This book is for graduate students--and others--who want to become more productive writers. It's especially written for those who want to: •increase their motivation, focus, and persistence to move a ...project to completion •overcome procrastination and perfectionistic tendencies •reduce (or write in spite of) their anxiety and fear of writing •manage their time, work, energy (and advisor) for greater productivityWhile Jan Allen recognizes that writing is not an innate talent for most of us, she demonstrates that it is a process based on skills which we can identify, learn, practice and refine. She focuses both on the process and habits of writing as well as on helping you uncover what kind of writeryou are, and reflect on your challenges and successes. With a light touch and an engaging sense of humor, she proposes strategies to overcome procrastination and distractions, and build a writing practice to enable you to become a more productive and prolific writer.
Students are generally required to demonstrate diverse skills when writing their bachelor thesis. Accordingly, examiners are expected to consider all these skills when assessing the thesis, regularly ...with one overall grade. In this study, we examine which criteria of a rubric contribute most to the overall assessment. The study is performed through quantitative analyses of 318 theses of undergraduate biology students. The analyses demonstrate that all criteria scores are predictive, but that scientific quality and professional attitude give the best prediction of thesis grade, together with structure. The predictiveness of scientific quality and professional attitude correspond with the instructions given to examiners that these are important criteria to consider. Presentation-related criteria scores on writing skills and expressing catchy and justifying titles give the lowest prediction of grade. This study identifies that some criteria appear more predictive for low grades than for high grades, with professional attitude being a good predictor for low grades and abstract being a good predictor for high grades. We recommend similar analyses for students to help them prioritise the most relevant criteria, for supervisors to instruct students on these criteria, and for education managers to evaluate whether bachelor theses are assessed on the criteria they find most relevant.
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Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
This paper aims to conduct a critical review of the academic works on railway history in Brazil. We read and analysed 492 theses and dissertations by graduate students in Brazil (published from 1974 ...to 2020). A qualitative and quantitative approach was used over time to characterise the increasing production of academic theses and dissertations on railway history in Brazil and which authors, bibliographies, archives, and historical sources have become essential for railway researchers. The results of this review indicate that several academic areas are interested in the theme and some authors have become references to the most varied railway studies. In recent decades, authors who research more specific subjects have gained greater visibility in graduation essays. The bibliography of their studies should be interpreted according to how sources change with time. Authors of the reviewed papers had to use alternatives to research railways due to archival issues and instability of access to documents.
Advanced doctoral students whose dissertations are substantially concerned with the history of cartography are invited to contact the editor of this section (Dr Elizabeth Baigent, Wycliffe Hall, ...Oxford OX2 6PW, UK; elizabeth.baigent@wycliffe.ox.ac.uk) to discuss the submission of a short article. For a list of doctoral theses in progress see
http://www.maphistory.info/futurephd.html
.
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Dostopno za:
BFBNIB, DOBA, INZLJ, IZUM, KILJ, NMLJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK, ZRSKP
Supervisory feedback is crucial for students to accomplish graduate research and learn from the process. Despite its importance, supervisory feedback on master's theses has been under-researched. ...This article presents the findings of a mixed-methods study that examined supervisory feedback on English medium master's theses in the English-as-a-foreign-language context of Nepal. The study sample consisted of 118 thesis drafts and 32 interviews across four disciplines at a comprehensive public university in Nepal. Analyses revealed that a considerable amount of supervisory feedback was outright criticism, which students found demotivating, discouraging, and self-esteem busting. Overall, supervisory feedback seemed to create little affordance for students' academic discourse socialisation. The analyses also demonstrated disciplinary variations in the formulation and functions of feedback comments. Pedagogical implications derived from findings are provided to enhance the effectiveness of supervisory feedback.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
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