To accompany a patter blog post. patthomson.net The slides address a common problem which people often have after a period of free writing or that they may find when they are reading a paper. These are strategies for the writer to try out.
On practical philosophy of research in science and technologySeppo Karrila
An attempt to indoctrinate graduate students with some philosophy of science and good practices in their research. Some references are included to disturbing trends known from poor practices that appear common to some fields, to make clear the importance of reliable methods, in particular the Scientific Method. Trigger warning: not trying to be nice to everybody.
Writing a Successful Paper (Academic Writing Engineering)Tarek Gaber
This guide describes how to explain your research in a persuasive, well-organized paper, avoiding plagiarism, tips to improve your academic English writing
One of the graduation requirements: Having a research paper based on dissertation published or have obtained an acceptance of publication by a peer reviewed journal or conference proceeding
Climb to success
Begin
No return
Dream big
Reach the top
Success
Part of a writing course, this slide show outlines a way to analyse the beginning of a journal article, and then use talk to develop the focus on the contribution
Two Days Interactive Sessions at the
Sikkim University, Gangtok in the
Research Methodology Course / Workshop in Social Sciences for Faculty Members and Scholars
Paper Clinic: Academic Writing and Ethical Practice in Writing
27th and 28th November, 2019
MOVING “NETWORKS” INTO THE COMPOSITION CLASSROOM
Jessica Clements
English 626: Postmodernism, Rhetoric, Composition
March 7, 2010
Class papers often
include a title page,
but consult with your
instructor (it’s
acceptable to include
the title on the first
page of text). The
title should be
centered a third of
the way down the
page, and your name
and class information
should follow several
lines later. W hen
subtitles apply, end
the title with a colon
and place the subtitle
on the line below the
title. Different
practices apply for
theses and
dissertations (see
Kate L. Turabian’s A
Manual for Writers of
Research Papers,
Theses, and
Dissertations [7th
ed.], 373-408).
Blue boxes contain
directions for writing
and citing in Chicago’s
Notes and
Bibliography style.
Green text boxes
contain explanations of
Chicago style
guidelines.
Double-space all text
in the paper, with the
following exceptions:
Single-space block
quotations as well as
table titles and figure
captions. Single-
space notes and
bibliographies
internally, but leave
an extra line space
externally between
note and
bibliographic entries.
Margins should be
set at no less than 1”
and no greater than
1.5”. Margins in this
sample paper have
been set at 1.25” to
accommodate
explanatory
comment boxes.
The recommended
typeface is
something readable,
such as Times New
Roman or Palatino.
Use no less than ten-
point type, but the
preference is for
twelve-point font.
Most importantly, be
consistent!
1
In Democracy and Other Neoliberal Fantasies, Jodi Dean argues that “imagining
a rhizome might be nice, but rhizomes don’t describe the underlying structure of real
networks,”1 rejecting the idea that there is such a thing as a nonhierarchical
interconnectedness that structures our contemporary world and means of communication.
Michael Hardt and Antonio Negri, on the other hand, argue that the Internet is an
exemplar of the rhizome: a nonhierarchical, noncentered network—a democratic network
with “an indeterminate and potentially unlimited number of interconnected nodes [that]
communicate with no central point of control.”2
Our journey begins with early modernism, and if early modernism had a theme, it
was oneness. This focus on oneness or unity, on the whole rather than on individual parts,
What is at stake in settling this dispute?
Being. And, knowledge and power in that being. More specifically, this paper explores
how a theory of social ontology has evolved to theories of social ontologies, how the
modernist notion of global understanding of individuals working toward a common
(rationalized and objectively knowable) goal became pluralistic postmodern theories
embracing the idea of local networks. Furthermore, what this summary journey of
theoretical evolution allows for is a consideration of why understandings of a world
comprising emergent networks need be .
To accompany a patter blog post. patthomson.net The slides address a common problem which people often have after a period of free writing or that they may find when they are reading a paper. These are strategies for the writer to try out.
On practical philosophy of research in science and technologySeppo Karrila
An attempt to indoctrinate graduate students with some philosophy of science and good practices in their research. Some references are included to disturbing trends known from poor practices that appear common to some fields, to make clear the importance of reliable methods, in particular the Scientific Method. Trigger warning: not trying to be nice to everybody.
