Postgraduate Student Learning

Julia,
You may remember I came to see you in the first week of semester rather freaking out about the whole PhD process. You gave me many great tips and suggested a few books to try. I looked through one (Surviving Your Thesis I think it was) and have the 2008 edition of The Craft of Research to go through. I’ve realised what I’m struggling with — floundering completely really — is that I don’t have any real concept of what a PhD actually is in any real detail. I know it’s original research and I know the first thing is to prepare the research proposal etc., but other than that I don’t understand what I should do or how to do it — what are the major steps, what methods or approaches I should/could use, and so on.

So I was hoping you could recommend something that would help me get to a more solid foundation, especially for a thesis largely based on literature analysis and theory? I think I’ve done all the relevant GREAT seminars, and they’ve definitely helped, but perhaps there’s some other I’m not aware of? Or a book of course.

Anything you can suggest would be hugely appreciated, thanks!

The ‘free writing’ techniques that Peter Elbow has developed are extremely useful to integrate into any part of your note-making . After you have read through an article put it out of sight and write ( without stopping and without crossing out ) on the following prompts. begin the process by copying out these words

What I got out of this article was…..

What interested me the most in this this article was….

What I found most confusing in this article was….

What I want to follow up from this article is……….

Next week we are going to practise re-drafting a piece of work from the readers’ point of view. So, if you have a draft you want to work on , bring it along. Otherwise bring a text you are currently reading or a plan you are working on and we will workshop those. Look forward to seeing all and any postgrads who want to come on Thursday 9.30-11.30 am in the Library, LCNW 2.005D.

Regards

Julia

In this workshop people divided into two groups:those who wanted to focus on reading and those who wanted to focus on writing.

Reading strategies:

Again this was focused on thinking about and developing a template for making notes as we plough through the reading. These templates can be polished and improved upon as the meaning and significance of the research develops but the easy one to begin with is:

Biblographical details

key words

summary para

analysis of article paragraph

application to my research question paragraph

and drawing this as a chart does seem to help!

The other template to have in front of you as you read is the one that assists you to capture the key components of the writing style of the author that you wold like to emulate.

As you read through the text mark it up for the structure of the argument by identifying when a paragraph is working as an explanation or expansion of a key point; when a paragraph is working as evidence to support the argumennt and when a paragraph is illustrating the argument or conclusion by giving an example. This can be noted quickly withput stopping the flow of your reading and then later look back and see if you particularly like the way the author has placed these paragraphs in realtion to their main argument. Would you like to use a similar approach in your writing?

Also as you read have a highlighter that you have designated as just for transition words and mark these as you go. Are these useful words and phrases for you to work with in your writing? Do you tend to over rely on just a few transition words ?

Here are some  transition words and phrases.
Besides    For example    As
Furthermore    For instance    Because
In addition    In particular
Indeed    Particularly    Due to
In fact    Specifically    For
Moreover    To demonstrate    For the reason that
Second…Third…,etc.    To illustrate    Since
Accordingly    Although
In hope that    Finally    However
In order to    Consequently    In comparison
So    Hence    In contrast
So that    So    Likewise
With this in mind    Therefore    Nevertheless
Thus    On the other hand
Similarly Whereas Yet

These note making strategies are useful to help us to read for both content knowledge and improved writing skils.

Hi all

If you were at the workshop today and other useful points emerged that I have not included in my summary, please add by posting into the comment box, which you will find by clicking onto comments.

Many thanks

Julia

What a wonderful range of postgrad students came along today! From honours level to Phd’s ; from chemistry to psychology and from a myriad different places in the world.

Reviewing the material we covered I would say the key point that emerged was the distiction between the product of the document(Lit Review) and the process of achieving that end result.

We covered the importance of building an annotated bibliography and a masters  by research student shared the ‘table method’ of keeping track of your readings and notes.

Draw a table and the first box is the authors name, then the title of the article, then methodology, results, key words etc.

Another way to manage the accumalation of data that postgraduate students end up with is to use the endnote soft ware system.

Whatever system is used I think the most important point is to have a system!

As we move from a collection of notes gathered from a range of texts we can also file those notes in a number of different ways.

In folder 1 (F1)

I like the idea of filing  3 paragraphs that I write after I read an article.

