Steps To Writing A Research Paper Research 1) careful or diligent search and 2) studious inquiry or examinationespecially investigation or experimentation aimed

at the discovery and interpretation of facts. The purpose of writing a research report is to clearly communicate what you have learned through your research. Set Work Schedule/Timetable Since you will have several weeks to complete a research paper, it is easy to ignoreand thus put off requirements that are not due immediately. Use a checksheet, like the one following, to keep you on schedule. First, write in your final due date and work backwards to today. Identify General Topic and Begin Library Work Brainstorm topics that interest you, subjects you want to know about. Select one topic you want to read about, don't already have a strong opinion about, and have some background to understand. Before you begin to research, take time to learn to use the various library resources. Clarify Required Documentation Style You must credit the authors of all the facts and opinions you use in your paper; you must document your sources. Although there are several different documentation styles, your instructor will require/recommend one specific styleprobably MLA or APA. Consistent, accurate documentation is critical to good research. Read To Narrow Topic Read several general pieces about your topic to help you decide which aspect of the subject will be your focus. Once you narrow your topic, run a preliminary data base/indices search to be sure there is enough accessible material to support your research in that area. Decide if your primary purpose is to explain or persuade. Draft Preliminary Thesis Like any good thesis statement, your research paper thesis must state your controlling idea about your topic. Keep revising your thesis statement until you clearly communicate your controlling idea. Begin Research and Notetaking Without purposeful, critical reading and meaningful, accurate notetaking, you cannot produce a good research paper no matter how excellent a writer you are. Always note complete citation information. Draft Tentative Working Outline This informal outline will help you organize the main ideas, major and minor details, you want to use to develop and support your thesis. In addition, outlining helps you present ideas in a logical order. Continue Research and Notetaking Draft Final Outline If an outline is required, it should use the conventions of formal outlining. Refine Thesis and Write First Draft From your reading you should be ready to rewrite your thesis statement into a clear, brief sentence that precisely focuses your paper. Your draft should be a well-crafted combination of direct quotes, idea summaries, paraphrased ideasall properly creditedand your original writing. Read to Fill-In Any Gaps In Research Develop Works Cited Sheet In addition to citing with parenthesis in the body of the paper, you must develop a list of Works Cited at the end of your paper(an alphabetical listing of all your sources in the style your instructor requires).

Write Draft Two, Three, Four... Remember, the key to good writing is rewriting. Having someone, like a tutor, read your draft may be helpful. Edit, Format and Double-Check Citations Complete Final Draft and Proofread Put these strategies into practice with the check sheet below. As soon as your research report is assigned, write in all task due dates including the final composition date. Be sure to add any additional tasks your instructor requires. Even if your instructor doesn't impose intermediate dates, to keep yourself on target you should set your own completion date for each step in the process. Check sheet for Writing a Research Report Days I Can Work On Must Due Task Turn In Date __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____

Research Report Writing Tasks Set Work Schedule/Timetable Identify General Topic, Begin Library Work Clarify Required Documentation Style Read to Narrow Topic Draft Preliminary Proposal Begin Research and Note taking Draft Tentative Working Outline Continue Research and Note taking Draft Final Outline Refine Thesis and Write First Draft Ready to Fill In Any Gaps Develop Works Cited Sheet Read, Revise and Write Additional Drafts Edit, Format and Double-Check Citations Complete Final Draft and Proofread Final Paper Due

Steps for Writing the Thesis Proposal The following is adopted from Lawrence Locke, Waneen W. Spirduso, and Stephen Silverman, Proposals That Work, 1993. 1. Browse (the literature Eric or Other Databases). Converse. Think. -A good start would be to click on Other Databases and go to the Wilson Web Education Full Text and use the search words: Reading Teaching methods Evaluation 2. Idea sprouts. "What if?" "Why does?" 3. Narrow down. What do I want to know? Still worth pursing?