Writing a Successful Paper (Academic Writing Engineering)Tarek Gaber
This guide describes how to explain your research in a persuasive, well-organized paper, avoiding plagiarism, tips to improve your academic English writing
One of the graduation requirements: Having a research paper based on dissertation published or have obtained an acceptance of publication by a peer reviewed journal or conference proceeding
Climb to success
Begin
No return
Dream big
Reach the top
Success
Part of a writing course, this slide show outlines a way to analyse the beginning of a journal article, and then use talk to develop the focus on the contribution
Two Days Interactive Sessions at the
Sikkim University, Gangtok in the
Research Methodology Course / Workshop in Social Sciences for Faculty Members and Scholars
Paper Clinic: Academic Writing and Ethical Practice in Writing
27th and 28th November, 2019
MOVING “NETWORKS” INTO THE COMPOSITION CLASSROOM
Jessica Clements
English 626: Postmodernism, Rhetoric, Composition
March 7, 2010
Class papers often
include a title page,
but consult with your
instructor (it’s
acceptable to include
the title on the first
page of text). The
title should be
centered a third of
the way down the
page, and your name
and class information
should follow several
lines later. W hen
subtitles apply, end
the title with a colon
and place the subtitle
on the line below the
title. Different
practices apply for
theses and
dissertations (see
Kate L. Turabian’s A
Manual for Writers of
Research Papers,
Theses, and
Dissertations [7th
ed.], 373-408).
Blue boxes contain
directions for writing
and citing in Chicago’s
Notes and
Bibliography style.
Green text boxes
contain explanations of
Chicago style
guidelines.
Double-space all text
in the paper, with the
following exceptions:
Single-space block
quotations as well as
table titles and figure
captions. Single-
space notes and
bibliographies
internally, but leave
an extra line space
externally between
note and
bibliographic entries.
Margins should be
set at no less than 1”
and no greater than
1.5”. Margins in this
sample paper have
been set at 1.25” to
accommodate
explanatory
comment boxes.
The recommended
typeface is
something readable,
such as Times New
Roman or Palatino.
Use no less than ten-
point type, but the
preference is for
twelve-point font.
Most importantly, be
consistent!
1
In Democracy and Other Neoliberal Fantasies, Jodi Dean argues that “imagining
a rhizome might be nice, but rhizomes don’t describe the underlying structure of real
networks,”1 rejecting the idea that there is such a thing as a nonhierarchical
interconnectedness that structures our contemporary world and means of communication.
Michael Hardt and Antonio Negri, on the other hand, argue that the Internet is an
exemplar of the rhizome: a nonhierarchical, noncentered network—a democratic network
with “an indeterminate and potentially unlimited number of interconnected nodes [that]
communicate with no central point of control.”2
Our journey begins with early modernism, and if early modernism had a theme, it
was oneness. This focus on oneness or unity, on the whole rather than on individual parts,
What is at stake in settling this dispute?
Being. And, knowledge and power in that being. More specifically, this paper explores
how a theory of social ontology has evolved to theories of social ontologies, how the
modernist notion of global understanding of individuals working toward a common
(rationalized and objectively knowable) goal became pluralistic postmodern theories
embracing the idea of local networks. Furthermore, what this summary journey of
theoretical evolution allows for is a consideration of why understandings of a world
comprising emergent networks need be .
Essay Instructions Literary AnalysisInstructions for the Li.docxdebishakespeare
Essay Instructions: Literary Analysis
Instructions for the Literary Analysis Essay (English 1302 Online)
Literary Analysis
In this essay you should combine your practice responding and analyzing short stories with support derived from research. So far, in the discussion boards, we have practiced primarily formal analysis. Now I want you to practice "joining the conversation." In this essay you will write a literary analysis that incorporates the ideas of others. The trick is to accurately present ideas and interpretations gathered from your research while adding to the conversation by presenting
your own
ideas and analysis.
You will be evaluated, in part, on how well you use external sources. I want to see that you can quote, paraphrase and summarize without plagiarizing. Remember, any unique idea must be credited, even if you put it in your own words.
Choose one of the approaches explained in the "Approaches to Literary Analysis" located at the bottom of this document. Each approach will require research, and that research should provide the context in which you present your own ideas and support your thesis. Be sure to properly document your research. Review the links in the "Writing about Literature" tab as these will help guide you.
While I am asking you to conduct outside research, do not lose sight of the primary text to which you are responding---the story! Your research should support
your
interpretations of the story. Be sure that your thesis is relevant to the story and that you quote generously from the story.
Purpose: critical analysis, writing from sources
Length: 5 pages, approx 1500 words
Documentation: Minimum of 5 sources required. Documented in MLA format. (Note: review the material in "finding and evaluating sources" to help you choose relevant and trustworthy sources.)
Choose from the following short stories, all located in the folder located in this unit.
