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Author Rienecker, Lotte

Title The good paper : a handbook for writing papers in higher education / Lotte Rienecker and Peter Stray Jørgensen ; with contributions by Signe Skov
Edition First edition
Published Frederiksberg : Samfundslitteratur, 2013


Description 1 online resource (382 pages) : illustrations
Contents Machine generated contents note: Use -- Foundation and background -- Research papers. BA theses and essays -- Examples from good papers from professional bachelor and master programmes -- Collaboration with research libraries -- Activity book -- Contact the authors -- The research paper as a genre -- The research genre investigates a subject-specific problem -- The research paper meets scientific and scholarly requirements -- Research means bringing factors into play -- The research text is hierarchical -- Research is both the knowledge and the inquiry of the field -- Academic speech acts -- Requirements and qualities of the good paper in higher education -- Avoid common misconceptions of what constitutes a good paper -- Other types of papers and genres you will have to write as a student -- Other types of papers: Popularising papers, practice papers, tests -- The foundation of your research -- the paper's pentagon -- What can be included in the pentagon's corners? -- Examples of good papers in the pentagon model -- Use the pentagon -- The good paper's quality criteria -- A teacher's comments on a paper -- Rhetoric of science -- 1. In the good paper, the writer is professional and displays independence -- 2. The good paper uses the field's knowledge and tools -- 3. The good paper is focused -- 4. The good paper is "written" on the top of the taxonomies of educational objectives -- 5. The good paper is an argument -- 6. The good paper is critical of its own material, its field and of itself -- 7. The good paper communicates on a meta level -- 8. The good paper meets the curriculums parameters -- Examples of qualities in bachelor theses -- Nuances? -- The different purposes and ideals of the Anglo-American and Continental research traditions -- Advice to students writing in the Continental tradition -- Choice of topic -- Your interest in the topic -- The useful topic -- The good topic -- Theoretical, abstract or concrete topics? -- After choosing a topic, the first thing you should do is write -- You have started writing, yes, but what? -- Write before and while you read -- Write backwards -- start with the conclusion -- Begin with the central aspects -- Put off in depth studies of theory and history, summaries and descriptions -- Be flexible when writing -- Introductory writing is writing to think -- The techniques of writing to think -- Brainstorming -- Mind mapping -- Non-stop writing -- Broad writing -- Display (visual representations) i.e. drawing the central content of your paper -- Why write to think? -- From writing to think to drafts to finished papers -- Writing with or without an outline -- The texts of the writing process: Notes, drafts and finished text -- Should you write with a reader in mind? -- Revising a text -- Take a break -- Revise on paper -- Criteria for revision -- From writer based to reader oriented revision -- Get feedback -- Know your supervisor's criteria -- The process of project planning -- Use calendars and schedules -- Plan backwards from your deadline -- Logbook -- Reading for papers -- Experiment! -- What is the purpose of essays in the first year of study? I -- Quality criteria -- Restrictions and possibilities: What are you required to do and what would be wise to do? -- Progression and independence -- If you are set an assignment question -- Introducing your paper: What should you include? -- Structure and presentation -- The writing process -- if you only have six hours, three days or a week -- Definitions: "Problem" and other problem related words -- Other words for research question -- Must there be an actual problem (and for whom) to write a research paper? -- How do you formulate a research question? -- Research questions in "hard" and "soft" disciplines -- A question? -- A good research question helps you to write the good paper -- The process: From topic to research question -- How to move from topic to research question -- Formulate your research question on the basis of the answer -- An observation -- Use wh-words -- Fill out a template -- Be inspired -- 1. The research questions guides the paper's pentagon -- 2. Formulate a research question that is knowledge-transforming according to the taxonomies for learning goals -- What-, why- or how-questions -- What -- Why -- Commentary: -- How -- 3. The research question governs the paper as an argument -- 4. The research questions broadness vs. narrowness -- The research question guides the paper's delimitation -- 5. The research questions main question must be apparent -- Divide into main question and necessary working questions -- 6. The