The document provides guidance on writing up a Masters level project or dissertation. It discusses the expected standards, including demonstrating in-depth knowledge and understanding of the topic, analytical and evaluation skills, and the ability to communicate these effectively. It outlines the stages of a project from developing ideas to writing up. Challenges of writing an extended piece are acknowledged, and tips are provided on structure, style, and referencing to meet academic standards.

1. Writing up your project
Iyad Abou-Rabii, Clinical Teaching Fellow, Warwick
Dentistry

2. Aims of session
• Understand what is expected at Masters level
for a professional project / dissertation
• Tips for writing your project
• The requirements for handing in your project

3. Project stages
Project
ideas
Writing a
proposal
Doing
project
Writing up!

4. Required equipment

5. Challenges
Extended piece of writing:
• Depth and breadth
• Detail
• Evaluation and interpretation
• Independence
• Volume of information
• Duration

6. Masters project - expectations
Used to demonstrate your:
• Knowledge and understanding of a topic
• Analytical and evaluation skills
• Ability to apply theory and research findings
to clinical practice
• Ability to communicate all of the above
Refer to the marking criteria in the handbooks

7. Marking criteria
E 39% and
CRITERIA A+80% plus A 70–79% B 60–69% C 50-59% D 40 – 49%
below
KNOWLEDGE AND UNDERSTANDING 80% plus mark is There is There is very There is Whilst there is Little evidence
1. Evidence that a wide range of high awarded when excellent good evidence of evidence some evidence that suitable
quality literature has been accessed e.g. work satisfies all evidence of background of relevant of background background
·Credible sources – peer reviewed, of the ‘A’ criteria widespread reading and background reading this is material has
professional/academic texts, websites, DOH in each section to reading from a reference reading and this not of a quality been accessed
directives. an exceptional variety of material is used is generally used consistent with and poor
·Original work accessed whenever level sources. appropriately to in a suitable way this level of understanding
possible demonstrating Excellent use support the to substantiate study. There is of the key
·Contemporary - with exception of seminal mastery of of literature and discussion. Very the assignment limited issues.
work complex and research, good grasp of the content. There is understanding of
specialised appropriately relevant material a competent level the key
2. Discussion is supported by relevant knowledge and is integrated into demonstrating a of understanding issues.
literature/research e.g. worthy of the assessment good of the key issues.
·Claims are substantiated dissemination to to demonstrate understanding of
·Literature/reference material is appropriate a wider audience. exceptional the key issues.
and clearly linked to the assignment topic. understanding of
·Integration/paraphrasing/ the key issues.
summarising of research findings rather than
overuse of direct quotations

8. ACADEMIC WRITING
Academic writing
• Formal
• Structured
• Clear
• Unambiguous
• Logical
• Sound evidence and theory

9. ACADEMIC WRITING
Formal and Informal writing
• Informal writing: I think he’s a
loser.
• Formal writing: Macbeth’s
horrific choices cause him to
lose everything he holds dear:
children, wife, friends, crown
and king.

10. Passive voice overuse
Passive voice
The systems most favoured for investment were shown to be planning, design
and production. Many manual systems were reported as being current
investments across the sector. Only the largest firms, however, were interested
to any degree in integrated systems. Textile and clothing firms were seen to be
investing in automated production, design, planning and reporting technologies.
Active voice
In terms of current investments, manufacturers favoured planning, design and
production systems, with many firms showing a strong interest in manual
systems. According to the literature, only the largest firms however, showed any
degree of interest in integrated systems. Textile and clothing firms, in
particular, have invested in automated production, design, planning and
reporting technologies.

11. ACADEMIC WRITING
Structure your writing
• Make sure you write in complete sentences
• Divide your writing up into paragraphs
• Use connecting words and phrases to make
your writing explicit and easy to follow
• Check your grammar and spelling carefully

12. ACADEMIC WRITING
Academic writing - tips
• Avoid writing in the first person
• Be concise – avoid waffle
• Be precise
• Define technical terms and abbreviations
• Use paragraphs
• Avoid repetition
• References appropriately and consistently

13. ACADEMIC WRITING
A SANDWICH PARAGRAPH
Topic sentence
This is a period when education faces many
disturbing circumstances originating outside itself.
Support Budgets have been drastically cut throughout the
country affecting every type of education. Enrolments are
dropping rapidly, because the children of the post-World
War II "baby boom" have now completed their schooling,
and we are feeling the full effect of the falling birth rate.
Concluding sentence
So there are fewer opportunities for new teachers, and
the average age of teachers is increasing.

