2.2.8. Placing anonymous sources .......................................................52 Works cited .................................................................................................55 Progress check .............................................................................................56 Food for thought ..........................................................................................57 Your phrases.................................................................................................58
- 8. ATU PRESS COPYRIGHT MATERIAL III Table of Contents SECTION THREE: MANUSCRIPT........................................ 59 CHAPTER ZERO: ABSTRACT.............................................. 61 3.0. Abstract...............................................................................................61 3.0.1. Introduction ..................................................................................63 3.0.2. Phrasebank ...................................................................................67 3.0.2.1. Significance of study ..............................................................69 3.0.2.2. Importance of subject...............................................................70 3.0.2.3. Potential research gap ..............................................................70 3.0.2.4. Purpose of study .......................................................................70 3.0.2.5. Method......................................................................................71 3.0.2.6. Participants ..............................................................................72 3.0.2.7. Findings ....................................................................................72 3.0.2.8. Conclusion and implications ...................................................72 Works cited .................................................................................................73 Progress check .............................................................................................74 Food for thought ..........................................................................................75 Your phrases.................................................................................................76 CHAPTER ONE: INTRODUCTION ...................................... 77 3.1.1. Introduction.................................................................................79 3.1.2. Phrasebank..................................................................................81 3.1.2.1. Structure ..................................................................................83 3.1.2.2. Importance of topic .................................................................84 3.1.2.3. Possible future.........................................................................87 3.1.2.4. Historical background .............................................................87 3.1.2.5. Statement of problem ..............................................................87 3.1.2.6. Purpose of study......................................................................89 3.1.2.7. Significance of study...............................................................92 3.1.2.8. Difference of study..................................................................95 3.1.2.9. Scope of study.........................................................................95 3.1.2.10. Audience/Addressees ............................................................96 3.1.2.11. Theoretical framework ..........................................................96 3.1.2.12. Research questions ...............................................................97 3.1.2.13. Research hypotheses .............................................................98
- 9. ATU PRESS COPYRIGHT MATERIAL IV Table of Contents 3.1.2.14. Definition of key terms .........................................................98 3.1.2.15. Various definitions of a term.................................................99 3.1.2.16. Scholars’ definition of technical terms................................100 3.1.2.17. Abstruse or non-existent definition .....................................100 3.1.2.18. Previewing succeeding chapter...........................................101 Works cited ................................................................................................103 Progress check ...........................................................................................104 Food for thought ........................................................................................105 Your phrases...............................................................................................106 CHAPTER TWO: LITERATURE REVIEW ....................... 107 3.2.1. Introduction...............................................................................109 3.2.2. Phrasebank................................................................................ 111 3.2.2.1. History of something.............................................................113 3.2.2.2. Changing history ...................................................................113 3.2.2.3. A long-standing issue ............................................................113 3.2.2.4. Literature generality .............................................................113 3.2.2.5. Expressing views...................................................................115 3.2.2.6. Defending a view ..................................................................117 3.2.2.7. Claims ...................................................................................117 3.2.2.8. Agreement between two scholars..........................................118 3.2.2.9. Disagreement between two scholars .....................................118 3.2.2.10. Current trends in literature ..................................................118 3.2.2.11. An unprecedented trend.......................................................119 3.2.2.12. Progress in an area of study ................................................119 3.2.2.13. Little progress......................................................................120 3.2.2.14. Confirming/Supporting .......................................................120 3.2.2.15. Disconfirmed views ............................................................121 3.2.2.16. Unsupported views..............................................................121 3.2.2.17. New concept needing development ....................................121 3.2.2.18. Highlighting gaps................................................................121 3.2.2.19. Elaborating gaps..................................................................122 3.2.2.20. Limited understanding ........................................................123 3.2.2.21. Presenting evidence.............................................................123 3.2.2.22. Little evidence ....................................................................124 3.2.2.23. Paucity or absence of studies on sth....................................125
- 10. ATU PRESS COPYRIGHT MATERIAL V Table of Contents 3.2.2.24. Unaddressed issue ...............................................................128 3.2.2.25. Brief prioir address..............................................................128 3.2.2.26. Inattention to issue ..............................................................128 3.2.2.27. Overlooked issue.................................................................129 3.2.2.28. Profusion of studies.............................................................129 3.2.2.29. Growing in importance or interest ......................................131 3.2.2.30. Attracting attention..............................................................132 3.2.2.31. Deserving more attention ....................................................133 3.2.2.32. Falling out of interest or attention.......................................133 3.2.2.33. Incentive for other (future) studies......................................133 3.2.2.34. Exhausted in literature.........................................................134 3.2.2.35. Reference to scholars’ papers..............................................134 3.2.2.36. Controversy in literature .....................................................135 3.2.2.37. Unsupported claim ..............................................................136 3.2.2.38. Introducing authority/figure................................................136 3.2.2.39. Shift of focus in literature ...................................................137 3.2.2.40. Popular opinion ...................................................................137 3.2.2.41. Hypothesising and theorising..............................................137 3.2.2.42. Agreement among scholars .................................................138 3.2.2.43. Disagreement among scholars.............................................139 3.2.2.44. Controversy among scholars...............................................139 3.2.2.45. Problems/Limitations of study............................................141 3.2.2.46. Criticisms ............................................................................142 3.2.2.47. Constructive suggestions.....................................................143 3.2.2.48. Presenting debates...............................................................144 3.2.2.49. Expounding issues...............................................................144 3.2.2.50. Expounding arguments........................................................145 3.2.2.51. Questioning sth....................................................................146 3.2.2.52. Winning recognition............................................................146 3.2.2.53. Introducing quotations ........................................................146 3.2.2.54. Explaining quotations..........................................................148 3.2.2.55. Introducing new topic/aspect .............................................148 3.2.2.56. Reintroducing topic.............................................................148 3.2.2.57. Referring backwards and forwards .....................................148 3.2.2.58. Transitioning between sections ...........................................149 3.2.2.59. Summarising previous studies.............................................149 Progress check ...........................................................................................152
- 11. ATU PRESS COPYRIGHT MATERIAL VI Table of Contents Food for thought ........................................................................................155 Your phrases...............................................................................................156 CHAPTER THREE: METHOD (METHODOLOGY)......... 157 3.3.1. Introduction...............................................................................159 3.3.2. Phrasebank................................................................................161 3.3.2.1. Research design.....................................................................163 3.3.2.1.1. Rationale for adoption of method/design ........................164 3.3.2.1.2. Reasons for non-adoption of method/design...................165 3.3.2.2. Participants............................................................................165 3.3.2.2.1. Cohort recruitment...........................................................165 3.3.2.2.2. Sampling criteria..............................................................166 3.3.2.2.3. Compensation..................................................................168 3.3.2.2.4. Group assignment............................................................168 3.3.2.2.5. Participant demographics ................................................168 3.3.2.2.5.1. Participants’ age .........................................................169 3.3.2.2.5.2. Participants’ gender ...................................................169 3.3.2.2.5.3. Demographic table.....................................................170 3.3.2.2.5.4. Other demographic information.................................171 3.3.2.2.6. Participant mortality ........................................................172 3.3.2.3. Instruments............................................................................172 3.3.2.3.1. Reporting customisations performed...............................174 3.3.2.3.2. Questionnaire properties..................................................174 3.3.2.3.3. Instrument reliability and validity ...................................175 3.3.2.4. Data Collection......................................................................175 3.3.2.5. Data Analysis ........................................................................175 3.3.2.6. Procedure (overview)............................................................176 3.3.2.6.1. Process: infinitive of purpose .........................................177 3.3.2.6.2. Describing process: Expressing purpose with ‘for’.........177 3.3.2.6.3. Onset of procedure...........................................................178 3.3.2.6.4. Reporting subsequent phases...........................................178 3.3.2.6.5. Reporting endmost stage(s) of procedure........................178 3.3.2.6.6. Duration of study.............................................................178 3.3.2.6.7. Controlling for threats to internal/external validity.........179 3.3.2.7. Ethical considerations ...........................................................179 3.3.2.8. Disclosing/hiding purpose of study.......................................180
