By. Dr. Permata Wulandari Presented for ISEFID on 14 April 2017

1. THESIS WRITING IN GENERAL
By. Dr. Permata Wulandari
Presented for ISEFID on 14 April 2017

2. START WITH AN END IN MIND
RESEARCH
MINDSET
WRITE DOWN YOUR
GOALS!!

3. WHY DOES ALLAH CREATE THINGS
IN PAIRS??
day night
SHORT &
TALL
LEFT & RIGHT
RESEARCH
QUESTION?
THINKING

4. THINKING PROCESS

5. Expressing ideas through mind
mapping
diagrams
Short notes

6. VERN’S DIAGRAM ON INTER-RELATED IDEAS
Overlapping
ideas

7. The Venn Diagram
is great for comparing & contrasting!
1) This type of organizer allows students to compare features that are
common, and contrast those that are different.
2) Whether students are working on writing ideas or characters, each
gets one circle. Then, they put details about each into its own circle.
3) The overlapping areas of the circles show the common points, and
the non-overlapping areas show the unique points.
Copyright 2012 www.time4writing.com/free-writing-resources Copyright 2012

8. Sample Network Tree
complexity of
going back to
college
researching
a school
applying for
admission
enrolling in
classes
location courses transcripts deadlines times prerequisites
Copyright 2012 www.time4writing.com/free-writing-resources Copyright 2012

9. The Network Tree
1) In this type of graphic organizer, students put the main topic at
the top of the page and circle it.
2) Then, as if doing a family tree, students diagram each idea
that flows from that main topic by branching and, again, circling.
3) Students then continue to add lower levels to show further
ideas flowing from those immediately above them.
This organizer may demonstrate how some things cause others,
how some things must exist before others can occur,
or how ideas can be narrowed down.
Copyright 2012 www.time4writing.com/free-writing-resources Copyright 2012

10. Spider Map

11. The Idea Map
(or Spider Map)
1) With this type of graphic organizer, students put the main
topic of their essay in the center of the page.
2) Then they brainstorm, writing supporting ideas all around the
page.
3) They should put ideas that relate to each other together, in
the same section of the page.
4) Eventually ideas (and related details) that they can use to
support their main topic become clear.
Copyright 2012 www.time4writing.com/free-writing-resources Copyright 2012

12. Sample Flow Chart
Ideas flow logically into each other, coming to a
final conclusion.
It's
autumn!
trees drop
their
leaves
ready for
winter
need to
sweep
leaves
Copyright 2012 www.time4writing.com/free-writing-resources Copyright 2012

13. The Flow Chart
This is often the simplest type of graphic organizer.
Students list ideas or events in a sequential order:
•chronologically, or
•by a cause & effect relationship, or
•based on a logical progression, or
•mapping out different possibilities or outcomes
Copyright 2012 www.time4writing.com/free-writing-resources Copyright 2012

14. WHAT GOALS DO YOU WANT TO ACHIEVE IN RESEARCH?
1)TOPIC – CURRENT, HOT
2)ISSUES / PROBLEMS – WHAT ARE THEY?
3)OBJECTIVES – WHAT
ARE THEY?
4)METHOD – HOW
PEOPLE DID IT?
5)RESULTS – FINDINGS
WHAT ARE THE FINDINGS ?
WHY ARE THE FINDINGS LIKE THAT?
THINKING PROCESS

15. Academic Research Process
Common structure of
dissertation/thesis
Introduction
Literature
review
Methodology
Results
Discussion
Conclusions
Appendices
Bibliography
Publications

16. Requirements for writing
dissertation/thesis
DissertationDissertation
/Thesis/Thesis
• AnalyzeAnalyze
• Gather dataGather data
• ExperimentExperiment
• TestTest
• DesignDesign
• CompareCompare
• CalculateCalculate
• OrganizeOrganize
• WriteWrite
• EditEdit
• ReviewReview
• ProofreadProofread
• VerifyVerify
• clarifyclarify
TechnicalTechnical
SkillsSkills
WritingWriting
SkillsSkills