No back to #1 Yes go to #4 4. Formulate a clear, specific question. 5. Determine why answer might be important. 6. Survey relevant literature (Eric or Other Databases). Clear answer provided? YesAnswer well known? Yes back to #1 No - Write article. Submit to journal No go to #7 7. Intensive review of literature ERIC documents in microfiche at library, Journals (interlibrary loan) Clear why no answer? No - continue intensive review of literature YesReason for no answer remediable? No back to #1 Yes go to #8 8. Determine which alternative form of inquiry is most appropriate 9. Rough out design of study 10. Determine which alternative method of measurement is most appropriate 11. Determine which alternative method of analysis is most appropriate 12. Review and refine design so that meaning of all possible results is clear 13. Specify all procedures in detail 14. Prepare first full draft of proposal Chapter 1 contents - click here for powerpoint Chapter 2 - Review of Literature Chapter 3 - Methods - click here for powerpoint reviewing Ch 1 & 2 and Introducing content of Ch 3 References - For a quick guide to APA references click here - go to the following site for an APA online style guide - http://www.apastyle.org/elecref.html Appendices - (e.g., copy of your survey instrument,)

15. Share and discuss with colleagues and advisors. Significant flaw revealed? Yes return to appropriate step between 8 and 14 f remediable No go to #16 16. Prepare revised draft proposal 17. Present to committee. Explain, defend, and support. 18. If you are using human research participants, the participants (or their parents, if under 18 years of age) may have to complete the form found by clicking here.

Thesis writing
What is a thesis? A thesis consists of an argument or a series of arguments combined with the description and discussion of research you have undertaken. In the case of a PhD and an Ed D, and to a lesser extent, a Masters (research) thesis, the research is expected to "make a significant contribution to the chosen field" (Phillips and Pugh, 1994: 23). This does not mean to revolutionise the field (though some PhDs may). You are expected to review critically the available publications in the field and attempt to add an element of original research to it. This may simply mean that you adapt someone else's research plan for the situation you want to investigate; in this way you extend the knowledge about an area. Your supervisor will advise you about suitable research. Minor theses (eg, for coursework Masters programs or Honours theses) may also contribute to the knowledge in the field, though the main requirement is that they provide evidence of an understanding of the field. Reporting on minor research studies may take a wider variety of shapes than the minor thesis. Accompanied by appropriate commentaries and adequate discussion of the related issues in the field, videotapes, books, and works of art and literature have all satisfied the requirements for Master of Education coursework programs research report. Preparing to write/research The following recommendations may help you to work efficiently, and, eventually, confidently while carrying out and presenting your research. Know your role as a researcher The general responsibilities of a PhD and EdD student and their supervisors are set out in the Research Degrees in Education Handbook and the University handbook for research students. Many of these responsibilities are also applicable to M Ed students and writers of theses and their supervisors. An important feature of these stated responsibilities is the expectation that a researcher will be fairly independent, and that he/she will ask for help when it is needed rather than expect the supervisor to infer this need. On the other hand, it is the responsibility of the supervisor to teach the beginning researcher how to develop a focus, conduct research and write about this (possibly simultaneously). Remember, though, that in the Australian academic tradition, teach does not mean tell; rather, it means guide. It is not easy to ask for help, especially when you are feeling surrounded by unachievable tasks and incomprehensible texts. Just remember that independence is related to expertise. No-one can reasonably expect a beginning researcher to know all there is to know about research or about the field they are working on. Nor can a supervisor guess when you feel like you're drowning in a sea of unknowns. You have to tell them that you need to know what the next step should be (and negotiate