- 12. ATU PRESS COPYRIGHT MATERIAL VII Table of Contents Works cited ................................................................................................181 Progress check ...........................................................................................182 Food for thought ........................................................................................184 Your phrases...............................................................................................185 CHAPTER FOUR: RESULTS AND DISCUSSION.............. 187 3.4.1. Introduction...............................................................................189 3.4.2. Phrasebank................................................................................191 3.4.2.1. Reiterating research questions/hypotheses............................193 3.4.2.2. Overall results ......................................................................193 3.4.2.3. Statement of results (positive) ..............................................194 3.4.2.4. Statement of results (negative) .............................................195 3.4.2.5. Unexpected findings..............................................................196 3.4.2.6. Reporting quantitative data ...................................................196 3.4.2.7. Data visualisation..................................................................197 3.4.2.8. General graph information ....................................................199 3.4.2.9. Highlighting part of graph or table........................................200 3.4.2.10. Trends..................................................................................200 3.4.2.10.1. Upward trend ................................................................201 3.4.2.10.1.1. Using verbs ..............................................................202 3.4.2.10.1.2. Using nouns..............................................................203 3.4.2.10.2. Highest point..................................................................203 3.4.2.10.3. Downward trend ...........................................................204 3.4.2.10.3.1. Using Verbs..............................................................204 3.4.2.10.3.2. Using nouns..............................................................205 3.4.2.10.4. Lowest point ..................................................................206 3.4.2.10.5. Fluctuating trend ...........................................................206 3.4.2.10.6. Flat (unchanging) trend ................................................207 3.4.2.10.7. Projecting trend..............................................................208 3.4.2.11. Numbers and fractions.........................................................209 3.4.2.11.1. Using multipliers ...........................................................209 3.4.2.11.2. Using ‘-fold’ ..................................................................209 3.4.2.11.3. Using ‘times’ .................................................................209 3.4.2.11.4. Using fractions...............................................................210 3.4.2.12. Tables and figures................................................................212 3.4.2.13. Referring to table or figure..................................................213
- 13. ATU PRESS COPYRIGHT MATERIAL VIII Table of Contents 3.4.2.14. Highlighting significant data...............................................214 3.4.2.15. Reporting proportions .........................................................214 3.4.2.16. Using prepositions...............................................................216 3.4.2.17. Reporting qualitative data ...................................................217 3.4.2.18. Questionnaire and interview results....................................217 3.4.2.19. Quoting participants............................................................218 3.4.2.20. Participant views and emerged themes ...............................219 3.4.2.21. Statistical procedures ..........................................................220 3.4.2.22. Significance level................................................................223 3.4.2.23. Findings...............................................................................223 3.4.2.24. Non-findings .......................................................................224 3.4.2.25. Introducing discussion ........................................................225 3.4.2.26. Explanation for findings......................................................225 3.4.2.27. Rejecting/maintaining null hypothesis................................226 3.4.2.28. Relations between variables................................................227 3.4.2.29. Interpreting results .............................................................227 3.4.2.30. Summary .............................................................................229 Works cited ................................................................................................231 Progress check ...........................................................................................232 Food for thought ........................................................................................235 Your phrases...............................................................................................236 CHAPTER FIVE: CONCLUSION ........................................ 237 3.5.1. Introduction...............................................................................239 3.5.2. Phrasebank................................................................................241 3.5.2.1. Restating purpose(s) .............................................................243 3.5.2.2. Restating results ....................................................................243 3.5.2.3. Achievements ........................................................................244 3.5.2.4. Drawing conclusions.............................................................245 3.5.2.5. Supporting a conclusion........................................................245 3.5.2.6. Convergence of findings .......................................................245 3.5.2.7. Divergence of findings..........................................................247 3.5.2.8. Caution in interpreting results...............................................248 3.5.2.9. Limitations of the study ........................................................249 3.5.2.10. Suggestions for further research..........................................250 3.5.2.11. Question/issue to be further addressed................................253
- 14. ATU PRESS COPYRIGHT MATERIAL IX Table of Contents 3.5.2.12. Implications of study...........................................................255 3.5.2.13. Originality of study/method ................................................256 3.5.2.14. Concluding remarks ............................................................256 3.5.2.15. Further reading....................................................................257 Works cited.........................................................................................259 Progress check ...........................................................................................260 Food for thought ........................................................................................261 Your phrases...............................................................................................262 SECTION FOUR: BACK MATTER .............................................263 4.3. Introduction......................................................................................265 4.4. References.........................................................................................265 4.5. Appendix ...........................................................................................267 4.6. Phrasebank.......................................................................................269 Works cited ................................................................................................273 Food for thought ........................................................................................274 SECTION FIVE: PRESENTATION..............................................275 5.1. Introduction......................................................................................277 5.2. Examiners .........................................................................................278 5.3. Format of exam ................................................................................278 5.4. Phrasebank.......................................................................................281 5.4.1. Seeking permission to start ......................................................283 5.4.2. Greetings and welcome ...........................................................283 5.4.3. Thanking...................................................................................283 5.4.4. Introducing topic ......................................................................284 5.4.5. Highlighting importance of topic.............................................284 5.4.6. Outlining the presentation........................................................285 5.4.7. Interacting with audience .........................................................285 5.4.8. Sequencing information ...........................................................286 5.4.9. Moving to next main point.......................................................286 5.4.10. Going back ...........................................................................287 5.4.11. Referring to research .............................................................287 5.4.12. Referring to visuals ...............................................................287