A Perfect Day for a
Bananafish
The Short Happy Life of Francis
Macomber
The Wall
The Swimmer
The Lesson
At the Auction of the Ruby Slippers
The Bound Man
The Birthmark
For Esme... with Love and Squalor
Below are some examples. I do not require you to choose one of these topics. They are just here to give you an idea of the type of approaches that will work for this essay.
1. Philosophical analysis: How do the stories by Jean Paul Sartre and Albert Camus reflect the philosophy of existentialism?
2. Socio/cultural analysis: What opinion about marriage and gender roles does Hemingway advance in "The Short Happy Life of Francis Macomber"?
3. Historical analysis: What social dilemmas faced by African Americans in the 1960s might have inspired Toni Cade Bambara to write "The Lesson"?
4. Biographical analysis: What events in Salman Rushdie's life might have influenced the events in "At the Auction of the Ruby Slippers"?
5. Psychological analysis: How is John Cheever's "The Swimmer" a metaphor for the psychology of .
WRITING ADVICEPromptIn 6-8 pages develop an argument.docxtroutmanboris
WRITING ADVICE
Prompt
In 6-8 pages develop an argument about the key
factors determining successful presidential
leadership in the modern era (FDR forward).
Your argument should be deeply rooted in the
scholarly literature on the presidency. Develop
your argument in more detail by exploring two
cases where a president attempted to provide
leadership in some way. The cases that you
select should be narrow (e.g. FDR and the
passage of the Social Security Act rather than
FDR and the New Deal).
Prompt (cont.)
You only have a few short pages to discuss each
case and it is better to be an inch wide and a
mile deep than a mile wide and an inch deep. I
think that the easiest way to do this would be to
choose a policy or action widely viewed as a
historical success and another that is widely
viewed as a historical failure (e.g. Truman’s
Marshall Plan and Nixon’s invasion of Cambodia).
However, you do not need to follow this mold.
You could also compare two successes or two
failures.
Prompt (cont.)
In the development of your mini-case studies, you
should draw heavily from the Green Library’s
large collection of newspapers (available online).
For each case, you should be citing from The New
York Times and other online newspaper databases
from the week surrounding the event. This will help
give your cases much more depth. I also
encourage you to find other supplemental
sources like presidential biographies, journal
articles, academic books, primary documents,
and oral histories about the actual event to bolster
What do you need?
A theory of presidential leadership
developed from the scholarly literature
• Two interesting cases that you’ll analyze in
light of that theory
Developing a theory
Look for books and articles about presidential
leadership
• Look for useful references in the “suggested
readings” section of your textbook
• Where do you start? http://library.fiu.edu
• Search books for “presidential leadership” or other
important key terms that you might be interested in
• Sign in from off campus to have access to articles (“Log
in for Access” on the yellow toolbar)
• Go to “Find > A-Z List > G > Google Scholar” to make
your way to Google Scholar from off campus
What about the cases?
Explore the appendix in Greenstein (233-274)
• Read newspapers from the time
• Produce copies or directly transcribe into a Word
document with the information that you will need for
citations and references
• “Blah, blah, blah... Marshall Plan...” (Greg A. Halpriggs,
“The Marshall Plan,” NY Times, March 27th, 1948, Section
A-11, Paragraph 4). Not an actual citation or reference
(just the info you will eventually need)
• Look for scholarly works on the cases in the
same way that you did for your theory
Organization
Write a strong thesis statement that clearly
elaborates your main argument and organizes
your paper:
• Ex. “Ultimately, the paper contends that the failure of
President Nixon’s invasion of Cambod.
Checklist Do not use a standard essay format. Provide each co.docxbissacr
Checklist
: Do not use a standard essay format. Provide each component clearly and distinctly.
Two paragraphs comparing two selected documents.
One thesis statement
One discussion question
Content Expectations:
Step ONE: Identify the nature of the source material. Which readings are primary or secondary sources? Are they fictional works or do they present any evident bias?
Step TWO: Choose
TWO
READINGS from the assigned documents to perform a compare/contrast analysis. Video material is not acceptable in this assignment.
If you choose a primary and a secondary source, then think about how the primary source fits into the narrative/position of the secondary source.
If you choose two primary sources, then compare how they represent different viewpoints or perspectives on important issues.
If there is only one assigned reading, then extract two meaningful examples instead of comparisons.
Step THREE: Draw TWO meaningful comparisons between the two documents that reveals important insight into the historical period/topic of the week. The comparison may be any similarity or difference, but should focus on explaining how it helps historians understand the past. Think about how and why things happened the way they did. Figure out what you think is the most significant SIMILARITY between the two passages.