Para: 1 is a summary of the article

Para:2 is my critical response to the article

Para 3: is my thinking about how this article might be applied to my research question/topic.

In folder 2 (F2) I can make responses and comments on what I learn about the correct style of writing in my discipline after reading this article.

Folder 3 ( F3) I can file all the paras that are critical response ( c) and group them together. Then I can file all the paras that are about the application of ideas/theories/methods to my research topic and group them together.

This is a way to start to pick out the patterns in the texts and bring to the foreground the themes that are important in the literature. It is also a way to move from a collection of notes that is author dominant to a collection that is theme or issue dominant.

Be careful in F3 that you keep track of which para comes from which text though. You need to cross reference it to F1 to do this.

Hi All

Don’t forget the kick off for the postgraduate writing seminar is this Thursday, 5 March 9.30-11.30am.

Hope to see lots of you there in the library, NW level 2 LC 2.005D

Bring along anything that you are currently working on or if you have just staretd postgrad studies we will workshop  writing the lit review.

And as I did last semester all the tips and ideas you come up with will be posted here so we can keep a record of it.

see you on thursday

Julia

One of the tasks of any large research project is to manage your data.

The data might be numbers, transcripts of interviews, your musings on the works of Plato, a journal of a year in the life of a platypus but it has to be managed. it has to be transformed from a pile to a picture. It has to be sorted and sifted, bits that look alike grouped together other bits moved to another section of the research.

To  group and to classify data involves sorting out the ‘bits’ by the differences and similarities between them. Often identifying finer and more subtle nuances in theses differences and similarities.

When you are at this stage of your research project try taking up jigsaw puzzles.

photo credit: misha.pics.word. It will help!

To do a jigsaw puzzle is to use the same part of your brain that your research needs to classify the data, putting all the bits with blue sky in one pile and all the bits with green trees in another, working out the context by sorting out all the bits with edges and building your frame. Then looking for the subtle differences in the blue bits so you can piece together the cloudy sky.

Build your brain classification muscle, exercise  your brain’s capacity for conceptual distinctions and have fun!

Go get a jigsaw !

photo credit: ♥Sage (crazy busy)

Having shifted our attention from the product to the process allows us to use analytical skills developed in undergraduate studies. This is important to remember because if we have no starting point it is very difficult to know when where and how to begin, so all postgraduates have the starting point of considering what strategies they tend to use when needing to analyse something:

define it, consider its key characteristics, distinguish between it and other similar things, consider its reason for being, wonder why it has significance,and just generally break it down into its major parts and see how they all fit together.

So lets apply that analytical method to the document called ‘The Lit Review’!

Definition of the Lit Review: Like all academic writing, a literature review must have an i

Structure of a Lit Review: Introduction, body, and conclusion.

” The introduction should include:

• the nature of the topic under discussion (the topic of your thesis)
• the parameters of the topic (what does it include and exclude)?
• the basis for your selection of the literature

The conclusion should include:

• A summary of major agreements and disagreements in the literature
• A summary of general conclusions that are being drawn.
• A summary of where your thesis sits in the literature

The body paragraphs could include relevant paragraphs on:

• historical background, including classic texts;
• current mainstream versus alternative theoretical or ideological viewpoints, including differing theoretical assumptions, differing political outlooks, and other conflicts;
• possible approaches to the subject (empirical, philosophical, historical, postmodernist, etc);
• definitions in use;
• current research studies;
• current discoveries about the topic;
• principal questions that are being asked;
• general conclusions that are being drawn;
• methodologies and methods in use;”
From the:

University of Canberra website: www.canberra.edu.au/studyskills/learning/reading.html

( accessed March 2005)

Another way to consider this is:
• ” Define terms
• Justify selection of literature
• Justify omissions
• Forecast sections of review
• Signal structure
• Link your work to the literature
• Critique the literature
• Define the gap”

from Murray, R. 2002 How to Write a Thesis, Open University Press

Tip of the day

Look at a recently completed thesis in your discipline area, at your postgrdauate level that your supervisor recommends as a good example and analyse it.

The point of this particular task is to focus on the structure of the document so don’t get caught up in close reading for meaning and information.

Start with the map of the document: the contents page.