- 15. ATU PRESS COPYRIGHT MATERIAL X Table of Contents 5.4.13. Explaining visuals .................................................................288 5.4.14. Highlighting information ......................................................288 5.4.15. Presenting viewpoint.............................................................288 5.4.16. Mentioning handouts.............................................................288 5.4.17. Analysing argument...............................................................289 5.4.18. Losing way............................................................................289 5.4.19. Elaborating ............................................................................289 5.4.20. Making recommendations.....................................................289 5.4.21. Signalling end of presentation...............................................289 5.4.22. Summarising .........................................................................290 5.4.23. Closing ..................................................................................290 5.4.24. Conclusion.............................................................................290 5.4.25. Q&A and comments..............................................................291 5.4.26. Clarifying questions ..............................................................291 5.4.27. Checking questioner satisfaction...........................................292 5.4.28. Responses to good questions.................................................292 5.4.29. Admitting lack of knowledge................................................292 5.4.30. Responses to irrelevant questions .........................................292 5.4.31. Asking presenter....................................................................292 5.4.32. Positions on screen................................................................293 Works cited ................................................................................................295 Progress check ...........................................................................................296 Food for thought ........................................................................................297 Your phrases...............................................................................................298 SECTION SIX: ADDENDUM.........................................................299 6.1. Segment I: Foreign and special phrases........................................301 6.1.1. Introduction..............................................................................303 6.1.2. Foreign Expressions.................................................................305 Works cited ................................................................................................317 6.2 Segment II: In Other Words .........................................................319 6.2.1. Introduction..............................................................................321 6.2.2. Discourse Marker Look-up ......................................................323 Bibliography..................................................................................................331 Index...............................................................................................................337
- 16. ATU PRESS COPYRIGHT MATERIAL XI Table of Figures Table of Figures Figure 1. SCImago journal ranking ............................................................7 Figure 2. The Translator’s website with a ‘submit an article’button........7 Figure 3. Organisation of a thesis/dissertation .........................................12 Figure 4. The Hourglass Model of structuring a scholarly article...........13 Figure 5. Pagenumbering of a thesis/dissertation ....................................14 Figure 6. Sample of an ‘Author Guidlines’page of a journal..................15 Figure 7. Sample originality report generated by iThenticate.................17 Figure 8. A report generated by IranDoc .................................................18 Figure 9. Sample of an article’s DOI........................................................19 Figure 10. Reference tab in MS Word .....................................................20 Figure 11. EndNote and Mendeley and their add-ons .............................21 Figure 12. Embedded hyperlinks to help with referencing......................21 Figure 13. Google Scholar’s citation export tool .....................................22 Figure 14. Copyright and Permissions page of publishers ......................23 Figure 15. Language option in the status bar of Microsoft Word 2019..25 Figure 16. Styles in MS Word...................................................................26 Figure 17. Breaks in MS Word..................................................................26 Figure 18. The Reference tab in MS Word and its functions...................27 Figure 19. An article of political sciences undergoing revision...............28 Figure 20. Sample report produced by Grammarly.com .........................29 Figure 21. Grammarly's add-on for MS Word ........................................29 Figure 22. Multiple document backups....................................................30 Figure 23. Sampling techniques.........................................................................167 Figure 24. Components of a graph..........................................................198 Figure 25. An upward trend.....................................................................201 Figure 26. A downward trend..................................................................204 Figure 27. A fluctuating trend..................................................................206 Figure 28. A flat (unchanging) trend.......................................................207 Figure 29. Visual representation of prepositions....................................217 Figure 30. A flowchart for selection of appropriate statistical tests...222
- 17. ATU PRESS COPYRIGHT MATERIAL XIII Table of Tables Table of Tables Table 1. Outline for a typical thesis/dissertation.......................................... 10 Table 2. Sequencers ................................................................................... 178 Table 3. Types of data visualisation .......................................................... 197 Table 4. Components of a graph ................................................................ 198 Table 5. Identifying trends ......................................................................... 200 Table 6. Multipliers.................................................................................... 208 Table 7. Multiplier ‘-fold’.......................................................................... 209 Table 8. Multiplier ‘times’ ......................................................................... 209 Table 9. Fractions....................................................................................... 210 Table 10. Percentages and fractions........................................................... 210 Table 11. Qualifiers to express percentages............................................... 211 Table 12. Qualifiers to express percentages (2)......................................... 211 Table 13. Prepositions................................................................................ 216 Table 14. Referring to positions on screen................................................. 293 Table 15. First and subsequent in-text citation of authors in APA............. 308
- 18. ATU PRESS COPYRIGHT MATERIAL XV Table of Notes Note 1. Qualities of a decent research title ............................................ 5 Note 2. Caution in using research outline as guide ............................... 9 Note 3. Caution in carbon copying formulaic language and plagiarism 17 Note 4. DOI .......................................................................................... 19 Note 5. Caution in using online services ............................................. 27 Note 6. Making backups of a manuscript............................................ 30 Note 7. Dedication to God ................................................................... 43 Note 8. Dedicating to the deceased – including lifespan..................... 44 Note 9. Use of first-person personal pronouns.................................... 45 Note 10. Disclaimer.............................................................................. 50 Note 11. Acknowledging permission granted...................................... 51 Note 12. Keywords............................................................................... 63 Note 13. Citation in abstract................................................................. 64 Note 14. Tenses used in abstract .......................................................... 65 Note 15. Multiple-paragraph abstracts................................................. 66 Note 16. Writing numbers.................................................................... 72 Note 17. Tense in research proposals v. completed researches........... 83 Note 18. Personal pronouns ................................................................. 84 Note 19. Bias in bold claims ................................................................ 85 Note 20. Multiple purposes for a study................................................ 89 Note 21. Boldness and determinism in statements.............................. 92 Note 22. Empirical Evidence ............................................................. 125 Note 24. Thesaurus: insufficient ........................................................ 126 Note 23. Thesaurus: a few.................................................................. 126 Note 25. Sensitive expressions........................................................... 148 Note 26. Gender bias.......................................................................... 170 Note 27. Chapter 3 v. Chapter 4 content............................................ 175 Note 28. Research ethical clearance .................................................. 179 Note 29. Citing and referring to figures and tables inline ................. 199 Note 30. Table layout in APA format................................................. 213 Table of Notes
- 19. ATU PRESS COPYRIGHT MATERIAL XVI Table of Notes Notes (Research) Note (Research) 1. Anonymous sources..............................................52 Note (Research) 2. Longitudinality and short-termism.....................122 Note (Research) 3. Providing reference to avoid plagiarism............134 Note (Research) 4. Method v. methodology......................................159 Note (Research) 5. Major research designs.......................................163 Note (Research) 6. Subject, participant or respondent?....................165 Note (Research) 7. Population (N) v. sample (n) size.......................166 Note (Research) 8. Sampling techniques ..........................................167 Note (Research) 9. Demographic table .............................................171 Note (Research) 10. Anonymous identification of participants........171 Note (Research) 11. Participant mortality/attrition ...........................172 Note (Research) 12. Diagram of research instruments .....................173 Note (Research) 13. Likert scale for surveys...................................174 Note (Research) 14. Descriptive v. inferential statistics...................176 Note (Research) 15. Research procedure and replicability..............177 Note (Research) 16. Correlation coefficient ....................................195 Note (Research) 17. Types of statistical procedures/tests................222 Note (Research) 18. Statistical significance and p-value.................223 Note (Research) 19. Null hypothesis ...............................................226
- 20. ATU PRESS COPYRIGHT MATERIAL XVII Table of Notes Notes (Grammar/Usage) Notes (Orthography/Punctuation) Note (Grammar/Usage) 1. Permission..................................................51 Note (Grammar/Usage) 2. Evidence.....................................................86 Note (Grammar/Usage) 3. Research.....................................................86 Note (Grammar/Usage) 4. Personal pronouns v. passive...................101 Note (Grammar/Usage) 5. To date......................................................114 Note (Grammar/Usage) 6. Progress....................................................119 Note (Grammar/Usage) 7. Evidence...................................................124 Note (Grammar/Usage) 8. Intensifiers for strong adjectives .............141 Note (Grammar/Usage) 9. Data (n) ....................................................142 Note (Grammar/Usage) 10. Only........................................................144 Note (Grammar/Usage) 11. Just over/ under......................................170 Note (Grammar/Usage) 12. Software.................................................176 Note (Grammar/Usage) 13. So v. Therefore.......................................193 Note (Grammar/Usage) 14. Per cent v. percentage ............................218 Note (Grammar/Usage) 15. Discuss (v.).............................................285 Note (Orthography/Punctuation) 1. Hypothesis ................................98 Note (Orthography/Punctuation) 2. Introducing a new term.............98 Note (Orthography/Punctuation) 3. Space before punctuation........116 Note (Orthography/Punctuation) 4. Apostrophe with -s (‘s v. s’)....126 Note (Orthography/Punctuation) 5. Contractions............................140 Note (Orthography/Punctuation) 6. Quotations within quotations..147 Note (Orthography/Punctuation) 7. Punctuation in quotations........147 Note (Orthography/Punctuation) 8. Numericals after punctuation..215 Note (Orthography/Punctuation) 9. Punctuating quotations............219