17. ARE YOU HERE?
BUILDING UP
FOUNDATIONS FOR YOUR
STUDY?

18. AT THE CROSS ROAD?
OR
TOPIC??

19. SUPERVISION- A WAY TO PHD SUCCESS
Angry?
Sad?
Satisfied?
Which is you now?

20. do YOU MANAGE YOUR SUPERVISOR??
SUPERVISION- A WAY TO PHD SUCCESS
You need to manage your supervisor for GOT PhD completion.
HOW?
. STUDY HIM AS A PERSON – HE IS HUMAN. GET TO KNOW HIS
PERSONALITY. RESPECT , LISTEN. AND THINK
. NEGIOTATE FOR REGULAR APPOINTMENTS. MEET HIM
ALTHOUGH YOU HAVE LITTLE PROGRESS OR NO PROGRESS.
DISCUSS YOUR PROBLEM
. WRITE WHAT HAVE BEEN AGREED/MAIN POINTS IN A
HANDBOOK. BRING THE BOOK WITH YOU FOR EVERY
APPOINTMENT.
 BE HELPFUL TO HIM WHERE POSSIBLE.

21. Choosing Topic
Useful Tips

22. Broad Discipline Area

23. Topic- what should it be?
• Current and hot
• Topic which you are passionate about within the
broad discipline area.
• Advisable to browse PhD topics, read thesis or
dissertations on related topics to familiar with
the ideas, writing style.
• Better if the topic is in the area you are familiar
with.
• Discuss with your supervisors/experts for
guidance.

24. Sources of ideas for topics
• Supervisor’s area of research interest
• Your masters thesis
expand old ideas
• Your work experience
• Think of many ideas narrow down to one
main research question
• Write these ideas; do mind mapping

25. How to identify master/Phd topic?
• The topic reflects the issues
• The depth of the issues
• Data availability
• Are there implications from such a study on
the topic?

26. Change Topic?
Challenges faced…….

27. WHAT IS
ACADEMIC
WRITING ??

28. What is Academic Writing?
• It is a formal writing.
• Charcteristics of Academic writing:
a) A formal tone
b)Use of the third-person rather than first-
person perspective
c)Clear focus on the issue or topic rather than
the author’s opinion
d)Precise word choice
e) The writing follows a certain Process

29. Academic writing
• Types of Academic Writing
– essay
– research paper
– Master Project paper/ PhD thesis
– journal article
– book review
– Synthesis or an abstractt
– review of the literature
– annotated bibliography

30. What is not an academic writing?
• It is an informal writing
• Examples:
a) diary entries
b) blogs
c) letters
d) emails

31. Academic vs Non academic
• Non-academic
eg. “ I find the article is very bad, many mistakes in
the grammar”
The writer writes in a personal capacity, using the
word “I”. It also contain personal opinion
• Academic
Eg: The article is bad as it contains many grammatical
mistakes.
The writer writes as a third person, avoid strong
adjectives like “very bad”, focus on the issue which is
the article

32. Conventions of writing acadmic
writing/report
• Spelling
- What are wrongs with spelling?
• Punctuation
- what should you do?
• Capitalization – capital letters?
• Grammar – broken sentences
• Paragraphing
- what should paragraphs be?

33. WHAT IS EFFECTIVE
ACADEMIC WRITING??
LEFT A LASTING IMPRESSION IN
THE MINDS OF THE READER
EASY, COMPREHENSIBLE,
INTERESTING TO READ
BROUGHT A CHANGE IN
SOMEONE’S LIFE

34. The Ingredients of Effective Writing
• Strong writing.
-THINKING precedes writing. (mind-mapping ideas)
- Solid PLANNING. Observe the Table of contents of completed theses to
observe the coverage. For journal article, observe the layout
- spend time to DISTILL information from literature/ articles reviews
• Excellent Grammar and writing conventions
(tenses, spelling, punctuation, comma, conjunctions)
• Connection of ideas. Sentence to sentence, paragraph to
paragraph

35. Examples &
Excercises

36. Solutions for Writing Issues
Use Fully grammatical sentences and
punctuation.
Use coherent paragraph form.
Each paragraph must has follow from the
previous one.
Use Simple sentence structure.
Every sentence must contain one idea only
Each sentence must follow logically form
the one before.
(continue…)

37. Continue ..
Avoid slang and informal language.
Avoid abbreviations.
Link your ideas in a sensible sequence.
Avoid passive voice wherever possible.
Avoid repeating words and phrases in
close proximity to one another.
.
WRITE AND REWRITE OVER TIMES TO ACHIEVE ORIGINALITY

38. What are the Features of Effective Writing?
• The five Features of Effective Writing are:
a) focus,
b)organization, (mind mapping, table of
content)
c)support and elaboration,
d)style, and
e) conventions

39. Focus
• Focus is the topic/subject established by the
writer in response to the writing task. The
writer must clearly establish a focus as he/she
fulfills the assignment of the prompt

40. Organization & Connectivity
• Organization is the progression, relatedness,
and completeness of ideas. The writer
establishes for the reader a well-organized
composition, which exhibits a constancy of
purpose through the development of
elements forming an effective beginning,
middle, and end. The response demonstrates
a clear progression of related ideas and/or
events and is unified and complete.