How is the contents page structured ? Are there different sections? how many chapters ? Are there subheadings included in the contents page? Is a numbering system used?

Consider the Abstract, How long is it? Where is the key point of the research stated? How much detail on the results is given? Does it motivate you to read more of the thesis?

Look at the Introduction: where is the background/context of the research given? Is there a separate review of the literature or is it part of the Introduction? How long is this section? How has the author avoided the ’shopping list’ syndrome of a literature review? Does the introduction set out a ‘map’ of the overall thesis?

Building your review of the literature involves taking copious notes as you read vast quantities of articles, texts, books, webpages and even perhaps blogs!

What do you do with these notes that you have taken?

One technique is to use ‘Julia’s method of note analysis’:

The key point of this method is that you spend time classifying your comments and questions on the reading that you have done.

Begin with an article that you have read, and which you have possibly highlighted parts of it, summarised some of the paragraphs, perhaps written in your own words what you consider to be the key points made in the article and even written a few questions directed to the content of the article.

If when you look at the article all you have done is use a highlighter; then you need to take a pen ( or write into a word doc on the laptop) and make comments and questions. If you have lots of comments written but no questions turn those comments into a question.

The next part of the process is a fun bit called: making a list!

List all the questions you have written and put them into the following 4 categories:

Are they ‘what’ type questions?

are they “why’ type questions?

are they ‘how’ type questions?

are they ’so what does this mean and how might it be useful for my research issue’ type question?

How many questions do you have in these 4 categories ?

You may find that you have more questions in the ‘what’ category than in the ‘why’ or ’so what’ categories.

That tells you that the focus of your reading at this stage is still around building knowledge and comprehension of the material. When you begin to analyse, synthesis and evaluate the material the types of questions that you ask will change. So this method is a useful and quick way for you to keep track of the development of your own understanding. This is based on a way of thinking about cognition developed by Benjamin Bloom called Bloom’s taxonomy.

Bloom’s Taxonomy divides the way people learn into three domains. One of these is the cognitive domain which emphasizes intellectual outcomes. This domain is further divided into categories or levels. The key words used and the type of questions asked may aid in the establishment and encouragement of critical thinking, especially in the higher levels. The following prompt questions were developed by the ‘Critical thinking across the curriculum project, 1997, Longview Community College, Lee’s Summit, Missouri - U.S.A. Inquiries to: connelly@Longview.cc.mo.us. Linda G. Barton, Quick flip questions for critical thinking, based on Bloom’s Taxonomy. Contributed by Barbara Fowler, Longview Community College.

Level 1: Knowledge
Key words: who, what, why, when, omit, where, which, choose, find, how, define, label, show, spell, list, match, name, relate, tell, recall, select.
Questions:
What is . . . ? How is . . . ?
Where is . . . ? When did _______ happen?
How did ______ happen? How would you explain . . . ?
Why did . . . ? How would you describe . . . ?
When did . . . ? Can you recall . . . ?
How would you show . . . ? Can you select . . . ?
Who were the main . . . ? Can you list three . . . ?
Which one . . . ? Who was . . . ?

Level 2: Comprehension
Key words: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline, relate, rephrase, translate, summarise, show, classify.
Questions:
How would you classify the type of . . . ?
How would you compare . . . ? contrast . . . ?
Will you state or interpret in your own words . . . ?
How would you rephrase the meaning . . . ?
What facts or ideas show . . . ?
What is the main idea of . . . ?
Which statements support . . . ?
Can you explain what is happening . . . what is meant . . .?
What can you say about . . . ?
Which is the best answer . . . ?
How would you summarise . . . ?

Level 3: Application
Key words: apply, build, choose, construct, develop, interview, make use of, organise, experiment with, plan, select, solve, utilise, model, identify.
Questions:
How would you use . . . ?
What examples can you find to . . . ?
How would you solve _______ using what you have learned . . . ?
How would you organise _______ to show . . . ?
How would you show your understanding of . . . ?
What approach would you use to . . . ?
How would you apply what you learned to develop . . . ?
What other way would you plan to . . . ?
What would result if . . . ?
Can you make use of the facts to . . . ?
What elements would you choose to change . . . ?
What facts would you select to show . . . ?
What questions would you ask in an interview with . . . ?