- 21. ATU PRESS COPYRIGHT MATERIAL XVIII Table of Notes Notes (BrE/AmE) Note (BrE/AmE) 1. Acknowledgement............................................... 39 Note (BrE/AmE) 2. Honor v. Honour................................................... 44 Note (BrE/AmE) 3. Punctuation after titles.......................................... 45 Note (BrE/AmE) 4. Organise................................................................ 84 Note (BrE/AmE) 5. Enquiry, towards................................................... 90 Note (BrE/AmE) 6. Enquiry v. inquiry............................................131 Note (BrE/AmE) 7. Single v. double quotation marks ....................147 Note (BrE/AmE) 8. Per cent............................................................218 Notes (Tools) Note (Tools) 1. MS OneNote for research slip notes...........................4 Note (Tools) 2. Word processing tools for folio, layout and numbering14 Note (Tools) 3. Automatic citation and referencing software............20 Note (Tools) 4. Extracting citation information from websites .........21 Note (Tools) 5. Grammarly as a tool to assist editing and revision...29 Note (Tools) 6. JASP: Statistical analysis software.........................221 Note (Tools) 8. Automatic reference management ..........................266 Note (Tools) 7. MLA’s interactive practice template.......................266
- 22. ATU PRESS COPYRIGHT MATERIAL XIX Table of Notes Table of Collocations Collocations 1. Comment (n.)...........................................................49 Collocations 2. Gratitude (n.)............................................................49 Collocations 3. Advice (n.) ...............................................................49 Collocations 4. Support (n.)..............................................................50 Collocations 5. Importance (n.) ........................................................86 Collocations 6. Problem (n.).............................................................89 Collocations 7. Purpose (n.)..............................................................90 Collocations 8. Goal (n.)...................................................................91 Collocations 9. Study (n.) .................................................................94 Collocations 10. Significance (n.).....................................................95 Collocations 11. View (n.) ..............................................................116 Collocations 12. Opinion (n.)..........................................................117 Collocations 13. Progress (n.).........................................................120 Collocations 14. Gap (n.)................................................................123 Collocations 15. Evidence (n.)........................................................124 Collocations 16. Attention (n.)........................................................129 Collocations 17. Literature (n.).......................................................130 Collocations 18. Attention (n.) (2)..................................................132 Collocations 19. Hypothesis (n.).....................................................138 Collocations 20. Theory (n.) ...........................................................138 Collocations 21. Controversy (n.)...................................................141 Collocations 22. Issue (n.) ..............................................................145 Collocations 23. Result (n.) ............................................................194 Collocations 24. Trend (n.) .............................................................201 Collocations 25. Conclusion (n.) ....................................................245 Collocations 26. Finding (n.) ..........................................................247
- 23. ATU PRESS COPYRIGHT MATERIAL S5 278 Examiners Showcase your verbal ability in getting involved in academic discussions. It is noteworthy that some universities require their students to attend a number of vivas before they can defend their own work of research. As such, it might be good idea to check such requirements with your university. 5.2. Examiners During a viva voce, two examiners are normally assigned the responsiblity for checking the quality of your submitted work: 1. An internal examiner: a member of academic staff of the university that you are studying at. 2. An external examiner: a member of academic staff of another university or institution with expertise in your area of research. In some cases, however, both examiners might be internal when there is no easy access to an external examiner. It is incumbent upon the supervisor to inform you know who will take the exam chair as soon as the date and time for the viva examination is set. As soon as you are informed of the examiners, ensure you familiarise yourself with their work, their line of research, and any particular approach that they may take or potential questions they are likely to raise during viva sessions. In conferences, it is quite normal that the session chair and the audience take on this responsibility collectively. 5.3. Format of exam Everyvivaexaminationisdifferent,andeachuniversityhasitsownguidelines. As such, delineating what exactly will happen remains only a conjecture. However, broadly speaking, the session would proceed like this: 1. The candidate will thank the supervisor, the readers, and anyone who has had some contribution to the work. 2. The candidate will thank the audience for taking the trouble to make a presence in the session. 3. The candidate will start the defence with the help of slides. This should take approximately 20 minutes. The candidate is ill-advised to describe everything down to the smallest detail. It is best that the candidate paint a broad picture for the audience. 4. The board of examiners (the examiner(s), as well as your advisor (AmE:
- 24. ATU PRESS COPYRIGHT MATERIAL S5 279 Academic ResearchCrafter supervisor), and reader (AmE: advisor)) will start asking questions, may require you to clear any potential confusions in the work, and ask you to make amendments. In order to do this, examiners may: • ask you to substantiate your claims • ask you to justify not only things which you have included in your thesis but also things which you may have left out • ask you questions about the external validity of the work • argue certain points with you • expect you to discuss any developments which may flow from your work in the future Unavoidably, any work of research possesses both strengths and weaknesses. As your work is no exception, the readers may wish to discuss these with you. It is considered a positive thing, indeed an essential thing, that you can discuss both the strengths and the weaknesses in an academic setting. Please be advised that it is the readers’ job to discuss the weaknesses in all theses and dissertations. As such, is it apt that you show composure of character in the face of such criticisms and learn from your mistakes. It is important not to be defensive at your defense! That is to say, do not overreact to the criticisms heaped upon your work. Mind you, you should know that the examiners look at your work from a critical angle and may have some very good thoughts that could add to the value of your work. As such, some good composed reactions to such criticisms could be: - ‘Thank you so much for your idea. I will definitely take it into consideration.’ - ‘I had not looked at this issue from that angle. Thank you very much for bringing a new perspective.’ - ‘I much appreciate your valuable feedback. I’m sure it’ll definitely add to the quality of my work.’ Politically speaking, through this little tactic, you will manage to diffuse a potentially explosive situation and steer clear of a disaster. What is more, you have only promised you will consider their ideas. The bottom line is that you must be politically astute and focus on obtaining your ultimate goal which is to successfully complete your degree. In the remainder of this book, you will be presented the most useful phrases that you could possibly use in a viva examination.
- 25. ATU PRESS COPYRIGHT MATERIAL S5 280 Format of exam If you have doubts about preparing a presentation, you may wish to take a look at the book Presentation Skills (Shahnazari & Taebi, 2015) for help and some ideas. Happy presenting and defending!
- 28. ATU PRESS COPYRIGHT MATERIAL S5 5.4.1. Seeking permission to start - By the permission of the esteemed [readers] and by my right, I wish to start my defence. - I wish to request permission to start my presentation. - ✎ andnowwiththepermissiongrantedbyDr[X],Ishallstartthepresentation. - If permissible, I wish to start the defence. - If permitted by the esteemed committee members, I’d like to start. 5.4.2. Greetings and welcome - Hello, everyone. I’d like, first of all, to thank everyone for taking the trouble to come here and encourage me during this viva. - Good morning everyone and welcome to my presentation. First of all, let me thank you all for coming here today. - Good morning, ladies and gentlemen. It’s an honour to have the opportunity to address such a distinguished audience. - Awarm and cherished morning to our most valued honourable professors, Dr [X] and Dr [Y], qualified fellow researchers, my dear friends, and everyone. It is my privilege to propose a vote of thanks and acknowledge the contribution of those who worked hard to make this defence possible. - Good afternoon ladies and gentlemen. My name is [X] and today I shall defend my humble work of research in front of the esteemed professors and our distinguished guests. - Good morning everyone. This is a viva examination and I’m John Smith. Before anything, I would like to take this moment and thank everyone who have illuminated this occasion by their valuable presence. My thanks go to ✎ - Hi everyone [inf]. I think we might still be missing a few people but I’m going to kick things off now so we have time to get through everything. 5.4.3. Thanking - I deem it a great honour and privilege to propose a vote of thanks to those who have been a great help in finalising this project.
- 29. ATU PRESS COPYRIGHT MATERIAL S5 284 Phrasebank: Introducing topic - Let me, first of all, start by giving glory to God, the Almighty, for brimming me with the zeal and will to module this work into its current shape. - First and foremost, I thank Dr [X] who, despite his busy schedule, has found the time to supervise this thesis. - My heartfelt thanks go to the ✎ - Today, I am humbled by the presence of ✎ - I lack words for their participation and their willingness to complete tasks beyond their comfort zones. - A special mention to our venerable advisor, Dr [X], being the catalyst that inspired us to do our best and standing as a pillar of power. - With deep sense of appreciation, we thank Mr [X] for his untiring efforts. - My sincere gratitude goes out to all my family and well-wishers for your rock-solid support system and encouragement. Without your support, I was not able to bring this journey to an end. Thank you very much for joining this event. - Finally, I would like to take this opportunity to record/place on record my heartfelt thanks to [X], for the right logistic support and guidance for this project. He has never hesitated to extend his help to me. 5.4.4. Introducing topic - Good morning. My name’s [X] and I’m going to talk about ✎ - Good morning everybody. Thank you for coming to my viva today. My name is [X]; today, I’ll be talking about ✎ - Hello. I’m [X] and welcome to my presentation about ✎ - Greetings. My name’s [X] and today, I’m going to be talking about ✎ - I’d like to start by introducing myself. My name’s [X] and the topic for my presentation today is ✎ - The theme of my talk todays is ✎ - My presentation this morning concerns ✎ - This afternoon, I would like to talk to you about ✎ - I shall be looking at the following areas today: ✎ - What I’d like to do is to discuss ✎ - I intend to discuss ✎ - I hope to consider the main issues around ✎ - This morning, I am going to talk about an issue which concerns everyone ✎ - This presentation focuses on the issue of ✎ 5.4.5. Highlighting importance of topic - There are many concerns regarding ✎ - ✎ has been the subject of much debate recently and this is the topic of my presentation today. - Recent research has given much attention to ✎ - Did you know ✎? This is the reason for my talk today.