this with them), or ask them to help you identify the important areas in a field, or to tell you how to go about finding out which central theorist to begin reading. Your sense of independence will grow, and your questions will change as you progress. Research students may find that an intensive schedule of consultations with the supervisor is necessary in the initial stages. Supervisors may take a more dominant role at this point (usually because they feel they have to help you get things started). If you feel that you are losing a sense of this being your work, think carefully about the direction you would like it to take and discuss this as soon as possible with your supervisor. You should meet your supervisor on average at least once a fortnight. Plan small, achievable tasks to do between meetings, rather than huge assignments. Research students often feel disappointed with the amount of work they achieve in a given time, because their aims are overambitious, or because they do not realise how complicated a task is (Phillips and Pugh, 1994). If you want to discuss something you have written with your supervisor, provide a copy of it at least three or four days prior to the meeting if it is a short piece, more for a longer piece. Get to know the software available to help you For all students, it will be very important to know how to use a computer for accessing information and writing the thesis. Courses on the use of software are available in the University, and support (not courses) is available in the Faculty. Endnote is a very useful program available to you. Find out how the software can help you to do tasks like fill in citations, maintain a consistent style, create a Table of Contents, and import work done on other software. You must also get to know how to use the systems in the library and the LMR/Faculty library (on-line on students' computers) which provide information needed to find publications. Courses are available for these. Ask the Faculty library (LMR) or the Education librarian(s) in the main library. Decide on the set of writing conventions you will follow Conventions are the rules you need to follow in writing regarding citations, bibliographies, style (eg, language free of gender bias), page setup, punctuation, spelling, figures and tables, and the presentation of graphics. Note that computer programs such as EndNote are available on Faculty computers, so you may like to find out which systems of conventions they employ and choose accordingly. Programs such as Word for Windows include templates for dissertations (and other kinds of writing); these help you to maintain a consistent use of conventions throughout your thesis. You should discuss conventions with your supervisor at the beginning stages. If you need any help understanding how the conventions work, you may consult Rosemary Viete or Steve Price (9905 5396) or by email: rosemary.viete@education.monash.edu.au and steve.price@law.monash.edu.au. Manuals are available in the LMR and the bookshop. Look at other theses in the field Hundreds of theses are available for your perusal in the LMR. Look at ones in your field to get ideas about the main features of their: organisation language use use of subsections and styles for the heirarchy of headings/subheadings page numbering and font It will help you a great deal in the final stages if you have decided early on the conventions, the font and the use and style of subheadings and headings, and use them consistently. Many programs, including Word, can help you to create and manage heading styles, and to use this to later generate your Table of Contents. Remember that writing is a thinking process

When we write, we often change or considerably develop what we think. Writing is not just translating into words the images of our thoughts; it's not as simple as that. In writing, we may transform our thoughts, redefine them or, with great pain and effort, give shape to our ideas. Thus, it is important to give ourselves time to write. Many students find it helpful to begin writing early in the process of doing a research degree. With the time constraints on a thesis writer, an early start is imperative. Remember, what you write is not necessarily what you will print in the final draft (though in some parts it may be). It is not necessary, in fact it is often impossible, to do all the thinking and then 'write it up'. It is also important to remember that writing is experienced differently by different people, and the processes they prefer are also different. Chandler (1994) categorises writers as: Architects (those who consciously pre-plan and organise and do little revision); Watercolour artists (who try to write a final draft on the first attempt - little revision); Bricklayers (who revise at sentence and paragraph level as they proceed), and Oilpainters (who pre-plan little but rework text repeatedly). Into (or in between) which category(ies) do you think you fall, if any? It is useful to know how you prefer to go about writing academic pieces, but you may actually find it useful to try out other ways with a thesis, since this is probably a considerably longer piece of work than any you have undertaken before. Preparing proposals and applications to the Ethics Committee If you are writing a thesis for a PhD or an EdD, you will have to prepare a proposal in order to show your department and supervisor that you have developed a suitable focus for your research. In the case of an M Ed thesis, the same may apply. A separate booklet (blue) provides an outline of the contents of a proposal. Sample proposals are also available from Rosemary Viete. As soon as you have worked out what you wish to do, you should establish whether or not you need to apply to the University Standing Committee on Ethics in Research on Humans (SCERH) for approval of your research. If you are going to observe, talk to, consult or deal with living human beings (or animals) in any way, significant or minor, you must apply for approval. Applications involve detailed explanation of what you will do, so it is important to think about your methods at an early stage., and in particular to think about how any participants you work with will be protected from harm. Applications are filled out on a proforma available at the following address: http://www.monash.edu.au/resgrant/. The Committee may take some time to consider your application; it is well worth making your application a good one, so it isn't rejected (if you are well-advanced in writing your proposal, this will help in filling out the ethics forms). You are not permitted to undertake any research involving people or animals until you have approval. It is important to work on this application as early as possible. Components of a thesis Theses come in various sizes. The components of many theses are similar although their functions and requirements may differ according to the degree they are presented for. The components and their functions and characteristics are set out below. Note that not all theses must contain all components. Consult with your supervisor and the regulations governing your degree to identify which components you need. A notable exception from the following format are theses that do not have an empirical element, and historical studies. The ways in which data are related to the literature can vary enormously, so that there may be no clearly defined differentiation of function amongst your chapters regarding literature and data presentation.