Consider the author's perspective (national origin, class, ideology etc) for each document.
STEP FOUR: If these documents were the source material for your research project, what would your preliminary research question or thesis statement be? This should be no more than two sentences and cover the main idea that you would try to argue.
Ex. Using the works of Robespierre and St. Just, this paper will argue that the violence of the French Revolution was created by their interpretation of the needs of the French nation rather than their philosophical beliefs.
Be ambitious but with limits. Lay out a provable case that makes a strong a point, regardless of whether you are fully convinced that it is the case. You will be evaluated on the composition and effect of the ideas rather than the perfectness of the answer.
Step FIVE: Create one discussion question that you can propose to the class during seminar. It should be a ‘why’ problem that poses an issue for debate rather than demanding a specific factual answer. Ex. ‘Why didn’t Frankenstein name the Creature?” instead of “Did Frankenstein name the Creature?”
Do NOT use quotations or paraphrase the document. You may refer to specific passages but do not summarize the document. “ex. Where Thomas Paine talked about hereditary right, he was focused on the legitimacy of an absolute monarchy.” The paper should consist entirely of your own ideas and opinions about the sources using a compare/contrast approach. Therefore, citations should never be required. If you do quote/paraphrase then include citations.
READINGS
1- https://history.hanover.edu/courses/excerpts/111.
Library __ Help in writing annotations An annota.docxcroysierkathey
Library __ Help in writing annotations
An annotation is more than a brief summary of a book, article, or other publication.
Its purpose is to describe the work in such a way that the reader can decide whether or not
to read the work itself.
A bibliography, of course, is a list of writings and is a standard appendage to a
scholarly book or article. An annotated bibliography, in which each item is summarized, is
valuable because it helps the reader understand the particular uses of each item. The ideal
bibliography discusses the relationships of one item to another.
The following 6 points provide guidance for writing an annotation:
1. The authority and the qualifications of the author, unless extremely well known,
should be clearly stated. Preferably this is to be done early in the annotation: "John Z.
Schmidt, a Russian history professor at Interstate University, based his research on recently
discovered documents."
2. The scope and main purpose of the text must be explained. This is usually done in one
to three short sentences. For example, "He reveals that a few Germans played a key role in
the events leading up to the revolution. They provided money, arms, and leadership that
helped the revolution get started.” Unlike an abstract, which is an abridgement or synopsis,
the writer cannot hope to summarize the total content of the work.
3. The relation of other works, if any, in the field is usually worth noting: "Schmidt's
conclusions are dramatically different from those in Mark Johnson' Why the Red
Revolution?"
4. The major bias or standpoint of the author in relation to the theme should be
clarified: "However, Schmidt's case is somewhat weakened by an anti-German bias, which
was mentioned by two reviewers."
5. The audience and the level of reading difficulty should be indicated: "Schmidt addresses
himself to the scholar, but the concluding chapters will be clear to any informed layman."
This is not always present in an annotation but is important if the work is targeted to a
specific audience.
6. At this point the annotation might conclude with a summary comment: "This detailed
account provides new information that will be of interest to scholars as well as educated
adults."
Adapted from: Encyclopedia of Library and Information Science
GS 8/05
EXAMPLES
Schmidt, J.Z. (1973). Causes of the Russian Revolution. New York: Herklon.
Schmidt, a Russian history professor at Interstate University, based his research on
recently discovered documents. He reveals that a few Germans played a key role in the
events leading up to the revolution. They provided money, arms, and leadership that helped
the revolution get started. Schmidt's conclusions are radically different from those in Mark
Johnson's Why the Red Revolution?. However, Schmidt's case is somewhat weakened by an
anti-German bias, which was mentioned by two reviewers. Schmid ...
"Herbert Alexander Simon was an American economist, political scientist and cognitive psychologist, whose primary research interest was decision-making within organizations and is best known for the theories of "bounded rationality" and "satisficing". He received the Nobel Prize in Economics in 1978 and the Turing Award in 1975. His research was noted for its interdisciplinary nature and spanned across the fields of cognitive science, computer science, public administration, management, and political science. He was at Carnegie Mellon University for most of his career, from 1949 to 2001."
Select and read the articles about two famous thinkers in the Week F.docxroberta139863
Select and read the articles about two famous thinkers in the Week Four Electronic Reserve Readings. Find additional articles in the University Library or on the Internet.