- 30. ATU PRESS COPYRIGHT MATERIAL S5 285 Phrasebank: Interacting with audience - ✎ so the purpose of my presentation today is to inform/discuss/present/ analyse ✎ - ✎ is a growing problem in the world. For this reason, I intend to focus on the issue of ✎ 5.4.6. Outlining the presentation - Firstly, I’m going to look at ✎ - Secondly, I’ll move on to the issue of ✎ - Then I’ll move on to examine ✎ - Lastly/Finally, I’ll look at/focus on ✎ - I have divided my talk into the following main areas: ✎ - I am going to divide my presentation into two main parts. First, I’m going to describe ✎ and then I’ll move on to look at ✎ - And in this part of my presentation, I’ll be showing you some data/charts/ tables about ✎ - I’ll also try to explain my findings in the third part. - In the third part of my presentation, I’ll put forward some ideas about ✎ - I’ll also be offering some recommendations on how we can solve/address/ tackle the issues of ✎ - Then I’m going to suggest some possible measures to solve these difficulties. - We’ll finish off with a question-and-answer session. - My talk will last about 20 minutes and there’ll be time at the end for questions. - I’ve divided my presentation into three main parts. - In my presentation, I’ll focus on three major issues. - We thought it would be useful to divide our talk into three main sections. - We can break this area down into the following fields:✎ - The subject can be looked at under the following headings:✎ - We have organized this talk in the following way:✎ - This presentation is structured as follows: ✎ - This talk will cover two current theories on the topic of ✎ - Let me first give you an overview of today’s talk. 5.4.7. Interacting with audience - I’d like the presentation to be as interactive as possible, so please chip in as we go along. - I’m happy to let you have any of the slides or information in my presentation if you would like. - If you leave your contact details, I’ll be happy to send you any of the information here. Remember that the word ‘discuss’ takes no preposition. For example: Let’sdiscussit.(NOTLet’sdiscussaboutit.) Note (Grammar/Usage) 15. Discuss (v.) G
- 31. ATU PRESS COPYRIGHT MATERIAL S5 286 Phrasebank: Sequencing information - Is everyone still with me? - Are you all following me so far? 5.4.8. Sequencing information - Now, I’m going to start by ✎ - Initially, I’d like to focus on ✎ - First, we’re going to look at ✎ - Let’s start with ✎ - The first problem I’d like to address is that of ✎ - To begin with, I’d like to say a few things about✎ - I’d like to begin by ✎ - OK, so let’s start by looking at✎ - I’d like to take a minute or two to define what exactly we mean by✎ - My first point concerns ✎ - I’ll begin/start off by ✎ - So, I’ll begin by filling you in on the background to - I’ll start by bringing you up-to-date on - I will firstly give you an overview of the history of/make a few observations about/outline✎ - I’d like to mention three points here, ✎ - Then I’ll move on to ✎ - Then/Next/After that, I’ll be looking at ✎ - First of all, I’d like to give you an overview of ✎ - Secondly/Then/Next /Afterwards, I’ll focus on✎ - Thirdly/And then, we’ll consider ✎ - Finally/Lastly/Last of all, I’ll deal with ✎ - And then, I’ll go on to highlight what I see as the main points of/ put the situationintosomekindofperspective/discussinmoredepththeimplications of/take you through/make detailed recommendations regarding ✎ - One thing I’ll be dealing with is the issue of ✎ - I’ll end with ✎ - And finally, I’d like to address the problem of/to raise briefly the issue of ✎ - There’s a lot more to talk about, but since we’re pushed for time, let’s move on to ✎ 5.4.9. Moving to next main point - OK, so now I’d like to turn to my next point, which is ✎ - Moving on, I’d like to take a look at ✎ - Now I’d like to move on to ✎ - Now let’s turn to the issue of ✎ - I’ll come back to that issue later. - I want to turn now to ✎
- 32. ATU PRESS COPYRIGHT MATERIAL S5 287 Phrasebank: Referring to visuals - Turning now to ✎ - Moving on now to ✎ - Having looked at ✎, let’s now think about ✎ - My next point is in regard to ✎ - That brings me to ✎ - My final point is in regard to ✎ - This leads directly to my next point. - This brings us to the next question. - Let’s now move on to/turn to ✎ - Let’s now take a look at ✎ - Okay, let me now turn to the issue of ✎ 5.4.10. Going back - As I said/mentioned earlier, ✎ - Let me come back to what I said before. - Let’s go back to what we were discussing earlier. - As I’ve already explained, ✎ - As I pointed out in the first section, ✎ - Can I now go back to the question I posed at the beginning? 5.4.11. Referring to research - Researchers have identified three key issues here; they are ✎ - Researchers have shown quite conclusively that ✎ - A number of recent studies, notably the ones by [X] and [Y], have shown that ✎ - A number of studies have found that ✎ - A study by [X] shows that ✎ - Research suggests/indicates that ✎ - According to [X], ✎ - Figures from [X], show/suggest/indicate that ✎ - A very interesting study by [X] shows that ✎ - The study by [X] is on your reading list and I encourage you to take a look at it. Basically, what he found was that ✎ - One of the most interesting studies carried out in this area by [X] showed that ✎ - There is overwhelming evidence that ✎ - Evidence does seem to show that ✎ 5.4.12. Referring to visuals - If you look at this table, you can see that ✎ - The data shown on the slides here shows that ✎ - A quick look/glance at the tabulated data here indicates that ✎
- 33. ATU PRESS COPYRIGHT MATERIAL S5 288 Phrasebank: Explaining visuals - If you look at this diagram, you’ll realise that ✎ - Casting a quick look at the data, we realise that ✎ - Let’s now look at the next slide which shows ✎ - Now, let’s look at ✎ - Let’s have a look at/take a look at/I’d like you to look at ✎ - To illustrate this, let’s have a closer look at ✎ - The chart on the following slide shows ✎ - The problem is illustrated in the next bar chart. - As you can see here, ✎ 5.4.13. Explaining visuals - First, let me quickly explain the graph. - As the graph/table shows/indicates ✎ - I’d like us to focus our attention on the significance of this figure here. - From Table 1, we can see/conclude/show/estimate/calculate/infer that ✎ - The chart compares ✎ - You can see here the development of ✎ over the past five years. 5.4.14. Highlighting information - I’d like to stress/highlight/emphasize the following points. - I’d also like to draw your attention to the upper half of the chart - If you look at it more closely, you’ll notice there are several surprising developments. - I’d like to point out one or two interesting details. - I’d like you to think about the significance of this figure here. - I’d like to focus your attention on the underlying trend here. - Whichever the reasons for this/Whichever way you look at it/However you try to explain it, the underlying trend is strikingly/obviously seen in ✎ - The interesting/significant/important thing about it is ✎ 5.4.15. Presenting viewpoint - Those in favour of [X] argue that ✎ - Advocates of [X] claim that ✎ - Some people claim that ✎, but others ✎ - Most people/scientists would argue that ✎ - I think it’s fair to say that ✎ 5.4.16. Mentioning handouts - Please take a handout and pass them on. - There are some handouts coming round on. - Does everybody have a handout/brochure/copy of the report? - Please take one and pass them on.
- 34. ATU PRESS COPYRIGHT MATERIAL S5 289 Phrasebank: Signalling end of presentation - I’ll be handing out copies of the slides at the end of my talk. - I can email the PowerPoint presentation to anybody who wants it. Don’t worry about taking notes. I’ve put all the important statistics on a handout for you. 5.4.17. Analysing argument - Let’s take a closer look at the argument put forward by [X]. - His main contention is that ✎, but he fails to consider ✎ - Even if we accept the point that ✎, that still leaves the question of ✎ - The argument put forward by [X] doesn’t explain ✎ - [X] maintains that ✎ - This point of view is very appealing because ✎ 5.4.18. Losing way - Now, where was I? Oh yes, ✎ - If you’ll bear with me (=wait) for a moment while I just glance at my notes, right, ✎ - Erm, I’ll just need a minute to sort out the technology and I’ll be with you ✎ - Hold on a minute please so that I can fix this technical issue. 5.4.19. Elaborating - I’d like to look at this in a bit more detail. - Can I develop this point a bit further? - Let me elaborate on this point. - Let’s look at this problem in a bit more detail. - Let me clarify myself through an example. - By way of illustration, ✎ 5.4.20. Making recommendations - Now, I’d like to look at some of the measures that can be taken to alleviate the problems of ✎ - In order to solve these problems, the following action should be considered: ✎ - Firstly, the government should ✎ - The most important thing that should be done to combat the problem of ✎ is ✎ - Other possible solutions would be to ✎ - In light of the implications of this study, I’d suggest that ✎ 5.4.21. Signalling end of presentation - I’m now approaching/nearing the end of my presentation. - Well, this brings me to the end of my presentation/talk. - That covers just about everything I wanted to say about✎
- 35. ATU PRESS COPYRIGHT MATERIAL S5 290 Phrasebank: Summarising - As a final point, I’d like to✎ - Finally, I’d like to highlight one key issue. - That completes my presentation. 5.4.22. Summarising - Let me just run over/through the key points again. - To conclude/In conclusion, I’d like to ✎ - In short/In a word/In a nutshell/In brief/To sum up/To summarise, ✎ - It is generally/widely accepted/argued/held/believed that ✎ - First, we looked at ✎ and we saw that ✎ . Then we considered ✎ and we argued ✎ - I’ll briefly summarise the main issues. - Therefore/Thus/On this basis/Given this, it can be concluded/deduced/inferred that ✎ - From the table/figures/data/results/information, it can be seen/concluded/ shown/estimated/calculated that ✎ - We’d suggest ✎ - We therefore strongly recommend that ✎ - In my opinion, we should ✎ - Based on the figures we have, I’m quite certain that ✎ - Before I move on, I’d like to recap the main points. - Let me briefly summarise the main issues. - I’d like to summarise what I’ve said so far. 5.4.23. Closing - Thank you for your attention. - Thank you for being so attentive. - Before I stop/finish, let me just say ✎ - Thank you for listening. I hope you will have gained an insight into ✎ - Unless anyone has anything else to add, I think that’s it. Thanks for coming. 5.4.24. Conclusion - To conclude my presentation, ✎ - In conclusion, ✎ - To summarise the main points of my presentation ✎ - In view of the evidence I have presented, I think it is fair to say that ✎ - After all is said and done, I think we can conclude that ✎ - This is clearly a very complex issue but on the strength of the evidence I have seen, I would say that ✎/it seems that ✎ - In the light of the discussed evidence, I am convinced that ✎ - I’d like to leave you with the following thought/idea.