COMPONENTS of A THESIS: FUNCTIONS and CHARACTERISTICS Cover page Identifies topic, writer, institution, degree and date (year and, if you like, month). Title, candidate's name and qualifications, degree aimed at, faculty, university, month and year presented.

Acknowledgements To thank anyone whose support has been important for your work. The supervisor generally receives the first vote of thanks. Dont forget your participants (Though remember confidentiality). This section is the least bound by convention. You may speak from the heart.

Table of Contents Lists all major divisions and subdivisions marked by numbers and indicates which page they are on. The titles and subtitles of sections should appear in a style and size consistent with their position in the heirarchy (see style manuals for help in selecting your system). Numbering hierarchy: 1, 1.1, 1.1.1, 1.1.1.1

Lists of Tables / Figures / Illustrations / Appendices Lists all of these and the pages on which they appear. A separate section is used for each of these categories (It is often handy to number such items using the chapter number first: eg, Fig 1.1, Fig. 2.1, Fig.2.2, etc.).

Introduction (may be given a more descriptive name) Provides background information and rationale for the research, so that the reader is persuaded that it will be useful/interesting. It usually also serves as frame within which the reader reads the rest of the thesis. Provides background information related to the need for the research. Builds an argument for the research and presents research question(s) and aims. May present a theoretical starting point. For a minor thesis, it usually includes methodology. Gives an outline of subsequent chapters.

Literature Review (this may consist of more than one chapter with descriptive titles) To show the reader/examiner that you are familiar with issues and debates in the field (you need to explain these and discuss the main players' ideas. To show the reader that there is an area in this field to which you can contribute (thus, the review must be critically analytical). This is the section where you cite the most, where your use of verb tense becomes most important in conveying subtle meanings, where you must beware of unwarranted repetition. This is where plagiarism becomes an issue. You must remember to discuss theory which is directly relevant to your research. In a minor thesis, this may be incorporated into other parts of the piece presented (eg, in the introduction, throughout a video, in a discussion). Alternatively a literature review may be the main

source of data, and fulfill the aims of the thesis, in which case it may need to consist of one or more large chapters. Methodology Presents an understanding of the philosophical framework within which you see your inquiry (ie, discusses epistemology of the research - using literature). Presents a rationale for the methodological approach (using literature). Describes and justifies the methods of research and analysis (using literature). Reveals the boundaries of the research (this may occur instead in the Introduction). Describes what you did (past tense) for selection of site, participants, data gathering and analysis. It may include illustrations (eg, a timeline depicting stages/steps in the research). In minor theses, this section may appear in the Introduction. Describes steps taken to ensure ethical research practice (shows you are a serious researcher who takes account of how research may affect participants).

Results Presents the data and findings, ordered/analysed in ways justified earlier (methodology). Past tense is a feature here (usually). Data in tables should be carefully set out, checked and discussed.

Discussion Discusses findings, drawing out main achievements and explaining results. Makes links between aims, and findings (and the literature). May make recommendations these could appear in the Conclusion chapter.

Conclusion Draws all arguments and findings together. Leaves the reader with a strong sense that the work you set out to do has been completed, and that it was worthwhile. Summarises major findings. Presents limitations. Presents implications. Suggests directions for future research. Ends on a strong note.

Appendices Provides a place for important information which, if placed in the main text, would distract the reader from the flow of the argument. Includes raw data examples and reorganised data (eg, a table of interview quotes organised around themes). Appendices may be named, lettered or numbered (decide early).

References (for minor thesis) / Bibliography(for major thesis)

Shows the reader which texts/materials you have consulted. Is in alphabetical order. May be annotated, though usually is not. Should not include works you found of no use.

Glossary/Index Helps reader where the context or content of the research may be unfamiliar. A list of key terms/topics.

