19/10/2015 Regional Writing Centre1 BA in Human Resource Management: Writing an FYP Lawrence Cleary, Patricia Herron, Dr. Íde O’Sullivan, Research Officers

20/04/23 Regional Writing Centre 1

BA in Human Resource BA in Human Resource Management: Writing an FYPManagement: Writing an FYP

BA in Human Resource BA in Human Resource Management: Writing an FYPManagement: Writing an FYP

Lawrence Cleary, Patricia Herron, Dr. Íde O’Sullivan, Research Officers

for the

Regional Writing Center, UL

Lawrence Cleary, Patricia Herron, Dr. Íde O’Sullivan, Research Officers

for the

Regional Writing Center, UL


ConsiliumConsilium

• Writing

• Writing and Research in an Academic Context

• Organizational Principles

• Rhetorical Principles

• Writing

• Writing and Research in an Academic Context

• Organizational Principles

• Rhetorical Principles


WritingWriting

• What is writing? Define ‘writing’.

• What are its components?

• What forms can writing take?

• What are its stages of development?

• What is writing? Define ‘writing’.

• What are its components?

• What forms can writing take?

• What are its stages of development?

3


Ways of OrderingWays of Ordering

• Writing Process—Planning, Drafting, (Discussing / Consulting), Revising, Editing and Proofreading.

• Rhetorical Situation—Occasion for writing, writer, topic, audience and purpose.

• Writing Strategies—cognitive, metacognitive, affective and social.

• Writing Process—Planning, Drafting, (Discussing / Consulting), Revising, Editing and Proofreading.

• Rhetorical Situation—Occasion for writing, writer, topic, audience and purpose.

• Writing Strategies—cognitive, metacognitive, affective and social.

4

Microsoft Office PowerPoint Presentation

http://www.cte.usf.edu/materials/institute/ct/index4.html


The Rhetorical SituationThe Rhetorical Situation

• Occasion

• Writer

• Topic

• Audience

• Purpose

• Occasion

• Writer

• Topic

• Audience

• Purpose5

http://www2.ul.ie/pdf/639981517.pdf

http://www2.ul.ie/pdf/639981517.pdf


Free-writing ExerciseFree-writing Exercise

• Writing Prompt: – What is your FYP about, – how will it be organized, – how far along are you and – what strategies will you employ in order to complete

the task by the due date and in order to score well on the assessment?

• Writing Prompt: – What is your FYP about, – how will it be organized, – how far along are you and – what strategies will you employ in order to complete

the task by the due date and in order to score well on the assessment?


Writing and Research in an Academic Context

Writing and Research in an Academic Context

• Academic Integrity• Ethical Management of Information• Disciplinary Ethos: The Credibility of the

Evidence• Crediting Sources• Disciplinary Ethos: Your Credibility as an Author,

a Researcher, a Scholar

• Academic Integrity• Ethical Management of Information• Disciplinary Ethos: The Credibility of the

Evidence• Crediting Sources• Disciplinary Ethos: Your Credibility as an Author,

a Researcher, a Scholar


When do I cite my source?When do I cite my source?

• Agreeing with the material that someone else wrote does not make it your own.

• Rearranging words from someone else's prose does not change the fact that it is not your own work.

• Writing a paper that consists of numerous quotations strung together does not qualify as one's own work.

• The fact that there are quotation marks and citations is not a substitute for the requirement that a piece of work is to be a product of the writer's own mind.

• Agreeing with the material that someone else wrote does not make it your own.

• Rearranging words from someone else's prose does not change the fact that it is not your own work.

• Writing a paper that consists of numerous quotations strung together does not qualify as one's own work.

• The fact that there are quotation marks and citations is not a substitute for the requirement that a piece of work is to be a product of the writer's own mind.


Organizational PrinciplesOrganizational Principles

• That Thing that Motivates the Paper, Gives it Unity and, Ultimately, Coherence.

• The Form• The Delimitation of the Research and

the Qualification of the Findings

• That Thing that Motivates the Paper, Gives it Unity and, Ultimately, Coherence.

• The Form• The Delimitation of the Research and

the Qualification of the Findings


Points of OrderPoints of Order

• Research papers are organized around the problem, not the topic per se.

• The problem, in a sense, is the topic.

• Problems, however, exist in contexts, as do solutions.

• Research papers are organized around the problem, not the topic per se.

• The problem, in a sense, is the topic.

• Problems, however, exist in contexts, as do solutions.

10


Pints of PorterPints of Porter

• The literature that you read informs both the immediate context of the problem and the larger context of which it is a part.

• The methodology you choose determines the data you get, as does your analytical methodology determine what you get from that data.

• The literature that you read informs both the immediate context of the problem and the larger context of which it is a part.