- 36. ATU PRESS COPYRIGHT MATERIAL S5 291 Phrasebank: Clarifying questions 5.4.25. Q&A and comments - At the end of my talk, which will last about ten minutes, I’ll be happy to answer any questions you may have at all. - If you have any questions, please do not hesitate to ask. - Please just put your hand up if you would like to ask a question. - I’ve got quite a lot to get through, so I’d appreciate it if you kept your questions untiltheendofthepresentation. - If you have any questions, feel free to interrupt me at any time. - Please interrupt me, if there is something which needs clarifying. Otherwise, there’ll be time for discussion at the end. - If you have any questions you’d like to ask, I’ll be happy to answer them. - If you don’t mind, we’ll leave questions till the end. - There will be time for questions after my presentation. - You may now ask your questions if there are any. - Professors, I am grateful for your attention to my work. I am prepared for your questions - I welcome your comments and constructive criticism in the hope of bridging the lapses in the work. - Are there any questions? - If you have any questions, I’d be pleased to answer them. - We just have time for a few questions. And now I’ll be happy to answer any questions you may have. - If you don’t mind, I’ll deal with/come back to this point later in my presentation. - Can we get back to this point a bit later? - Would you mind waiting until the question and answer session at the end? - Perhaps we could go over this after the presentation. - I’d prefer to answer your question in the course of my presentation. - I reckon we have time for one more question. - If there are no other questions, I’ll finish there. Thank you very much. - So if there are no further questions, I guess we’ll have to call it a day. - Would anyone like to ask any questions? - I’m ready to take any questions now. - If anyone has questions, I’ll be happy to answer them. 5.4.26. Clarifying questions - I’m afraid I didn’t quite catch that. - I’m sorry; could you repeat your question, please? - I’m sorry, but I missed that. - Could you say that again, please? - I’m sorry, but I don’t quite follow/understand/see what you mean. - Could you just explain that some more, please?
- 37. ATU PRESS COPYRIGHT MATERIAL S5 292 Phrasebank: Checking questioner satisfaction - So, if I understood you correctly, you would like to know whether ✎ - If I could just rephrase your question, you’d like to know ✎ - Let me just check that I have understood your question. You’re asking ✎ 5.4.27. Checking questioner satisfaction - Does that answer your question? - Is that clear/OK/clearer now? - Can we go on? - Is that the kind of information you were looking for? - Have I addressed your question? 5.4.28. Responses to good questions - Good point. - I’m glad you asked that/brought that up. - That’s a very good question. - That’s actually a question I frequently get asked. - That’s an interesting point and deserves a closer look. 5.4.29. Admitting lack of knowledge - Sorry, I don’t know that off the top of my head. - I’m afraid I’m not in a position to answer that question at the moment. - I’m afraid I don’t know the answer to your question, but I’ll try to find out for you. - I’m afraid I don’t have that information with me. - Hmm, that’s a good question. I don’t have the information to answer that question right now, but I’d be happy to find out and get back to you later. - I don’t think we have enough time to go into that right now, but I’ll be happy to speak to you one-to-one after the presentation if you would like. - That’s an interesting point, but I do think I have shown that ✎ 5.4.30. Responses to irrelevant questions - Well, I think that goes beyond the scope of my expertise/presentation. - To be honest, I think that raises a different issue. - That’s not really my field. - I’m afraid I don’t see the connection. - This question has only a tangential bearing on our topic I’m afraid. 5.4.31. Asking presenter - Excuse me. Can you say a bit more about ✎? - Can you repeat your point about ✎? - Excuse me. I have a question about ✎ - I didn’t catch what you said about ✎
- 38. ATU PRESS COPYRIGHT MATERIAL S5 293 Phrasebank: Positions on screen - Can you repeat it please? Are you saying that ✎? - Can you suggest some reading on that topic? - Could I bring up a question regarding ✎? 5.4.32. Positions on screen Table 14. Referring to positions on screen at the top left corner at the top at the top right corner on the left-hand side in the centre on the right-hand side atthebottomleftcorner at the bottom at the bottom right corner
- 39. ATU PRESS COPYRIGHT MATERIAL 295 Works cited S5 Works cited Ary, D., Jacobs, L. C., Irvine, K. C., & Walker, D.A. (2019). Introduction to research in education (10th ed.). Boston: Cengage Learning. Shahnazari, M., & Taebi, E. (2015). Presentation skills. Isfahan: University of Isfahan Press.
- 40. ATU PRESS COPYRIGHT MATERIAL 296 Progress check S5 Progress check 1 Read the following thesis defence speech sample and fill in the blanks with appropriate words. There might be more than one correct answer for each blank. □give an overview of □Expressing my gratitude □a helping hand □extending my heartfelt thanks to □owe him a big debt of gratitude □at a loss for words to □withoutanyfurtherado□pleased Hello valued professors and everyone for joining us today. I am truly ______ to see so many colleagues, professors, friends and family all in once place! As such, I would like to begin by ______ to all the people who have been ______ in moduling this work into its current presentable form. I hereby would like to begin by ______my advisor who never hesitated to help in my time of need. I’m also ______ express my gratitude to my readers who have benevolently accepted to review my work. My thesis would not have been completed without the help and support of my dear friend, [X]. I ______ for keeping my company over this hard journey. And now, ______, I will start defending my PhD dissertation entitled ‘[X]’. In this presentation, I will first ______the work I have done during the last four years, but before I begin I will explain the title of the dissertation. 2 Read the following speech sample delivered by the chairperson of the viva. Read it carefully and complete the blanks with the appropriate words in the box. □seated □take questions from □ held □At the conclusion of □in support of □specialising in □excused □twofold Good morning and welcome to the doctoral defense of John Smith. Our purpose today is ______. We will be hearing the presentation of the research study, and the committee will discuss the written document which we have in hand. Mr Smith’s committee members are with us today. They are Dr John Johnson (the head of the English department), and Dr. Liz Keller, the advisor of today’s dissertation. We are also glad to have with us today family, friends and other interested people who are here ______ Mr Smith.
- 41. ATU PRESS COPYRIGHT MATERIAL 297 Food for thought S5 Now, I’d like to introduce you to John Smith, a candidate for the doctoral degree in English Language ______Translation Studies and an area of emphasis of Oral Interpretation. John Smith has previous degrees in … and currently is working as a full-time interpreter. After Mr Smith spends the next 20 minutes presenting his research, the committee members will take a few minutes to question and discuss the information and research. ______ of the committee members’ questions, the candidate will take questions from______ the guest. Questions and comments from the guests should be ______ until this time. After this, the candidate and all those not on the committee will be ______, while the committee meets to discuss the outcome of the defense. Mr Smith, we are ready for your presentation. (Candidate makes oral presentation). [...] Thank you! If you’d like to be ______, the committee has questions for you . Food for thought Discuss with your peers • What are the most common mistakes students/presenters make in preparing for/presenting during a viva voce/conference? Create a list in order of importance and suggest ways to avoid or improve on each of the potential situations you come up with.