Write a 1,050- to 1,400-word paper. Include the following:
•Information about the thinkers’ contributions to society
•Each thinkers’ personal/ social/ political environments and how you think these factors contributed to their creativity
•The problems or issues that their ideas sought to solve
•A description of the solutions, and how their ideas were implemented
•The creative process of each thinker and a comparison of the two creative processes
•A critique of their ideas and what could they have done differently
Include at least four references.
Format your paper consistent with APA guidelines.
Week 4
Famous Thinkers
Readings:
"Gates, Bill (born William Henry Gates)" (2004). The New Zealand Oxford Dictionary.
"Gates, Bill" (2008). World Encyclopedia.
"Kripke, Saul Aaron" (2008). The Oxford Dictionary of Philosophy.
"Kripke, Saul" (2005). The Oxford Companion to Philosophy.
"Parfit, Derek" (2008). The Oxford Dictionary of Philosophy.
"Rorty, Richard McKay" (2008). The Oxford Dictionary of Philosophy.
Kripke semantics. (2008). The Oxford Dictionary of Philosophy.
Prof. Nicholas Dent "Parfit, Derek" (2005). The Oxford Companion to Philosophy.
Prof. Owen Flanagan "Dennett, Daniel C." (2005). The Oxford Companion to Philosophy.
Software's great survivor. (2003, November 22). Economist, 369(8351), 64.
Taking apart the 'roads ahead': User power versus the futurology of IT. (1998). Retrieved on October 1st, 2009 from http://eprints.whiterose.ac.uk/3226/1/Taking_apart_the_roads_ahead.pdf.
Ansbro, J. J. Dr. (1989, January 15). The courage of Dr. King: Challenging the legacies of other black leaders. New York Times , A.30.
Aronson, R. (2005, June-December). Camus versus Sartre: The unresolved conflict. Sartre Studies International, 11(1/2), 302.
Attfield, Robin (2006). The shape of a global ethic. Philosophy Social Criticism , 32, 5.
Baert, P. (2002, February). Richard Rorty's pragmatism and the social sciences. History of the Human Sciences, 15, 139.
Camus, A. (1988). After Hiroshima: Between hell and reason. Philosophy Today, 32(1), 77.
Camus, A., & Van den Hoven, A. (2001, December). Democracy is an exercise in modesty. Sartre Studies International, 7(2), 12.
Cohen, A., & Wilber, K. (2009, June-August). Freedom in the face of fear. EnlightenNext, (44), 44.
Cohen, A., & Wilber, K. (2008/2009, December-February). The interdynamics of culture + consciousness. What is Enlightenment?, (42), 41.
Cowie, F. (1998, June). Mad dog nativism. The British Journal for the Philosophy of Science, 49(2), 227.
Cumming, R. (2009). Contrasts and fragments: An exploration of James Cone's theological methodology. Anglican Theological Review, 91(3), 395.
Dennett, D. (2009, April 1). Daniel C. Dennett. Freethought Today, 26(3), 10.
Engelhardt, E. S. D. (2001). West, Cornel The Concise Oxford Co.
Essay Instructions Literary AnalysisInstructions for the Li.docxtheodorelove43763
Essay Instructions: Literary Analysis
Instructions for the Literary Analysis Essay (English 1302 Online)
Literary Analysis
In this essay you should combine your practice responding and analyzing short stories with support derived from research. So far, in the discussion boards, we have practiced primarily formal analysis. Now I want you to practice "joining the conversation." In this essay you will write a literary analysis that incorporates the ideas of others. The trick is to accurately present ideas and interpretations gathered from your research while adding to the conversation by presenting
your own
ideas and analysis.
You will be evaluated, in part, on how well you use external sources. I want to see that you can quote, paraphrase and summarize without plagiarizing. Remember, any unique idea must be credited, even if you put it in your own words.
Choose one of the approaches explained in the "Approaches to Literary Analysis" located at the bottom of this document. Each approach will require research, and that research should provide the context in which you present your own ideas and support your thesis. Be sure to properly document your research. Review the links in the "Writing about Literature" tab as these will help guide you.
While I am asking you to conduct outside research, do not lose sight of the primary text to which you are responding---the story! Your research should support
your
interpretations of the story. Be sure that your thesis is relevant to the story and that you quote generously from the story.
Purpose: critical analysis, writing from sources
Length: 5 pages, approx 1500 words
Documentation: Minimum of 5 sources required. Documented in MLA format. (Note: review the material in "finding and evaluating sources" to help you choose relevant and trustworthy sources.)
Choose from the following short stories, all located in the folder located in this unit.
