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How To Write A Term Paper; Thesis; and Dissertation (Ph.D.)
THIS UNIQUE FORMULA IS DERIVED FROM “THE POLITICS OF EDUCATION AND YOUR STEP BY STEP FORMULA TO
ACADEMIC ACHIEVEMENT AND ACCEPTANCE”
Chapter I: Selection of a Title
Whether the title is given to you, or you choose it, there are some essential components which
one must be aware of in order to achieve scholastic success. This will apply through all the
chapters subsequently. For example, when choosing a title;
- Refer to largest body of literature within your respective fields of study. This will
insulate you and make your research paper more difficult to criticize from the perspective
of the professor;
- Keep your variables to a minimum (ideally two). With two thoughtful or thought out
variables, one can comprise a sound composition - - and make a point! Why bite off more than
you can chew;
- Do not try to be innovative or ground breaking. You only make your project more difficult
for yourself; and furthermore, by nature, the academia is conservative. By and large, they
favor traditional topics (subject matter);
- Be aware of which theorists and writers your professor or advisor prefers. This should be
evident in the general course work. Professors are human like everybody else (surprise!!!) and
have their own biases. A paper written on a topic which your professor favors, or a slant on
your research paper stands a much better chance of getting a higher grade than on one which is
not “likeable” to your professor. This can negatively impact your final grade;
- Finally, gain professor’s approval (or verbal commitment) on your title prior to
proceeding. I have seen far too many papers rejected simply because the professor does not
find the title, the statement of the problem, etc. acceptable. Better be safe than sorry.
Chapter IA
There are a variety of approaches one may assume when composing a thesis, dissertation, or
term paper. The essential question is - what determines a good or bad research title?
- Be sure there are sufficient references to pursue a viable study. If your premise is flawed,
then so too will be your study.
- Be sure your research paper is one you can prove. Both of the aforementioned can take
different directions as already indicated in the “listing of examples”
- Keep the number of variables or elements to your title to a minimum, as previously indicated.
- Make sure your title is practicable. It should be something substantial which will both
enlighten and inform the reader when it is completed, while imposing the minimal amount of
research/writing on yourself. There are ways to do this and they are expounded in the larger
book as previously mentioned.
- Is it interesting? It should be a study or investigation that will attract the readers
interest although taking care to avoid any sense of false need to be innovative or ground breaking.
This can be a rather fine line and we have provided illustrations and examples for you as to
what makes a good sample choice for a title, and what makes for a bad one - - and why. However, for
benefit of your own insight, we will use one of the examples extracted from the larger book. A
sample of a good title choice would be: “the relationship between nutrition and academic
performance amongst primary school children.” What makes this a good title?
Answer:
- Variables are concise and kept to a minimum (three, i.e. (1) good nutrition; (2)
academic achievement; and (3) primary school children). You could have even gone with number
(1) and number (2) and left out number (3), i.e. “primary school children” if you wished,
and still came up with a sound title.
- All are: (a) easy to define; and (b) easy to prove. Keep in mind, whatever you put to
paper, you must prove.
- The topic is clearly relevant to most any grade level.
- This title should be appropriate within the fields of education as well as health
and/or nutrition.
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An analogous/example of a bad title choice sample
along the same lines would be: “the role of good versus bad nutrition and
hyperactivity in the classroom as well as it effects on math and reading
scores.”
This is a sample of a bad title choice. It is far too ambitious and the writer will
not only have to prove everything he or she states, but has bitten off far more
than necessary.
Specifically:
- This title is clearly laden with too many variables, all of which must be both
defined as well as justified or proven.
- One will likely find some discrepancy in what is “good” versus “bad” nutrition, potential
pitfall easily avoidable at this beginning stage.
- Hyperactivity: there is a pantheon of literature on the subject already. This too must
be properly defined as well as placed within it appropriate context given the other
variables and purpose of the study (a section to be address in a later chapter). What this
amounts to is a hidden pitfall you have created for yourself.
- Math and reading scores. Is your study provable? With title “A” it is basically a
question of assessing the children’s eating habits (within a given period of time) and
comparing their academic achievement: whereas with title “B”, after ascertaining “good
nutrition” you must assess and measure hyperactivity, math and reading scores all in a
cohesive, complimentary, and evenly balanced fashion that is both statistically provable and
ultimately academically acceptable.
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The aforementioned is but one of many examples we have addressed.
Stop!
Do nothing more. Before proceeding, obtain professor’s verbal approval on the title you have
chosen especially for thesis and doctoral dissertation candidates. Do not attempt to proceed
without this verbal approval. I have seen all too many times wherein a student, be it
undergraduate or graduate, have completed an entire research paper anywhere from 5 to 15 pages,
or from 50 to 150 pages, only to see it “shot down” because the professor took exception to the
title, the premise, or the statement of the problem.
Good Luck to You All!
Information is to Knowledge what Knowledge is to Education
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