- 42. ATU PRESS COPYRIGHT MATERIAL 298 Your phrases S5 Your phrases In this final section, you may wish to add your own phrases.
- 44. ATU PRESS COPYRIGHT MATERIAL 6.1. Segment I: Foreign and special phrases
- 45. ATU PRESS COPYRIGHT MATERIAL S6 6.1.1. Introduction Although Latin is no longer a language of everyday use, its words and structures continue to be frequently used in scholarly and academic texts (examples of which abound in highly cited papers). If you aspire to publish an impressive array of research papers, you should definitely develop a rich reservoir of Latin words and expressions. Coupled with such expressions are some French or Middle English expressions that can pave your way into being a well-acknowledged fellow researcher. Here, we have essayed to provide you with a frequency list of such useful expressions. Each of these Latin phrases will be presented with an easy-to-understand definition, along with useful example sentences so you may know how it is used in academic contexts. Where useful, some of these phrases are coupled with a brief mention of their origins and pronunciation.
- 46. ATU PRESS COPYRIGHT MATERIAL S6 6.1.2. Foreign Expressions (alphabetised) ad infinitum /ad ɪnfɪˈnʌɪtəm/ formal Latin, literally ‘to infinity’ This expression is used to describe a lot of things that go on endlessly. It may also be used in other contexts. For example, if something happens ad infinitum, it happens again and again forever. ● ✎ and so on ad infinitum means ‘and so forth’or ‘and this list goes on endlessly.’ • Mistrust, violence, intimidation and psychological abuse will continue, ad infinitum (= continue forever), as West Papuans are pushed further aside. • Many factors may cause death such as drugs, sudden cardiac arrest, inhaling smoke, and so on ad infinitum. • The student can carry on ad infinitum requesting questions and responding to them within each lecture Example ad nauseam /ad ˈnɔːzɪam/ formal Latin, literally ‘to sickness’ This expression literally means ‘to sickness’. If something happens ad nauseam, it happens so often that it becomes annoying. • Studies of this sort have been repeated in the literature ad nauseam. This issue has been discussed among scholars ad nauseam. Example
- 47. ATU PRESS COPYRIGHT MATERIAL S6 306 Segment I: Foreign and special phrases albeit (conj.) /ɔːlˈbiː.ɪt/ formal Middle English, ‘all be it’ This word was derived from the Middle English phrase ‘all be it.’. It is used to add information that reduces the force or the importance of what you have just said. ‘Albeit’is a formal word that is used in both spoken and written language. It is translated to ‘although’ or ‘even though’. apropos /ˌæp.rəˈpəʊ/ formal French, literally ‘to the purpose’ This French word is sometimes used in academic contexts. Apropos means ‘regarding,’ ‘concerning’ or ‘about’ and is considered very formal. Apropos can be used with or without the proposition ‘of.’ cf. /siː ef/ formal Latin, literally ‘compare’ The abbreviation cf. stands for the Latin word ‘confer’ which means ‘compare.’ It is primarily used in endnotes or footnotes to refer the reader to works that offer an argument which contradicts or differs from the author’s own argument. Therefore, it might be more useful to read cf. as ‘but compare this to.’ It is generally preceded by citations of works that agree with the author’s argument and then followed by one or two examples of works that disagree with or somehow differ from the argument. • For example, in one study (albeit done in 1991), researchers found out that ✎ • Over the most recent sample period, 1970-2014, total yield and net total yield exhibit similar predictability, albeit with neither result’s coefficient being statistically significant. • Many studies have been done on this issue, albeit with very limited samples. Example • Little studies have been published apropos (of) this matter. • They have used an apropos method in their study. Example
- 48. ATU PRESS COPYRIGHT MATERIAL S6 307 Academic ResearchCrafter de facto /deɪ ˈfaktəʊ/ formal Latin, literally ‘from the fact’ This expression is usually translated as ‘in fact’, ‘in reality’, and ‘actually’. It is used to describe something that exists in reality, but perhaps not what is intended or ideal. It can be used as an adjective or an adverb. e.g. /iːˈdʒiː/ formal Latin, literally ‘for example’ The abbreviation e.g. stands for exempli gratia, which translates literally as ‘for the sake of an example’ – but you can read it as ‘for example.’ It is used to give an example or set of examples to help clarify the preceding idea. In general, if you use ‘e.g.’, you should provide one or two short examples. More can be used, but only if they are simple and can be expressed in a single word or short phrase. What is important is that you are not to list all of the possible examples. et alii/alia /et ˈælɪ/ formal Latin, literally ‘and others’ • Abbott (2010) found supportive results in her memory experiment, unlike those of previous work (cf. Zeller & Williams, 2007). • Unlike many scholars, I find this theory untenable (cf. Smith, 2016) Example • The country was de facto divided between two states. • The nature and characteristics of de facto economic integration • This book presents a deeper understanding of the on-going de facto economic integration in East Asia. Example • The rocky planets (e.g., Mercury) are closest to our sun. • Many Studies (e.g., Johnson 2019; Smith 2018) have suggested that ✎ Example
- 49. ATU PRESS COPYRIGHT MATERIAL S6 308 Segment I: Foreign and special phrases You are rather unlikely to encounter this Latin phrase in its unabbreviated form, and will most likely only ever see it as ‘et al.’. This is also a term that may be found in footnotes and bibliographies as well as in the main text and allows writers to refer to a large number of authors without having to write each name out. Compare the two following sentences in the examples below: Please be advised that different journals and disciplines have different rules for the use of this abbreviated form. According to APA (2009, p. 175), for instance, the following rules must be observed: Table 15. First and subsequent in-text citation of authors in APA Number of authors First in-text citation Subsequent in-text citations One or two (Hatim & Mason, 1997) (Hatim & Mason, 1997) Three, four, or five (Smith, Aarons, Witten- berg, & Gittens, 2007) (Smith et al., 2007) Six or more (Johnson et al., 2010) (Johnson et al., 2010) hereon (adv) /ˌhɪərˈɒn/ formal Means ‘from this point’ Also: ‘henceforth’ and ‘hereafter’ and ‘henceforward’ This is a very common expression that is used in research and the field of law. It is generally used to mean ‘from now on.’ • In one study undertaken by Boers, Johnson, Bergman, and Anderson (2001), ✎ • In one study undertaken by Boers et al. (2001), ✎ Example • Interest rates are unlikely to drop significantly from hereon. • This phenomenon will be referred to as [X] from hereon. • Yet there is scant research on vocational selection and career path aspirations of mathematics (hereon, math) students during their graduate-level education. Example
- 50. ATU PRESS COPYRIGHT MATERIAL S6 309 Academic ResearchCrafter hereunder /ˌhɪərˈʌn.dər/ formal Latin, literally ‘by itself’ This formal word is used when you wish to say that something is mentioned further on in this document/book/paper. herewith /ˌhɪəˈwɪð/ formal ‘together with this letter’ This expression means ‘together with this letter or document’ and is mostly used in law. Although occasionally used in academic contexts, it is worth learning. hitherto /ˌhɪð.əˈtuː/ formal ‘until now’ or ‘until that time’ This word is only occasionally used in research papers. However, learning it is not without benefits. ibid. /ˈɪbɪd/ formal Latin, literally ‘in the same place’ • The table hereunder lists the tourist attractions in alphabetical order with a link to each one and numbered to be located on the map. Example • You may find herewith the formulae used for the purposes of this study. • Herewith, you may find the results of this study. Example • The reasons for this phenomenon have remained unclear hitherto. Example
- 51. ATU PRESS COPYRIGHT MATERIAL S6 310 Segment I: Foreign and special phrases This Latin abbreviated form is mainly found in endnotes or footnotes when you cite the same source and page number(s) two or more times in succession. If you cite the same source but a different page number, you can use ‘ibid.’ followed by a comma and the page number(s). Also, note that ibid. is capitalised when it begins a note. For example, pay attention to the following footnotes: 1. Barsby, 99-101. The first mention of a source 2. ibid. The second mention of a source 3. ibid., 97. The third mention of a source with a different page number Although it is becoming less common, you may encounter the abbreviation id. used in a way similar to ibid. The abbreviation id. stands for idem, which means ‘the same person.’ It is used in place of ‘ibid.’ when the same author is cited but not the same page number. In such instances, ‘ibid.’ is only used to repeat the preceding citation exactly. For example: 1. Barsby, 99-101. 2. ibid. 3. id., 97. i.e. (id est) /aɪˈiː/ formal Latin, literally ‘that is’ This expression offers extra information that helps explain what has come before. It stands for ‘id est’ which translates literally as ‘that is.’ Sometimes it might be more useful, however, to translate it as ‘what that means is’ or ‘that is to say.’ This abbreviation is used to clarify the preceding idea by restating it more simply or in different terms. It might be useful to think of ‘i.e.’ as representing an equal sign (=). This will help you remember that ‘i.e.’ stands for a strict equivalence. * Please note that APA (APA, 2019) does not warrant the use of ibid and requires that a full in-text citation (i.e., author’s name and date) be used every time citation is required.