Although these components appear approximately in the order in which they are presented in a thesis, they may appear in a slightly different order (especially the sections of the body of the thesis). You are very likely to compose them in a completely different order. The introduction is often written late, and is certainly revised in conjunction with the Conclusion, and the abstract should be written last. When in doubt, consult your supervisor!

Computer Science Thesis Writing

Still hesitating whether you should write a computer science thesis? There are certain hints that point at your competence in choosing and writing one. These hints are your high GPA level that proves you have enough academic experience to write a computer science thesis. It is also your ability to freely write in English and your outstanding skills for oral presentation and defense of a computer science thesis. Finally, it is your knowledge of the computer language that is not last when it comes to working on a computer science thesis.

Computer Science Theses: The Program

In a computer science thesis one part of your writing should be practical. It means that you as a researcher will have to come up with a computer program. Your topic will have to be developed into a certain project. Some specialists advise you to use good software engineering techniques to make a computer science thesis polished. In this part you will have to deal with three important documents:

1. Requirements Documents. In a computer science thesis this part is essential. It explains what the
program is to do. Write it in style of listing requirements for a successful completion. Do not forget to describe it not only from scientific, but from users point of view, as well. 2. Specification Document. The aim is clear from the heading this part of a computer science thesis explains stated requirements for a program in greater details, from your scholarly position. 3. Design Document. This part of a computer science thesis has to be written before the program. You should provide listing of data, algorithms and steps you will take when working on practical part. Computer Science Theses: Tips on Writing

A common mistake done by almost every student working on a computer science thesis is writing both parts of a thesis separately. Usually one thinks that a program should be written first, and the second part of the computer science thesis will come out naturally. No, it will not. Process of working on two parts of the paper must be parallel. One will come out of another. Start working on a computer science thesis as early as possible. You will see that there are many little things that will have to be settled.

Problem Statement When to use it Use it when defining the problem, to get a clear definition of what you want. Use it to cause people to all focus their ideas in the same area. Use it as a discussion point to help people understand what is needed. How to use it When starting to solve a creative problem it is a good idea to define the problem you are trying to solve. Discuss the context Start by discussing the overall context and situation in which the creative activity is aimed. Chunk up to see the bigger picture and all the actors involved. Seek the pain Solving problems often means removing pain, difficulty, discomfort and unhappiness of some sort. So look at the people and ask why there lives are not perfect. Seek where they are unhappy. Find where they are doing unnecessary work. Root out the pain in their lives. Seek pleasure, too 'Problem solving' sounds like a negative thing and can lead people to focus only on pain. You can reverse this by looking for ways to increase happiness and comfort, for example giving people things they never even realized they wanted. Write down problem statement drafts Write down more than one draft of the problem statement. Remember that defining the problem is almost a complete project in itself and you may benefit from going through iterative stages of convergence and divergence. Resolve differences Listen and write down everybody's opinion of what the problem really is. Find the points of agreement and then discuss the differences. Discover how they are thinking differently and why they have concluded that the problem is different. KISS Keep the final problem statement simple. Find a balance between something that is simple and easy to remember and something that is comprehensive and covers all bases. A good way of doing this is to use a short sentence that is a trigger to the conversations you have had. Balance Also remember to balance close focus with enough space for creative exploration. If the problem statement is too broad ('Save the whales') then probably will be insufficient focus on finding a practical single solution. If the problem statement is too narrow ('Get customers to buy this one product tomorrow') it may miss broader opportunities. Only you can tell which is best, by the way. But do explore.

Example Not a good example: 'We are going on a round-the-world journey in which we need to make sure that we always are ready for whatever things the world will throw at us and in consequence we need to have some kind of way of detecting when we are about to run into problems with some of the environmental issues that we will face that threaten our subcutaneous conditions.' A better example: 'How to keep skin safe from the sun' How it works Stating the problem may seem obvious, yet many creative efforts fail because the problem is either unclear or it is focused in the wrong place. If people have different opinions of what the problem really is, they will constantly diverge and never be able to find closure on a suitable solution. The way you state a problem is half the problem and half the solution. Once you have identified a good problem statement, sometimes the solution is so obvious that you need little, if any, creative thought afterwards.