Level 4: Analysis
Key words: analyse, categorise, classify, compare, contrast, discover, dissect, divide, examine, inspect, simplify, survey, take part in, test for, distinguish, list, distinction, theme, relationships, function, motive, inference, assumption, conclusion.
Questions:
What are the parts or features of . . . ?
How is _______ related to . . . ?
Why do you think . . . ?
What is the theme . . . ?
What motive is there . . . ?
Can you list the parts . . . ?
What inference can you make . . . ?
What conclusions can you draw . . . ?
How would you classify . . . ?
How would you categorise . . . ?
Can you identify the difference parts . . . ?
What evidence can you find . . . ?
What is the relationship between . . . ?
Can you make a distinction between . . . ?
What is the function of . . . ?
What ideas justify . . . ?

Level 5: Synthesis
Key Words: build, choose, combine, compile, compose, construct, create, design, develop, estimate, formulate, imagine, invent, make up, originate, plan, predict, propose, solve, solution, suppose, discuss, modify, change, original, improve, adapt, minimise, maximise, delete, theorise, elaborate, test, improve, happen, change.
Questions:
What changes would you make to solve . . . ?
How would you improve . . . ?
What would happen if . . . ?
Can you elaborate on the reason . . . ?
Can you propose an alternative . . . ?
Can you invent . . . ?
How would you adapt ________ to create a different . . . ?
How could you change (modify) the plot (plan) . . . ?
What could be done to minimise (maximise) . . . ?
What way would you design . . . ?
What could be combined to improve (change) . . . ?
Suppose you could _______ what would you do . . . ?
How would you test . . . ?
Can you formulate a theory for . . . ?
Can you predict the outcome if . . . ?
How would you estimate the results for . . . ?
What facts can you compile . . . ?
Can you construct a model that would change . . . ?
Can you think of an original way for the . . . ?

Level 6: Evaluation

Key Words: award, choose, conclude, criticise, decide, defend, determine, dispute, evaluate, judge, justify, measure, compare, mark, rate, recommend, rule on, select, agree, interpret, explain, appraise, prioritise, opinion, ,support, importance, criteria, prove, disprove, assess, influence, perceive, value, estimate, influence, deduct.
Questions:
Do you agree with the actions . . . ? with the outcomes . . . ?
What is your opinion of . . . ?
How would you prove . . . ? disprove . . . ?
Can you assess the value or importance of . . . ?
Would it be better if . . . ?
Why did they (the character) choose . . . ?
What would you recommend . . . ?
How would you rate the . . . ?
What would you cite to defend the actions . . . ?
How would you evaluate . . . ?
How could you determine . . . ?
What choice would you have made . . . ?
What would you select . . . ?
How would you prioritise . . . ?
What judgment would you make about . . . ?
Based on what you know, how would you explain . . . ?
What information would you use to support the view . . . ?
How would you justify . . . ?
What data was used to make the conclusion . . . ?
Why was it better that . . . ?
How would you prioritise the facts . . . ?
How would you compare the ideas . . . ? people . . . ?

Possible Outcomes

Some of the outcomes of this process might be that it helps you to identify further ’search areas’. It makes you realise that you need more information about a particular point /area and therefore need to spend time searching in the data bases for relevant readings. Analysing your notes in this way also helps you to pay attention to the structure of the article and identify ways in which that structure might be similar ( or different) to the way that you want to write your research. Finally, this method can assist you to gain clarity as to what is the key focus of your research.

This is just one method of analysing your notes from your readings in the seminar that I just ran participants had other approaches which were very useful. Ida’s method was to break down each article into its sections: results /discussion etc and under those heading begin to compile information from a number of different articles. A particularly useful method when reading the synthesis and evaluation stage of your review of the literature. Maya’s method was to brainstorm a series of questions about her topic using the question prompts of what how why so what and then using that list of questions to interrogate the article she was reading and see if there were any answers or responses to the questions she had come up with.

All of these methods are useful in different ways and will generate different insights into understanding, and evaluating literature which is your focus of your research.

What methods do you currently use?

Which of the above methods would suit you at the moment?

Why would you use this particular method?

Do you have a method you could share with us?