research question must be precise -- Vagueness -- Watch out for plural terms and broad concepts -- Watch out for the absence of actors and sources -- Using the words and terms of the field -- 7. Consciously use open/closed questions in the research question -- What is a poor research question? -- Supervision and formulating research questions -- Keep you supervisor informed -- Get input from your supervisor and fellow students/others -- A good research question is no guarantee -- Unanswered questions and unfinished research questions -- Basic knowledge of searching for and handling information -- The parameters of literature searches for papers -- How much literature should you read? -- Time frame for the literature search -- Too broad for a narrow search -- before and after formulating your research question -- Preliminary searches and reading -- Your paper's relationship to the literature on the topic -- Literature and information searches on the basis of a (filled out) pentagon -- Are there "literature gaps" in the pentagon? -- Planning your literature search -- How to search for literature -- search methods -- Chain search -- Systematic literature search -- Random literature search -- Articles and other material -- Too much and not enough literature -- Too much literature -- specify your search terms -- If there is no literature? -- Is it okay to pretend that some literature does not exist? -- Search terms for literature searches for papers -- Documenting your literature and information search -- Check you literature search: -- Evaluating literature -- source criticism -- Your supervisor and literature and information searches -- Resources for literature and information searches -- Courses at research and university libraries -- Web tutorials -- Contact the information specialist -- Web resources -- Curricular reading and reading for your paper require different reading and note-taking strategies -- Reading and writing go hand in hand -- Reading for papers -- Ways of reading -- Skimming -- reading to gain an overview of the topic -- Selective reading -- goal-oriented reading for writing papers -- A concluding remark on reading -- Taking notes for your paper -- Notes for the paper: Files -- How should you store notes? -- Highlighting and referential notes -- Processed notes -- Notes for contextualising -- Sources' functions in and for the paper -- Applied sources -- The professionalism and scholarliness of sources -- Why use secondary sources? -- Using secondary sources in papers -- which and how -- How many sources? -- Which parts of a source can you use? -- The research question as a guiding principle and benchmark for handling sources -- Where are different sources placed in the pentagon? -- When and how should you refer to secondary sources in your text? -- Source qualification, source argumentation, source discussion and source criticism -- Your use of sources in your paper -- Qualify secondary sources -- Source argumentation -- Discussing sources -- Source criticism -- How should you represent sources? -- Quotes -- Quotation technique -- Paraphrasing and summarising -- How to reference sources -- Which sources must be referenced? -- Distance to sources -- Contagion and plagiarism -- References -- Be consistent -- Referencing books -- Referencing journals -- Referencing articles in books or journals -- Internet source -- Brochures etc -- Other material -- If information is missing -- Other sources -- Other resources on using sources and referencing -- Qualitative and quantitative data -- Before choosing data: Research question and supervisor -- Always prepare collection carefully -- Presenting data in your paper's introduction -- Including data as documentation in your paper -- Data can be discussed in sections on method criticism, discussion and conclusion -- Collecting and using human data -- References -- Theories in your paper -- Concepts are often drawn from theories -- Problems with a paper's theory -- Too much or too little theory -- Choice of theory for research papers -- How to find theories -- Outdated theories -- Theory section -- Method and method section -- Turning a theory into method (analytic tool) -- Where in the paper do you write about theory and method? -- Introduce theory in the introduction or theory section -- Where in your paper should you present critique of theory and methods? -- Discussion, evaluation and critique of theory -- Discussion, evaluation and criticism of methods: research method -- The paper's research design, the procedure -- From research question to theory and method and research design -- in a linguistic sense -- Use your supervisor for selection, use, qualification, discussion and criticism of theory and method -- When and how to structure -- Use the research question as a structural guideline -- Structure is determined by genre