- 52. ATU PRESS COPYRIGHT MATERIAL S6 311 Academic ResearchCrafter Inf. and sup. formal Latin, literally ‘below and above’ The abbreviations inf. and sup. stand for the words infra and supra, which translate as ‘below’ and ‘above’ respectively. They are used to indicate that information will be more fully explained or cited elsewhere. If the information has already appeared in an earlier note, sup. is used. If the information will appear in a later note (where a more complete citation or explanation is perhaps more appropriate), inf. is used. In lieu of ✎ /ljuː/ formal French, literally ‘instead of’ This is a formal french expression which means ‘instead of’ and enjoys a really high frequency rate in research papers. • Mercury, Venus, Earth and Mars (i.e., the rocky planets) are closest to our sun. • This study utilizes event history analysis (EHA) approaches (i.e., survivalanalysis)toempiricallyexaminethedurationofsponsorships. Example * Both the abbreviated and the unabbreviated versions are found in academic contexts. • See inf. Note 203 and accompanying text. • For a further discussion of the importance of vancomycin resistance, see infra notes 125-128 and accompanying text. • These studies are discussed in the two articles cited in note 6, supra. Example • In some instances, an interview with a nutritionist will be desirable in lieu of laboratory studies. Example
- 53. ATU PRESS COPYRIGHT MATERIAL S6 312 Segment I: Foreign and special phrases inter alia /ˌɪn.tər ˈeɪ.li.ə / formal among other things This is a formal expression, meaning ‘among other things’, which is used when you want to say that there are other things involved apart from the one you are mentioning. in toto /ɪn ˈtəʊtəʊ/ formal Latin, literally ‘completely’ This latin expression is sometimes used in scholarly works of research to mean ‘completely.’ ipso facto /ɪpsəʊ ˈfaktəʊ/ formal Latin, literally ‘by that very fact’ This commonly used and misused term is found in research papers. It means, ‘because of the fact that has been just mentioned’ or ‘as a result’. • Many scientists such as , [x] and [y], inter alia, have investigated the causes of this phenomenon. • One important issue yet to be addressed, inter alia, is whether [x] correlates with [y]. Example • Such proposals should be subjected to specific criticism rather than rejected in toto. • Their theory was accepted in toto. Example • If you don’t feed your dog you are ipso facto a bad owner. (= you don’t feed your dog, and because of that fact (not feeding your dog), you are a bad owner.) • The publication of a book does not ipso facto turn the author into an artist. • Positive results from one single study is not ipso facto (by that fact alone) evidence that this theory is defendable. Example
- 54. ATU PRESS COPYRIGHT MATERIAL S6 313 Academic ResearchCrafter N.B. /enˈbiː/ formal Latin, literally ‘note well’ The abbreviation N.B. stands for nota bene, which literally translates as ‘note well,’ although in practise you can read it as ‘pay attention.’ It is used in endnotes or footnotes to call the readers’ attention to a particularly important piece of information-such as a key assumption of or exception to an argument- that is nevertheless not crucial enough to be included in the main body of the paper. per capita /pə ˈkæp.ɪ.tə/ formal for each person This is usually considered as a statistical term that is used in research papers. per se /ˌpɜː ˈseɪ/ formal Latin, literally ‘by itself’ This Latin expression has been long in use by academia. Just have a look at the papers published annually to believe us. We propose the following translations for this word: by itself, intrinsically, in essence, only *Please be advised that N.B. is the only Latin abbreviation that should be capitalised. • N.B.: While all the participants were interviewed about their prior medical histories, researchers did not have access to their medical records to confirm the accuracy of self-reported data. Example • Real GDP per capita growth was 2.75% from 1940 to 1980 and 2.28% from 1980 to 2000. • He predicts that an influx of people in the colonies will increase per capita wealth. Example
- 55. ATU PRESS COPYRIGHT MATERIAL S6 314 Segment I: Foreign and special phrases • Research shows that it is not divorce per se that harms children, but the continuing conflict between parents. • This paper does not aim to explore the effect of age on cognition per se, but also investigates cognitive ability across genders. Example sic /sɪk/ written, formal Latin, literally ‘so was it written’ Found in writing, this Latin word most commonly finds a home in brackets (like this: [sic]) when quoting a statement. It indicates that there is a spelling or grammatical error in the original text, and that it is not a mistake of yours. sine qua non /ˌsɪn.eɪ kwɑː ˈnəʊn/ formal an essential condition, prerequisite This is a very formal word often used in academic writings. It is usually collocated with prepositions such as ‘of’ or ‘for’. versus (vs. or v.) /ˈvɜː.səs/ formal Latin, literally ‘against’ BrE → v. AmE → vs. • AccordingtoCameron(2013,p.3),“Thereisnocorrilattion[sic]between IQ and EQ.” • Wittgenstein (1953, p. 87) argued that “life has becom [sic] more precious than before.” Example • An interest in children is a sine qua non of teaching. • An inquisitive mind is the sine qua non of research conduction. Example
- 56. ATU PRESS COPYRIGHT MATERIAL S6 315 Academic ResearchCrafter Versus translates as ‘against’ or ‘as opposed to.’ Versus is used to express conflict or comparison. You may see it in the main body of academic texts, in phrases such as ‘man versus nature’, ‘measured in kilograms versus pounds’, or ‘protectionism versus free trade.’ Versus and its abbreviations also appear frequently in the titles of books and articles. vice versa /vaɪs ˈvɜː.sə/ formal Latin, literally ‘position turned’ We are sure that you have used this expression in your daily conversations many times. Interestingly, ‘vice versa’ has a place in academic contexts too. This expression is used to say that the opposite of a situation you have just described is also true. vis–à–vis (prep) /ˌviːz.əˈviː/ formal French, literally ‘face to face’ Contrary to your belief, this expression was not taken from Latin. This French expression which is used in academic contexts means either ‘in comparison with,’ or ‘in relation to.’ • More detailed studies are needed on the costs of rural versus urban car usage. Example • In other cases, children substitute voiced for voiceless consonants or vice versa(=ortheymaysubstitutevoicelessforvoicedconsonants). • Plant species were sown from right to left and vice versa. • Extrapolationofresultsfromeitherspecialistpsychiatricorcommunity settingtoprimarycare(or vice versa)maybemisleading. Example • Many scholars have taken an aggressive stance vis–à–vis (= in relation to) this hypothesis. • Broadly speaking, her study had many advantages vis–à–vis (=in comparison with) other similar studies undertaken in this context. Example
- 58. ATU PRESS COPYRIGHT MATERIAL 317 Works cited S6 Works cited APA. (2019). Publication manual of the American Psychological Association (7th ed.). Washington, DC, US: American Psychological Association. APA. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.
- 60. ATU PRESS COPYRIGHT MATERIAL 6.2. Segment II: In Other Words
- 62. ATU PRESS COPYRIGHT MATERIAL S6 6.2.1. Introduction This section provides you with a sizable number of transitional words that you can use to embellish your research paper. Transitional words are words that we use to link words and sentences. Using transitional words can add to the cohesion of your text. You may use the transitional words in this chapter to draft a coherent and cohesive paper. Consult a dictionary if need be.
- 64. ATU PRESS COPYRIGHT MATERIAL 6.2.2. Discourse Marker Look-up (thematic, alphabetised)