41. Support and Elaboration
• Support and Elaboration is the extension and development of the
topic/subject. The writer provides sufficient elaboration to present the
ideas and/or events clearly.
• Two important concepts in determining whether details are supportive
are the concepts of relatedness and sufficiency. To be supportive of the
subject matter, details must be related to the focus of the response.
Relatedness has to do with the directness of the relationship that the
writer establishes between the information and the subject matter.
Supporting details should be relevant and clear.
• The writer must present his/her ideas with enough power and clarity to
cause the support to be sufficient. Effective use of concrete, specific
details strengthens the power of the response. Insufficiency is often
characterized by undeveloped details, redundancy, and the repetitious
paraphrasing of the same point. Sufficiency has less to do with amount
than with the weight or power of the information that is provided.

42. Style
• Style is the control of language that is appropriate to
the purpose, audience, and context of the writing task.
The writer’s style is evident through word choice and
sentence fluency.
• Skillful use of precise, purposeful vocabulary enhances
the effectiveness of the composition through the use
of appropriate words, phrases and descriptions that
engage the audience.
• Sentence fluency involves using a variety of sentence
styles to establish effective relationships between and
among ideas, causes, and/or statements appropriate
to the task.

43. Spotting Mistakes and Pitfalls in Thesis
Writing
Handouts and exercises

44. STEPS TO DO BEFORE WRITING
• DO LITERATURE REVIEW FIRST
• WHY?
• IT IS THE PRIMARY FEATURE OF ACADEMIC
WRITING TO PROVIDE YOU WITH IDEAS OF
WHAT HAVE BEEN COVERED IN YOUR STUDY
BY PAST RESEARCHERS.

45. WHY DO YOU FIND IT DIFFICULT TO WRITE??
• YOU ARE NOT AWARE OF KNOWLEDGE PROCESSING &
WRITING TECHNIQUE
• MENTAL LAZINESS- DO NOT WANT TO THINK.
• FEEL CONVENIENT TO ABSORB AND STORE INFORMATION
• DO NOT PUSH HARDER TO STRETCH YOUR SELF TO WRITE
AND RE-WRITE
MORE IMPORTANTLY
• SELDOM OPERATIONALISE YOUR PRAYER TO THE ALMIGHTY,
THE MOST KNOWLEGEABLE AND MERCIFUL

46. It is about knowing the Process..
Literature Review Process

47. THE REVIEW PROCESS - MADE UP OF
MANY STEPS

48. YOURT
OPIC
Al-QURAN (?);
EXISTING
STUDIES
-JOURNALS
EXISTING THEORY,
KNOWLEDGE IN
TEXT BOOKS
DOCUMENTS,
MANUSCRIPTS, OTHERS
REVIEW WHAT?
RELATED
OBSERVATION
- IDENTIFY & SEARCH
FOR KEY WORDS

49. PROCESS IN PREPARING LITERATURE REVIEW
STEP 1
SORT OUT THE JOURNAL ARTICLES ACCORDING
TO PRIORITIES BASED ON HOW RELATED
THEY ARE TO YOUR STUDY
a) top priority – mark at corner as 1, 2nd
priority
as 2 etc.
b) File them properly according to the priority
given. Eg. File A for articles/documents
marked 1.

50. PROCESS IN PREPARING LIT REVIEW
STEP 2: PREPARE A FACT SHEET
a) read an article and consciously look for the
information to fill the column in the Fact
Sheet.
b) Fill the column with key information and
points
c)Do this for every article to review
systematically.

51. PROCESS IN PREPARING LIT REVIEW
STEP 3: WRITE YOUR REVIEW
a) Read them and start converting the points into
sentences in a paragraph or two paragraphs
based on the headings of the columns in the
fact sheet.
b) State :
(i) finding of author A supports or opposite to
finding of author B or C
(ii) highlight any differences between the
studies
(iii) bearing in mind the objectives of your
study, establish what have not been covered in
the past studies. Establish these gaps.