14. ACADEMIC WRITING
Structure 1st
Macrostructure Microstructure
INTRODUCTION The PARAGRAPH
Thesis statement Topic sentence
Outline Support
(Summary/Background) transition
Support signals!
BODY/CONTENT Support
CONCLUSION +
Concluding sentence
Bibliography (optional)

15. ACADEMIC WRITING
Transition
Intervention and influence took three forms. Firstly,
techniques designed to maximise efficiency were introduced
into the home and scientific principles were applied to its
design. In addition, housework and parenting methods were
scrutinised and subject to unprecedented standards.
Secondly, all aspects of reproduction attracted increasing
intervention from government and the medical profession.
Thirdly, state, professional and philanthropic groups began to
usurp the parental role within the family through instruction
and policy. As a result , the development of 'modern' social
ideals brought regulation, intervention and ever-increasing
unrealistic standards.
Re-read the above without the green words

16. ACADEMIC WRITING
A question of little ,,,,,,
In this study, four paradigms were used in order to measure the
response of TOI to changes in cerebral oxygen delivery. Hypoxaemia and
hyperoxia were used to alter arterial oxygen content, and changes in
arterial CO 2 tension were used to alter cerebral blood flow. TOI
increased significantly in response to hyperoxia and hypercapnoea, and
significantly decreased in response to hypoxaemia and hyperventilation.
PET studies suggest that changes in CBV occurring during experimental
protocols of this type only occur in the arterial compartment[10] and
will, therefore, alter the AVR. Analysis of the combined datasets revealed
that changes in TOI are significantly affected by changes in SaO 2 , EtCO
2 , CBV and MBP.

17. ACADEMIC WRITING
George Orwell’s rules for good writing
Never use a metaphor, simile or other figure of speech which you are
used to seeing in print.
Never use a long word where a short one will do.
If it is possible to cut a word out, always cut it out.
Never use the passive where you can use the active.
Never use a foreign phrase, a scientific word or a jargon word if you can
think of an everyday English equivalent.
Break any of these rules sooner than say anything outright barbarous.
George Orwell: ‘Politics and the English Language’, London. 1946.

18. ACADEMIC WRITING
Referencing
• Acknowledgement of your sources is a vital
and integral part of the academic process.
• Check with course tutors what the preferred
method is (normally at Warwick University it
is the “Harvard Method”)
• Referencing and research

19. ACADEMIC WRITING
Academic writing – example
Diabetes affects all ages and about 2.35 million people
have the disease in this country. We know that people with
diabetes have more oral health problems.
In this project I aimed to carry out a literature review to see
whether there is a link between treating periodontal disease
and blood sugar control in diabetes.

20. ACADEMIC WRITING
Academic writing – example
Diabetes affects people of all ages and it is estimated that
2.35 million people in the UK have this disease
(Department of Health, 2009).
There is growing evidence that people with diabetes who
do not have good control over their blood sugar levels are
at greater risk of some oral health problems (Tsai et al.,
2002).
The aim of this project is to investigate the relationship
between periodontal therapy and glycaemic control in
people with diabetes.

21. Writing up – early stages
• Timetable your writing
• Decide on a structure early on
• Know how and when to reference
– Approved method (be consistent)
– Credible and contemporary sources
– Substantiate claims
• Keep references organized separately (e.g.
EndNote)

22. Timetable your writing
Time Management Tools
http://my.taskwise.com/

23. Paragraph

24. Mind Mapping
Freemind.

25. Keep references organized
EndNote

26. Writing up – as you go along
• Use sections/sub-sections to organise content
(guide in handbooks)
• Know which information goes in each section
• Use tables and figures to present information
(N.B. graphs are figures)
• Regularly revisit your aims, objectives and
research question

27. Writing up – as you go along
• Avoid distractions
• Recognise procrastination and barriers to
writing
• Do not necessarily need to write in the order
that the section appears in the final report
• Save different versions and backup often
• Write in an academic style

28. Writing up – towards the end
• Leave enough time to interpret the findings
and write the discussion
• Conclusions should be based on the evidence
you present
• Critique your own work
• Use Appendices for material which is too
detailed for the main sections

29. Results and discussion
• Describe and explain the characteristics and
findings of the included studies (tables & text)
• Synthesis of results (qualitative or quantitative)
• Place the results in context
– Consider any flaws in the evidence (quality of
studies, any heterogeneity etc.)
– The impact of any biases

30. Writing up - final checks
• Proof read (spelling, grammar, clarity etc.).
Use a spell cheque with caution
• Consistency of styles and formatting
• Tables and figures
• Page numbers and other formatting
• Word count
• “Front matter”
Refer to the marking criteria in the handbooks