A Perfect Day for a
Bananafish
The Short Happy Life of Francis
Macomber
The Wall
The Swimmer
The Lesson
At the Auction of the Ruby Slippers
The Birthmark
For Esme... with Love and Squalor
Below are some examples. I do not require you to choose one of these topics. They are just here to give you an idea of the type of approaches that will work for this essay.
1. Philosophical analysis: How do the stories by Jean Paul Sartre and Albert Camus reflect the philosophy of existentialism?
2. Socio/cultural analysis: What opinion about marriage and gender roles does Hemingway advance in "The Short Happy Life of Francis Macomber"?
3. Historical analysis: What social dilemmas faced by African Americans in the 1960s might have inspired Toni Cade Bambara to write "The Lesson"?
4. Biographical analysis: What events in Salman Rushdie's life might have influenced the events in "At the Auction of the Ruby Slippers"?
5. Psychological analysis: How is John Cheever's "The Swimmer" a metaphor for the psychology of addiction?
Appr.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
4. Slide 1.4
Reasons for reviewing the literature
To conduct a ‘preliminary’ search of existing material
To organise valuable ideas and findings
To identify other research that may be in progress
To generate research ideas
To develop a critical perspective
5. Slide 1.5
How should we present this theory?
It is NOT ! It IS
Just a list of references
Data
List of variables
Diagrams
Hypothesis
“Theory is about the connections
between the phenomena, a story why
events, structure and thoughts occur.
Theory emphasises the nature of causal
relationships, identifying what comes
first as well as the timing of events.
Strong theory, in our view, delves into
underlying processes so as to
understand the systematic reasons for a
particular occurrence or non-
occurrence”
[Sutton & Staw 1995 p. 375 citied in
Saunders et al 2009 p.36]
6. Slide 1.6
Where can I find ‘theory’?
Academics gain personal (& institution) prestige by
researching and publishing in key journals
BFSU Online databases
[http://202.204.132.205/database_list.asp?id=69]
especially this one ·
EBSCOhost 全文数据库 ( 新增社会学、教育学
、文学等五个子库 )
7. Slide 1.7
The literature search strategy (1)
Write down
parameters of your search
key words and search terms to be used
databases and search engines to be used
criteria for selection of relevant and useful studies
And
Discuss these with a colleague & tutor (if possible)
8. Slide 1.8
How to use the databases
Key Terms: Text Book / Key Article / Key Authors
Search tips:
Peer Reviewed (this ‘ensures’ it is high quality)
Full Text (ensures you can get access to it)
Search in title, abstract etc.
Combine terms using ‘AND’ ‘OR’ ‘NOT’
Expand terms by using ‘*’ e.g. comput* to find the words computer or
computing.
Wild cards by using ‘#’ e.g colo#r will bring back ‘colour’ and ‘color’
10. Slide 1.10
Content of the review
You will need to
Include key academic theories
Demonstrate current knowledge of the area
Use clear referencing for the reader to find the
original cited publications
Acknowledge the research of others
11. Slide 1.11
The Critical Review
Key purposes
To further refine research questions & objectives
To discover recommendations for further research
To avoid repeating work already undertaken
To provide insights into strategies and techniques
appropriate to your research objectives
Based on Gall et al. (2006)
12. Slide 1.12
Adopting a critical perspective
The most important skills are
The capacity to evaluate what you read
The capacity to relate what you read to other
information
Wallace and Wray (2006)
13. Slide 1.13
Adopting a critical perspective
Skills for effective reading
Quick look: Title, Abstract, Introduction then
Conclusion
Annotating: Cornell system
Summarising: Cornell system
Comparing and contrasting
Harvard College Library (2006)
14. Slide 1.14
Adopting a critical perspective
Questions to ask yourself : the essentials
Why am I reading this?
What is the author trying to do in writing this?
How convincing is this?
What use can I make of this reading?
Adapted from Wallace and Wray (2006)
15. Slide 1.15
Is your literature review critical?
Content of literature review
Does it relate to the research
questions?
Have you covered most
relevant theories?
Have you included most
relevant & significant literature
Is your literature up to date?
Is it reference (to Harvard
standard)?
Is it Critical?
Have you shown how your
research question links to previous
research?
Have you assessed +ve / -ve of
previous research?
Have you been objective?
Have you included literature
counter to your opinion?
Clearly distinguished facts &
opinions?
Justified why new research is
required (inc. reference to previous
research)?