• The methodology you choose determines the data you get, as does your analytical methodology determine what you get from that data.11


Writing PromptWriting Prompt

• What question am I trying to answer / problem am I trying to solve / hypothesis am I trying to affirm / claim am I trying to defend?

• What do I need to know in order to answer that question? What other questions do I need to answer?

• What question am I trying to answer / problem am I trying to solve / hypothesis am I trying to affirm / claim am I trying to defend?

• What do I need to know in order to answer that question? What other questions do I need to answer?12


Writing the Literature ReviewWriting the Literature Review

• What is it?

• What is its purpose?– To guide and inform your process– To inform your audience about the

credibility and value of your conclusions

• What is it?

• What is its purpose?– To guide and inform your process– To inform your audience about the

credibility and value of your conclusions

13


Issues of CredibilityIssues of Credibility

• Definition from Merriam-Webster: “an interpretation and synthesis of published research” (Merriam qtd in Murray 2006: 108).

• Choices speak to your understanding of the puddle.

• Definition from Merriam-Webster: “an interpretation and synthesis of published research” (Merriam qtd in Murray 2006: 108).

• Choices speak to your understanding of the puddle.14



• What do I know about my research topic?• What I am looking for in the literature is...• What are the schools of thought in the

literature?• The ‘great debates’ in my area are...

• What do I know about my research topic?• What I am looking for in the literature is...• What are the schools of thought in the

literature?• The ‘great debates’ in my area are...

15


OrganizationOrganization

• How will I organize my literature review?• Can I classify or categorize the stuff I’ve

read so far? • Can I say how each piece of literature has

helped to inform my over-riding questions and/or sub-questions?

• How will I organize my literature review?• Can I classify or categorize the stuff I’ve

read so far? • Can I say how each piece of literature has

helped to inform my over-riding questions and/or sub-questions?

16


Questions Your Lit Review Should Answer (Murray 2006: 115)

Questions Your Lit Review Should Answer (Murray 2006: 115)

• Why is this subject important?• Who else thinks it’s important?• Who has worked on this subject before?• Who has done something similar to what I

am doing?• What can be adapted to my own study?

• Why is this subject important?• Who else thinks it’s important?• Who has worked on this subject before?• Who has done something similar to what I

am doing?• What can be adapted to my own study?

17


Questions Your Lit Review Should Answer (Murray 2006: 115) (Con’t)

Questions Your Lit Review Should Answer (Murray 2006: 115) (Con’t)

• What are the gaps in the research?• Who is going to use my material?• What use will my project be?• What will my contribution be?• What specific question will I answer?• [What specific questions will my research not be

able to address?]

• What are the gaps in the research?• Who is going to use my material?• What use will my project be?• What will my contribution be?• What specific question will I answer?• [What specific questions will my research not be

able to address?]18



• If we can frame the main question in a hierarchy, below which are framed the sub-questions, and we can put these frames in a larger frame called the Literature Review, what frames are you ready to fill in?

• If you do not organize your literature around your question and sub-questions, how else will you categorize the literature in order to organize your discussion?

• If we can frame the main question in a hierarchy, below which are framed the sub-questions, and we can put these frames in a larger frame called the Literature Review, what frames are you ready to fill in?

• If you do not organize your literature around your question and sub-questions, how else will you categorize the literature in order to organize your discussion?

19


Dissertation StructureDissertation StructureDissertation StructureDissertation Structure

• Some things typically assessed:Some things typically assessed: – process, process, – presentation, presentation, – methodology, methodology, – content, content, – development of argument, development of argument, – depth of analysis.depth of analysis.

• Some things typically assessed:Some things typically assessed: – process, process, – presentation, presentation, – methodology, methodology, – content, content, – development of argument, development of argument, – depth of analysis.depth of analysis.


Dissertation StructureDissertation StructureDissertation StructureDissertation Structure

• The structure of any dissertation is largely The structure of any dissertation is largely determined by the nature of its inquiry and by the determined by the nature of its inquiry and by the methods employed to satisfy that query. methods employed to satisfy that query.

• A dissertation like an essay is motivated by a thesis A dissertation like an essay is motivated by a thesis that needs defending, a question that needs that needs defending, a question that needs answering, or a hypothesis that needs testing.answering, or a hypothesis that needs testing.

• The structure of any dissertation is largely The structure of any dissertation is largely determined by the nature of its inquiry and by the determined by the nature of its inquiry and by the methods employed to satisfy that query. methods employed to satisfy that query.

• A dissertation like an essay is motivated by a thesis A dissertation like an essay is motivated by a thesis that needs defending, a question that needs that needs defending, a question that needs answering, or a hypothesis that needs testing.answering, or a hypothesis that needs testing.