31. Final checks
E 39% and
CRITERIA A+80% plus A 70–79% B 60–69% C 50-59% D 40 – 49%
below
KNOWLEDGE AND UNDERSTANDING 80% plus mark is There is There is very There is Whilst there is Little evidence
1. Evidence that a wide range of high awarded when excellent good evidence of evidence some evidence that suitable
quality literature has been accessed e.g. work satisfies all evidence of background of relevant of background background
·Credible sources – peer reviewed, of the ‘A’ criteria widespread reading and background reading this is material has
professional/academic texts, websites, DOH in each section to reading from a reference reading and this not of a quality been accessed
directives. an exceptional variety of material is used is generally used consistent with and poor
·Original work accessed whenever level sources. appropriately to in a suitable way this level of understanding
possible demonstrating Excellent use support the to substantiate study. There is of the key
·Contemporary - with exception of seminal mastery of of literature and discussion. Very the assignment limited issues.
work complex and research, good grasp of the content. There is understanding of
specialised appropriately relevant material a competent level the key
2. Discussion is supported by relevant knowledge and is integrated into demonstrating a of understanding issues.
literature/research e.g. worthy of the assessment good of the key issues.
·Claims are substantiated dissemination to to demonstrate understanding of
·Literature/reference material is appropriate a wider audience. exceptional the key issues.
and clearly linked to the assignment topic. understanding of
·Integration/paraphrasing/ the key issues.
summarising of research findings rather than
overuse of direct quotations

32. Proof reading
If English is not your first language, Andrew Taylor,
Postgraduate & CPD Tutor, is able to proof read projects
andrew.m.taylor@warwick.ac.uk
www2.warwick.ac.uk/fac/med/staff/ataylor/
• Ensure you give him plenty of time for this
• Discuss this with your supervisor first

33. Requirements
• 12 noon Wednesday 1st September 2011
• Use a submission form
– Three soft bound copies with a blue cover
(professional project) or red cover (dissertation) to
the course co-ordinator
– One copy via online course submission pages
• Late submissions incur a penalty of 3% per day

34. Finally…
• Know the requirements and plan your time –
writing up will take longer than you think!
• Keep in touch with your supervisor
• Regularly revisit your aims, objectives and
research question
• Leave time to proof read
• Refer to the marking criteria in the handbooks
whilst writing and before you submit

35. Further information
• Reading suggestions in handbooks
• Information on academic writing produced by
The Centre of Applied Linguistics:
www2.warwick.ac.uk/services/skills/masters/
academic_and_career_skills/topics/writing

36. AW Resources for Research Students
The Academic Writing Series, a year-long, detailed course for PG Research
students focusing on a variety of aspects of doctoral text production and promotion;
covers the intricacies of the various types of writing required in an academic context.
Subjects (full details at http://www2.warwick.ac.uk/services/skills/rssp/workshops/writing/):
* Understanding academic writing and the main types
* Elements of structure and organisation The Academic Coaching
* The academic writing style and language Programme
* Developing critical analysis: The Cognitive Domain (Bloom's Taxonomy) (weekly, at the Research Exchange)
* Reporting: paraphrase, summary, synthesis Access via appointment
* Grammatical accuracy in writing: morphology and syntax
1-to-1 advice on:
* Revision, proofreading, editing
Academic writing
* Engaging the reader: writing text that is interesting to read
Time management
* Contextualising own writing: the integration of original ideas
Working with your supervisor
* Thesis structure
Writing literature reviews
* Referencing and plagiarism
Upgrading from MPhil to PhD
* Peer editing
Preparing for your viva
* Strategies for manipulating semantics and emphasis in writing
Personal development
* Presenting to specific audience (conference, publication)
* Overcoming writer's block: how to regain thesis-writing faculties http://www2.warwick.ac.uk/study/csde/gsp/ac/
* How NOT to write: common problems and errors in academic writing M.Balanescu@warwick.ac.uk

37. Essential texts:
• Essential texts:
• Writing Academic English, by A. Oshima and A.
Hague, Longman, 1999.
• Academic Writing for Graduate Students:
Essential Tasks and Skills (Michigan Series in
English for Academic & Professional Purposes),
by John Swales and Christine B.
Feak, University of Michigan Press, 2004

38. Acknowledgement
• Special Thanks for
– Pr. Robert Ireland
– Mrs. Janet Cooper
– Dr. Mihai Balanescu
for allowing me to use their
material in preparing this
presentations