16. Slide 1.16
The key to a critical literature review
Demonstrate that you have read, understood and
evaluated your material
Link the different ideas to form a cohesive and
coherent argument
Make clear connections to your research
objectives and the subsequent empirical material
Saunders et al. (2009)
17. Slide 1.17
Recording the literature
Make notes for each item you read
Record –
Biographic details
Brief summary of content
Supplementary information
Sharp et al. (2002)
18. Slide 1.18
Recording the literature
Bibliographic details (author, year publication,
title, journal volume, journal part / issue
number, page number)
Brief summary
Supplementary information (key quotes, where
you found it, your comments, when you
consulted it, where you have saved the PDF !)
20. Slide 1.20
Plagiarism
Four common forms
Stealing material from another source
Submitting material written by another
Copying material without quotation marks
Paraphrasing material without documentation
Adapted from Park (2003), cited in Easterby-Smith et al. (2008)
21. Slide 1.21
Examples
THE ORIGINAL PASSAGE
This book has been written against a background of both reckless
optimism and reckless despair. It holds that Progress and Doom are two
sides of the same medal; that both are articles of superstition, not of faith.
It was written out of the conviction that it should be possible to discover
the hidden mechanics by which all traditional elements of our political and
spiritual world were dissolved into a conglomeration where everything
seems to have lost specific value, and has become unrecognizable for
human comprehension, unusable for human purpose. Hannah Arendt, The
Origins of Totalitarianism (New York: Harcourt Brace Jovanovich, Inc., 1973
ed.), p.vii, Preface to the First Edition.
A) Copying sections word for word ....
Source:
www.gervaseprograms.georgetown.edu/honor/system/53501.html
(downloaded on the 16th Sept. 2010)
22. Slide 1.22
Examples
This book has been written against a background of both reckless optimism and reckless
despair. It holds that Progress and Doom are two sides of the same medal; that both are
articles of superstition, not of faith. It was written out of the conviction that it should be
possible to discover the hidden mechanics by which all traditional elements of our political
and spiritual world were dissolved into a conglomeration where everything seems to have lost
specific value, and has become unrecognizable for human comprehension, unusable for
human purpose. Hannah Arendt, The Origins of Totalitarianism (New York: Harcourt Brace
Jovanovich, Inc., 1973 ed.), p.vii, Preface to the First Edition.
B) Hannah Arendt’s book, The Origins of Totalitarianism, was written in the light of both
excessive hope and excessive pessimism. Her thesis is that both Advancement and Ruin are
merely different sides of the same coin. Her book was produced out of a belief that one can
understand the method in which the more conventional aspects of politics and philosophy
were mixed together so that they lose their distinctiveness and become worthless for human
uses.
Even if the author’s exact language is not used, a footnote is required for material that is
paraphrased.
23. Slide 1.23
Examples
C) the mosaic
“The first edition of The Origins of Totalitarianism was written in 1950. Soon after
the Second World War, this was a time of both reckless optimism and reckless
despair. During this time, Dr. Arendt argues, the traditional elements of the
political and spiritual world were dissolved into a conglomeration where everything
seems to have lost specific value. In particular, the separation between the State
and Society seems to have been destroyed. In this book, she seeks to disclose the
hidden mechanics by which this transformation occurred”.
Even though this example includes some original material, selected phrases of the
original are woven throughout the passage- -- a. reckless optimism and reckless
despair, b. traditional elements of the {our in original} political and spiritual world
were dissolved into a conglomeration where everything seems to have lost specific
value, and c. hidden mechanics.
24. Slide 1.24
…it is not all about percentages!
the ‘apt phrase’
“Following the Second World War, scholars from a variety of disciplines
began to explore the nature of “totalitarianism.” One of the most pressing
issues for these writers was understanding the “essence” of
totalitarianism. How, for example, is a totalitarian regime different from an
authoritarian regime? Although authors disagree on the precise answer to
this question, a common thread running throughout most of the classic
works on totalitarianism deals with the relationship between State and
Society. In a totalitarian state, the traditional boundaries between State
and society are dissolved into a conglomeration so that the two become
indistinguishable”.
This passage is almost entirely original, but the phrase “dissolved into a
conglomeration” is taken directly from Arendt. Even though this is a short
phrase, it must be footnoted. Only phrases that have truly become part of
general usage can be used without citation.
25. Slide 1.25
The easiest way is to get use, now, to referencing
If you are paraphrasing / summarising an article “Johnston (2003) claims
that there are many factors that are known to affect the success of
students at university”.