Dissertation Structure (Quantitative)Dissertation Structure (Quantitative)(Leedy and Ormrod 2001, p. 126)(Leedy and Ormrod 2001, p. 126)

Dissertation Structure (Quantitative)Dissertation Structure (Quantitative)(Leedy and Ormrod 2001, p. 126)(Leedy and Ormrod 2001, p. 126)

I.I. The problem and its settingThe problem and its settingII.II. The review of the related literatureThe review of the related literatureIII.III. The data and the treatment of the dataThe data and the treatment of the dataIV.IV. The qualifications of the researcher and any assistantsThe qualifications of the researcher and any assistantsV.V. An outline of the proposed study (steps taken, An outline of the proposed study (steps taken,

timeline, etc.)timeline, etc.)VI.VI. ReferencesReferencesVII.VII. AppendicesAppendices

I.I. The problem and its settingThe problem and its settingII.II. The review of the related literatureThe review of the related literatureIII.III. The data and the treatment of the dataThe data and the treatment of the dataIV.IV. The qualifications of the researcher and any assistantsThe qualifications of the researcher and any assistantsV.V. An outline of the proposed study (steps taken, An outline of the proposed study (steps taken,

timeline, etc.)timeline, etc.)VI.VI. ReferencesReferencesVII.VII. AppendicesAppendices


Dissertation Structure Dissertation Structure (Qualitative)(Qualitative)

(Leedy and Ormrod 2001, p. 126-27)(Leedy and Ormrod 2001, p. 126-27)

Dissertation Structure Dissertation Structure (Qualitative)(Qualitative)

(Leedy and Ormrod 2001, p. 126-27)(Leedy and Ormrod 2001, p. 126-27)

I.I. IntroductionIntroduction

II.II. MethodologyMethodology

III.III. FindingsFindings

IV.IV. Management plan, timeline, feasibilityManagement plan, timeline, feasibility

V.V. ReferencesReferences

VI.VI. AppendicesAppendices

I.I. IntroductionIntroduction

II.II. MethodologyMethodology

III.III. FindingsFindings

IV.IV. Management plan, timeline, feasibilityManagement plan, timeline, feasibility

V.V. ReferencesReferences

VI.VI. AppendicesAppendices


Logical OrganizationLogical OrganizationLogical OrganizationLogical Organization

I.I. IntroductionIntroductionA.A. General background for the studyGeneral background for the studyB.B. The statement of the problem and the sub-problemsThe statement of the problem and the sub-problemsC.C. The hypothesis (a prediction of the results based on The hypothesis (a prediction of the results based on

evidence in the literature)evidence in the literature)D.D. The delimitations and limitationsThe delimitations and limitationsE.E. The definition of termsThe definition of termsF.F. The assumptionsThe assumptionsG.G. The importance of the studyThe importance of the study

I.I. IntroductionIntroductionA.A. General background for the studyGeneral background for the studyB.B. The statement of the problem and the sub-problemsThe statement of the problem and the sub-problemsC.C. The hypothesis (a prediction of the results based on The hypothesis (a prediction of the results based on

evidence in the literature)evidence in the literature)D.D. The delimitations and limitationsThe delimitations and limitationsE.E. The definition of termsThe definition of termsF.F. The assumptionsThe assumptionsG.G. The importance of the studyThe importance of the study



II.II. The MethodologyThe Methodology

III.III. The review of the related literatureThe review of the related literatureA.A. The literature related to the general discourseThe literature related to the general discourse

B.B. The literature related to the problemThe literature related to the problem

C.C. The literature related to the methodological The literature related to the methodological investigation and analysesinvestigation and analyses

II.II. The MethodologyThe Methodology

III.III. The review of the related literatureThe review of the related literatureA.A. The literature related to the general discourseThe literature related to the general discourse

B.B. The literature related to the problemThe literature related to the problem

C.C. The literature related to the methodological The literature related to the methodological investigation and analysesinvestigation and analyses



IV.IV. Presentation of the data (summarization of Presentation of the data (summarization of findings)findings)

V.V. Discussion of the data (detailed)Discussion of the data (detailed)A.A. Relationship to findings in the literatureRelationship to findings in the literature

B.B. Relationship to predictions based on theoryRelationship to predictions based on theory

C.C. Relationship to literary / cultural contextRelationship to literary / cultural context

IV.IV. Presentation of the data (summarization of Presentation of the data (summarization of findings)findings)

V.V. Discussion of the data (detailed)Discussion of the data (detailed)A.A. Relationship to findings in the literatureRelationship to findings in the literature

B.B. Relationship to predictions based on theoryRelationship to predictions based on theory

C.C. Relationship to literary / cultural contextRelationship to literary / cultural context



VI.VI. ConclusionConclusionA.A. Implications for current knowledge in the fieldImplications for current knowledge in the field