52. PROCESS IN PREPARING LIT REVIEW
STEP 4: RE ARRANGE YOUR REVIEWS BASED ON YOUR
RESEARCH FRAMEWORK ( THEORY, Dependant
Variable & Independent Variables)
a) Read them and start converting the points into
sentences in a paragraph or two paragraphs based
on the headings of the columns in the fact sheet.
b) State :
(i) finding of author A supports or opposite to
finding of author B or C
(ii) highlight any differences between the studies
(iii) bearing in mind the objectives of your study,
establish what have not been covered in the past
studies. Establish these gaps.

53. PROCESS IN LITERATURE REVIEW
STEP 6: CONCLUDING THE LITERATURE REVIEWS
a)Summarise the strengths and weaknesses of
the studies reviewed.
b)How the strengths and weaknesses (gaps)
lead you to develop your hypotheses and your
research framework.
c)Identify the “new” elements in your study.

54. FACT SHEET LIT REVIEW
AUTHOR
(YEAR)
TITLE &
OBJECTIVES
THEORY METHODOL
OGY
FINDINGS GAPS
Ahmad and
Ariff (2007)
To find out
relation
between
loan-deposit
ratio and
credit risk
Intermediati
on theory,
moral hazard
theory
Data-loan,
deposit of
banks
Sample10
countries,
100 banks
Analysis-
MRA
+ ve
relationship
•Method,
•Study
period
•region

55. Converting Fact sheet to write up
literature review
Using MRA, Ahmad and Ariff (2007) revealed that loan to deposit
ratio (LD) is significant, positive determinant of credit risk in
Malaysia, USA and France. This is in contrast to Ezeoha (2011)
which found LD to be negatively related to credit risk in Nigeria.
Ezeoha’s finding is supported by Ranjan and Dhaf(2003) that
loan to deposit ratio has significant, negative influence on non-
performing loans in India. These findings suggest inconclusive
result which provides a gap for further investigation in this area.

56. PROCESS IN LITERATURE REVIEW
STEP 5: ON-GOING JOB. IT IS A CONTINUOUS
PROCESS THROUGHOUT YOUR RESEARCH.
STARTING
WHILE DOING YOUR ANALYSIS/RESULTS
IN CONCLUDING YOUR FINDING

57. Vary your sentences in
Ahmad and Ariff (2007) revealed
agrees, asserts, believes, claims,
comments, concedes that, concludes,
defines, describes, focuses on, goes
further, points out, poses….supports

58. Same author ..many publications in same year
Ahmad (2012) points out that loan loss provision
is positively related with credit risk. Ahmad
(2012) discovers small banks’ loan loss
provision is significantly and positively
influenced credit risk.
Write this way :
Ahmad (2012a)…….
Ahmad (2012b)….

59. • If there are two or more authors with the same
surname, regardless of year of publication, include
their first initials to distinguish the publications.
…in the body of a sentence…
According to R.B. Holmes (2010)and S.J.(2010),
management principles underlie many organisation
practices.
How should be written
Management principles underlie many management
practices (R.B Holmes , 2010;J.S. Holmes,2010)

60. Citing article written by many authors
• 3-5 authors….
Include all names for the first citation. On
subsequent sections, cite first author’s name
followed by et al.
• 6 and more authors
For all citations, include the first author’s
surname followed by et al.

61. Paraphrasing
• Paraphrasing means to state the author’s ideas using
different words.
• Unlike summarising, paraphrasing does not focus on
condensing or shortening the words.

62. Paraphrasing
Author citation in the body of the sentence
As Leyden (2000) points out, schools are places where children spend a signifi cant
amount of time.
Beyond merely going to school to learn academic information, Leyden argues that
learning occurs within a far wider context as children also learn about who they are, by
being in groups, their local community, as well as the wider world which surrounds them.
Hence, schools offer the settings to facilitate children’s
learning about a great many things.
Examples
“Children spend a very large proportion of their daily lives in school. They go there to
learn, not only in a narrow academic sense, but in the widest possible interpretation
of the word – about themselves, about being a person within a group of others,
about the community in which they live, and about the world
around them. Schools provide the setting in which such learning takes place.”
Leyden, S. (2000). Helping the child of exceptional ability. London: Croom Helm, page
38.