If you are taking a direct idea (often a quotation) “McLaine (2002, p. 16)
stated that productivity was found to be affected by work related stress in
69% of workers. “
See this booklet for examples of how to reference different sources:
http://www.unisa.edu.au/ltu/students/study/referencing/harvard.pdf
26. Slide 1.26
My Mid-Autumn Break Gift to You!
http://www.phrasebank.manchester.ac.uk/
E.g. Being Critical
Introducing questions, problems and limitations (theory)
Introducing questions, problems and limitations (method/practice)
Identifying a study's weakness:
Offering constructive suggestions:
Highlighting inadequacies of previous studies:
Introducing other people's criticisms:
However, Jones (2003) points out that .....
Many analysts now argue that the strategy of X has not been successful. Jones (2003), for
example, argues that .....
Non-government agencies are also very critical of the new policies.
The X theory has been / vigorously / strongly challenged in recent years by a number of writers.
Smith's analysis has been criticised by a number of writers. Jones (1993), for example, points out
that ……
28. Slide 1.28
Questions to ‘ask’ the author
Why did you write this?
Who did you write this for?
What was your purpose?
What questions were you
asking?
What answers did you find?
What is your evidence?
What is your conclusion?
Questions to ask myself
Why am I reading this?
Was it written for me?
What am I looking for?
What questions am I asking?
Do I find those answers
credible?
Do I accept that evidence?
Do I agree with those
conclusions?
But above all …
What have I learned
And
How can I use it?
Clough and Nutbrown 2007 p. 102
29. Slide 1.29
Tsang, EWK (1998) Can Guanxi Be a Source of Sustained
Competitive Advantage for Doing Business in China? The
Academy of Management Executive Vol. 12, No. 2 (May,
1998), pp. 64-73
http://www.jstor.org/stable/4165458
Woetzel, J. (2004) ‘A guide to doing business in China’ The
McKinsey Quarterly 2004 p.37-45
http://www.cccb.org.uk/Chinese_Chamber_Commerce_in_
Britain_Resources/files/A%20guide%20to%20doing
%20business%20in%20China.pdf
30. Slide 1.30
Davies H. et al ‘The Benefits of Guanxi; the value of
relationships in developing the Chinese market Industrial
Marketing Management 24, 207-214
http://www3.gdufs.edu.cn/smgdufs/marketing/frontier/kh
/the%20value%20of%20relationships%20in.pdf
Kohen, D. ‘Confucian Trustworthiness and The Practice of
Business in China’ Business Business Ethics Quarterly Vol.
11, No. 3 (Jul., 2001), pp. 415-429
http://www.jstor.org/stable/3857847
31. Slide 1.31
Blah Blah
Read article – at least 24hrs before and make notes using Critical
Reading questions
HOME : Discuss the article with each other in
same colour groups of 4 or 5 ... 5 x 5 mins =
25mins
AWAY: Discuss the article with each other in
different colour groups of 4 ... 4 x 6 mins =
24mins & 15 mins group discussion to
prepare some notes for everyone
Blah Blah
32. Slide 1.32
Summary:
The critical literature review
Sets the research in context
Leads the reader into later sections of the report
Begins at a general level and narrows to specific topics
33. Slide 1.33
Summary:
A literature search requires
Clearly defined research questions and objectives
Three main categories of sources
Defined parameters
34. Slide 1.34
Critical Literature Review
What is the author trying to say?
What is the real point here? What is the central argument?
To whom is the author speaking?
Is this account written for academics? Policy makers? Practitioners? Is the author really
speaking to me?
Why has this account of this research been written?
Does s/he have a political point to make? How does this relate to current policy?
What does the author ultimately want to achieve?
Does s/he want to bring about some change? Does s/he want to make a difference? To
what?
What authority does s/he appeal to?
Disciplinary? Policy evidence? Political mission?
What evidence does the author offer to substantiate the claims?
Participants’ statements? Observations / documentary analysis? Is there any ‘missing’
evidence?
Do I accept this evidence?
Is it sufficient to support the claims made in the report? What else could I ask to see?
35. Slide 1.35
Critical Literature Review 2
Does this account accord with what I know of the world?
Is there a match between my experience and my reading and what I am
reading? Does it matter if the report is disconnected from my own world? Can I
learn something from that disconnection?
What is my view?
Based on what principles / ideology / pedagogy / life experiences .. And
supported by which authors…?
What evidence do I have for this view?
How can I substantiate my own view? Do I draw on what I am reading here?
What other sources and experiences have formed my view?
Do I find this account credible with the compass of my experience and knowledge?
Taking my responses to the above questions, does my reading of this research
report lead me to decide that it should ‘count’ in my own study? Should it be
included as part of the bank of information and evidence which shapes my own
study?
Clough and Nutbrown 2007 p. 101-102