B.B. Theoretical implicationsTheoretical implications

C.C. Implications for our understanding of the literary / cultural Implications for our understanding of the literary / cultural contextcontext

D.D. Implications for future researchImplications for future research

VII.VII. References and BibliographyReferences and Bibliography

VIII.VIII. AppendicesAppendices

VI.VI. ConclusionConclusionA.A. Implications for current knowledge in the fieldImplications for current knowledge in the field

B.B. Theoretical implicationsTheoretical implications

C.C. Implications for our understanding of the literary / cultural Implications for our understanding of the literary / cultural contextcontext

D.D. Implications for future researchImplications for future research

VII.VII. References and BibliographyReferences and Bibliography

VIII.VIII. AppendicesAppendices


PreliminariesPreliminaries

Title pageTitle page

Table of ContentsTable of Contents

List of Figures / List of TablesList of Figures / List of Tables

AcknowledgementsAcknowledgements

AbbreviationsAbbreviations

GlossaryGlossary

AbstractAbstract

BodyBody

Chapter 1Chapter 1

Chapter 2…Chapter 2…

Chapter 7Chapter 7

End MatterEnd Matter

ReferencesReferences

BibliographyBibliography

AppendicesAppendices


Rhetorical PrinciplesRhetorical Principles

• Inventio, Dispositio, Elocutio, Memoria, Actio

• Logos, Ethos, Pathos, Bathos, etc.

• Triangulations for best effect!

• Inventio, Dispositio, Elocutio, Memoria, Actio

• Logos, Ethos, Pathos, Bathos, etc.

• Triangulations for best effect!


Me, an Academic Writer?Me, an Academic Writer?

• When given an ‘academic’ writing assignment, or any kind of writing assignment, what are your immediate feelings and thoughts?

• When given an ‘academic’ writing assignment, or any kind of writing assignment, what are your immediate feelings and thoughts?

30


Satisfying Academic Audiences: Issues of Style

Satisfying Academic Audiences: Issues of Style

When someone says academic writing, what features characterize that kind of writing for you?

When someone says academic writing, what features characterize that kind of writing for you?

31


Academic WritingAcademic Writing

• Complexity• Formality• Objectivity• Explicitness• Hedging• ResponsibilityResponsibility

• Complexity• Formality• Objectivity• Explicitness• Hedging• ResponsibilityResponsibility32

Microsoft Word Document


SourcesSources

• Critical Thinking—Demo, Center for Teaching Excellence, University of South Florida (2005) “Bloom’s Taxonomy Pyramid” [online], available: http://www.cte.usf.edu/materials/institute/ct/index.html [accessed: 15 Aug. 2008].

• Ebest, S.B., Alred, G.J, Brusaw, C.T. and Oliu, W.E. (2005) Writing from A to Z: The Easy-to-use Reference Handbook, 5th ed. Boston: McGraw Hill.

• K U Writing Center (2009) Academic Integrity, University of Kansas Writing Centre [online], available at: http://www.writing.ku.edu/students/guides/integrity.shtml [accessed July 12, 2009].

• Leedy, P. and Ormrod, E. (2005) Practical research: Planning and Design (8th edition). New Jersey: Pearson Education International.

• Murray, R. (2006) How to Write a Thesis, 2nd ed. Maidenhead, England: Open University Press.

• UEfAP.com 2008 Writing: Rhetorical Functions, Comparing and Contrasting Exercise 2 [online], available: http://www.uefap.com/writing/exercise/function/compcon2.htm [accessed Aug 16 2008].

• Critical Thinking—Demo, Center for Teaching Excellence, University of South Florida (2005) “Bloom’s Taxonomy Pyramid” [online], available: http://www.cte.usf.edu/materials/institute/ct/index.html [accessed: 15 Aug. 2008].

• Ebest, S.B., Alred, G.J, Brusaw, C.T. and Oliu, W.E. (2005) Writing from A to Z: The Easy-to-use Reference Handbook, 5th ed. Boston: McGraw Hill.

• K U Writing Center (2009) Academic Integrity, University of Kansas Writing Centre [online], available at: http://www.writing.ku.edu/students/guides/integrity.shtml [accessed July 12, 2009].

• Leedy, P. and Ormrod, E. (2005) Practical research: Planning and Design (8th edition). New Jersey: Pearson Education International.

• Murray, R. (2006) How to Write a Thesis, 2nd ed. Maidenhead, England: Open University Press.

• UEfAP.com 2008 Writing: Rhetorical Functions, Comparing and Contrasting Exercise 2 [online], available: http://www.uefap.com/writing/exercise/function/compcon2.htm [accessed Aug 16 2008].

Documents

19/10/2015 Regional Writing Centre1 BA in Human Resource Management: Writing an FYP Lawrence Cleary, Patricia Herron, Dr. Íde O’Sullivan, Research Officers