Note continued: The structure contains elements of the argumentation -- General -- concrete -- general, up-down-up -- End your paper at an upper, general level -- Consider your paper from a bird's eye view -- 3 activities -- The structuring process takes place throughout the entire writing process -- Structuring problems -- Text types -- the building blocks of the academic text -- Defining sections -- Summarising and pakaphrasing paragraphs -- Descriptive, characterising paragraphs -- Narrative and descriptive paragraphs -- Comparative, juxtaposing paragraphs -- Analysing and interpreting paragraphs -- Discussion sections -- "What do you think?" -- Reflecting sections -- Evaluating sections -- Design and perspective paragraphs -- Introduction -- The introduction as a template -- The introduction reflects the entire paper -- Choice of topic, problem definition, motivation and research question -- Hypotheses -- The paper's purpose -- Point of view -- Method -- Theory(ies) -- Concept definitions -- Data -- Delimitation -- The paper's research design and structure -- Introduce your project, not your reservations -- Conclusion -- The conclusion must relate to the research question -- Write your conclusion as you go -- Perspective -- The paper's formal sections -- Front page -- Use headings to demonstrate the structure -- Appendices -- Notes, note sections and references in the text -- Abstract -- Argumentation in papers and other genres -- Argumentation in research papers -- Argumentation forms part of the unfinished disciplinary debate -- What should your paper argue for? -- Your paper as a cohesive argument -- Disciplinary context -- Conclusion -- Conclusions in papers do not have to be long -- The perspective contains points about the literature and your own research -- Documentation -- What can you use as documentation -- and for what? -- Placement of theories and methods in the paper's argumentation -- Research argumentation -- Procedure -- Discussion and methodology critique -- Use the argument model in your writing process -- Argumentation is shown in the structure -- Argumentation in language -- Use argumentation signals -- Objectivity -- First of all: Language changes from think text to draft text to product text -- Text to supervisor, project- or feedback group -- Clear and academic language -- Clear language in papers -- a virtue rather than a requirement -- Choose precise, unequivocal and argumentational terms -- Precise and unequivocal terms -- When should you define concepts, terms and expressions? -- Carefully choose the subject and verb of a sentence -- The subjects -- what is in focus? -- The verbs of the sentence must be specific -- The good paragraph's beginning, middle and end -- Use disciplinary keywords to demonstrate coherence in the section -- Write metacommunicatively -- Research metacommunication -- Textual metacommunication -- Too much metacommunication? -- Detachment and contagion in language -- FAQ -- Use of evaluating terms? -- Variation in language? -- Literary language -- Popularising language -- Spoken language, everyday language, slang? -- Difficult language -- Using "I", active and passive -- Nominalised style? -- both yes and no -- "What do you think?" -- What can you do? -- How much supervision can you receive? -- Independence and ownership -- Good supervision -- Seek information about supervision -- First meeting -- as early as possible -- Your initiative! -- Preparing for supervision -- Calibrating expectations -- Emailing your supervisor -- Several supervisions -- Good text for supervision -- Feedback from macro to micro level (top-down) -- Forward-looking and retrospective feedback -- The supervisor and the -- your -- good paper -- How to receive critique -- Working through supervision -- Get feedback on all papers -- and give feedback on the feedback -- No supervision or unhelpful supervision? -- Alternatives to supervision -- Read more about -- Examples of papers -- Writing process -- Research question -- Sources -- Argumentation -- Essays -- Popularising papers -- Study skills
Summary The good paper is a handbook for writing research papers, BA and other projects, theses, essays etc. in Danish higher education. The book is written for students who must independently formulate a research question and search for literature for their research papers: bachelor theses, research papers, projects at all levels of project oriented education, master and diploma theses.--page 4 of covers
Bibliography Includes bibliographical references (pages 367-372) and index
Notes English translation of the Danish 4th ed. (2012)
Subject Dissertations, Academic -- Handbooks, manuals, etc
Academic writing -- Handbooks, manuals, etc
Education, Higher -- Study and teaching -- Handbooks, manuals, etc
Academic writing
Dissertations, Academic
Education, Higher -- Study and teaching
Wissenschaftliches Arbeiten
Genre/Form handbooks.
Handbooks and manuals
Handbooks and manuals.
Guides et manuels.
Form Electronic book
Author Jørgensen, Peter Stray
ISBN 9788759317907
Other Titles Gode opgave. English