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❶Marking a dissertation usually requires the marker to comment on the extent to which the research questions have been addressed. You are commenting using your Twitter account.

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The third layer of bubbles contained findings from our mud map recorded in the photos on my phone that we thought fell under these themes.

As we wrote the findings into the bubbles we shifted the wording to find shorter ways of saying the same thing and started to blend some of the findings together. This process enabled us to see how some findings from the mud map might fall under multiple themes, which suggested a satisfactory repetition was emerging. You know you have a thesis on your hands when you feel like you are saying the same thing over and over, but in a slightly different way every time.

This is a stylistic choice — there is no right or wrong way to do it, but the diagram lets you imagine different results and discuss the implications of the various choices. We took several photos as this diagram evolved and changed to present different options.

At this point I was happy. I know I can work from a spider diagram, but Wendy was still not comfortable. She is a more creative person than me and was worried that she would muck around and just find more and more connections — a fair point.

So I suggested we try using a matrix. While a spider diagram encourages you to see connections, a matrix forces you to think about hierarchy. The snowflake method is a technique used by novel writers. It involves making a simple outline, which becomes more and more complex as the writing develops.

We started by drawing a table like this:. The last column is a list of subheads. Each of these subheads will have words — a page of text. To further develop the snowflake, Wendy will write at least four points under each subhead, to make paragraph headings. With a little manipulation these paragraph headings become topic sentences for each paragraph. From a huge mess of ideas the writing task now looks much simpler — just a matter of picking off the paragraph you want to tackle and writing — words.

Of course, in practice writing is not that easy, but this process does help you see the wood instead of the trees. Got any tips on the discussion chapter? Have you used any methods like the ones outlined here? What works well for you? How do I start my discussion chapter? I think grounded theory is one of the most mis-used terms in research, ever. The practical tools you describe are great, however the theoretical aspects could use a bit more attention.

The processes of coding and classifying concepts using grounded theory is a whole world in itself and would be worthy of an entire post at some point. Tell the reader what they need to know and try to organise the information in a way that makes the most sense to you and your project.

If in doubt, discuss this with your supervisor before you start writing. If you have conducted things like interviews or observations, you are likely to have transcripts that encompass pages and pages of work. Putting this all together cohesively within one chapter can be particularly challenging.

This is true for two reasons. Secondly, unlike quantitative data, it can often be difficult to represent qualitative data through figures and tables, so condensing the information into a visual representation is simply not possible. As a writer, it is important to address both these challenges. When considering how to present your qualitative data, it may be helpful to begin with the initial outline you have created and the one described above.

Within each of your subsections, you are going to have themes or headings that represent impactful talking points that you want to focus on. If you have used multiple different instruments to collect data e.

This is so that you can demonstrate to more well-rounded perspective of the points you are trying to make. Once you have your examples firmly selected for each subsection, you want to ensure that you are including enough information. You must set up the examples you have chosen in a clear and coherent way.

Students often make the mistake of including quotations without any other information. Usually this means writing about the example both before and after.

This was a focal point for 7 of my 12 participants, and examples of their responses included: The reoccurring focus by participants on the need for more teachers demonstrates [insert critical thought here].

By embedding your examples in the context, you are essentially highlighting to the reader what you want them to remember. Aside from determining what to include, the presentation of such data is also essential. Participants, when speaking in an interview might not do so in a linear way.

Instead they might jump from one thought to another and might go off topic here and there. So the quotes need to be paired down to incorporate enough information for the reader to be able to understand, while removing the excess.

Finding this balance can be challenging. You have likely worked with the data for a long time and so it might make sense to you. Try to see your writing through the eyes of someone else, which should help you write more clearly. Something to consider first with numeric data is that presentation style depends what department you are submitting to. In the hard sciences, there is likely an expectation of heavy numeric input and corresponding statistics to accompany the findings. In the arts and humanities, however, such a detailed analysis might not be as common.

Therefore as you write out your quantitative findings, take your audience into consideration. Just like with the qualitative data, you must ensure that your data is appropriately organised.

There are many software programs available and it is important that you have used one that is most relevant to your field of study. For some, Microsoft Excel may be sufficient for basic analysis. Whatever program you have used, make sure that you document what you have done and the variables that have affected your analysis.

One common mistake found in student writing is the presentation of the statistical analysis. During your analysis of the data , you are likely to have run multiple different analyses from regressions to correlations.

Often, we see students presenting multiple different statistical analyses without any real understanding of what the tests mean. Presentation of quantitative data is more than just about numbers and tables. You could also explain how they relate to the research question. However, depending on how you have organised your work, this might end up in the discussion section.

Students who are not confident with statistical analysis often have a tendency to revert back to their secondary school mathematics skills. They commonly document the mean, median, and mode for all of their results. Now, these three outcomes can be important. But having a good understanding of why you are proceeding with this strategy of analysis is going to be essential in a primarily quantitative study.

That noted, there are different expectations for an undergraduate dissertation and a PhD thesis, so knowing what these expectations are can be really helpful before you begin. Depending on the presentation of your dissertation, you may be required to print out a final copy for the marker s.

In many cases, this final copy must be printed in black and white. This means that any figures or graphs that you create must be readable in a black and white or greyscale format.

This can be challenging because there are only so many distinct shades of grey. In a pie chart, you might show one section as purple and the other as green. Yet when printed, both the purple and the green translate to approximately the same shade of grey, making your graph suddenly unreadable.

Another common error is overwhelming the reader with graphs and tables. There is no correct or incorrect number of graphs that should exist within the section, but you should use your judgement about what looks appropriate. The final mistake we see is the duplication of writing or absence of writing when presenting a graph. Some students will present their findings in a graph or table and then write out this information again below the graph. This defeats the entire purpose of using the graph in the first place.

So avoid this at all times. Conversely, other students sometimes include a graph or figure but nothing else. Doing this denies the reader of context or purpose of said graph or figure. At some point, a balance needs to be struck where the reader has the information they require to really understand the point being made within the section.

The structure of your discussion chapter is really going to depend on what you are trying to do and how you have structured your findings. If you chose to structure your findings by theme, it might make sense to continue this into the analysis chapter.

Other people might structure it according to the research questions. This clearly indicates to the reader how you have addressed your study. Marking a dissertation usually requires the marker to comment on the extent to which the research questions have been addressed.

So by structuring a dissertation that lays out each research question for the marker, you are making their job easier.

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The discussion section of dissertation is probably the most complicated one. The reasons are that this part is the most discursive and interpretative. In it, you will evaluate the results of your study about the hypothesis and research questions as well as about the current research.

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Dissertation Discussion Help for the Best Results Ever Most students find dissertation discussion chapter the most challenging one for a number of reasons. The common problem all learners encounter is a lack of time. The results and discussion, including conclusion and recommendations, are probably the most substantial sections of your dissertation. Once completed, you can begin to relax slightly: you are on to the last stages of writing!

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The discussion chapter of your dissertation summarizes the results of your research and compelling discussion chapter may require professional help. The discussion is generally the longest section of your dissertation, and it's a good idea help your readers to follow your lines of reasoning. By dividing the discussion up using sub-headings (or, at the very least, clear paragraphs), you'll avoid large chunks of text and help your readers navigate a smooth passage through your work.