PhD-Ready

TIDBIT TUESDAY

Simplify your vocabulary

Every discipline in academia has its technical vocabulary and its jargon and in your dissertation, you will need to show mastery of your field’s vocabulary. The point of your written work is to demonstrate mastery of both the subject and the vocabulary. While rattling off jargon may initially make you sound knowledgeable, it does not correlate with a deep understanding of the material. The point of your dissertation is not to espouse jargon but to lay out and explain your argument and the evidence supporting it, through the accurate use of lay vocabulary, supported by the technical vocabulary of your field when needed.

Jargon may feel comfortable but it obscures your meaning, making it harder for your committee and readers to understand your points. Aim for straightforward, moderately formal, everyday English that lets you smoothly integrate the technical vocabulary where needed. Clear, concise language will make it easier for your readers to identify your argument, process your logic, integrate your evidence, while enjoying reading the entire document. That is precisely what you want your committee to focus on. When it comes to assessing another’s work, readability matters.

“It’s easy to be complex, it’s harder to be simple... It would make
academics better researchers and better writers, though, if they
had to translate their thinking into plain language.” It would
probably also mean more people, including colleagues, would
read their work.” (Bosley, The Atlantic, October 2015)
[https://www.theatlantic.com/education/archive/2015/10/complex-academic-writing/412255/]

Check out these two great and practical books:

Graff, G. and Birkenstein, C. (2010). They Say/I Say: The Moves that Matter in Academic Writing. 2nd ed. New York: WW Norton.
(The authors reject the idea of writing as a mystical gift and
instead reframe it as a technical skill—a series of moves that
anyone can learn to deploy.)

Sword, H. (2012). Stylish Academic Writing. Cambridge, MA: Harvard University Press.
(This book includes some great practical tips for both avoiding
jargon and creating fluent, readable academic prose.)

TIDBIT TUESDAY

Chapter Beginnings

Each chapter in your dissertation does a different job (literature review, methodology, analysis). Beginning each chapter with formats such as ”As I discussed in the previous chapter” is problematic. First, it is repetitive and hence dull for the reader. Secondly, it detracts from what you are going to be talking about in the current chapter, creating yet another less than positive hurdle for the reader.

What to do first?
Begin each chapter cleanly, in a high impact manner. The goal should be to entice the reader and give a clear signal regarding what is contained within the chapter (not a review of what was said in the last chapter).

Creative hooks quickly engage the reader. Consider getting their attention using:
• A quote/quotation…vivid and intriguing that directly
connects the topic
• Some kind of statistic
• Dramatic exemplification…short mini-case

Second task:

Frame your text. This will help you to set boundaries for the chapter. Each chapter should move the topic forward. Be clear about what this chapter will focus on. This can be one paragraph or a couple of pages.

Third task:

Think of your chapter as a road map for a specific area. Include signposts that will point the way to the various sections within the main body of text. Give the reader a sense of where you are taking this chapter, but do not provide the key findings. They need to be discovered through the chapter.

What about linking the previous chapter to the current one?
Shouldn’t that be found at the beginning of the chapter? The best place for links are at the end of the chapter. The end of each chapter must have a decent, substantive conclusion. (1) Summarize key findings and conclusions in an accessible manner. (2) illustrate how the current chapter builds on what has gone on before, especially key themes from the opening chapter. In the closing paragraph of Chapter X make a link to the next chapter, Chapter X +1. The secret to a fresh chapter start is to have all the links at the end of the previous chapter.

Chapter X: The Introduction (heading)

Identifying the beginning of a chapter as Introduction is pointless and unnecessary. You don’t need to highlight what is obvious…an introduction naturally occurs at the very beginning of the chapter.

Keep in mind that your dissertation should tell a story, too often, students present the individual aspects of their research separately without addressing how those aspects reflect on the bigger picture. Interesting, non-repetitive beginnings and links between chapters are critical elements of a well written dissertation that enhances the readability of the document, while keeping the reader (your dissertation committee) engaged and intrigued.

TIDBIT TUEDAY

The differences between an em dash, en dash, and a hyphen are subtle but important. Note the size of each dash. Don’t mistake the en dash (–) for the slightly wider em dash (—) or the narrower hyphen (-). The en dash is the width as the letter N. (Em dash is the wide of the letter M.)

HYPHEN versus EN DASH

The HYPHEN is used to:
Combine words such as compounds:
Well-being, advanced-level, vice-president,
twenty-nine, meta-analysis

Separate numbers:
Phone numbers, social security numbers

EN DASH:

Stands in for versus:
Roe–Wade, Clinton–Trump

Shows a range:
e.g., in references “…Journal of Adolescent Literacy, 50,
824–890.”
2–3 weeks
40–50 people
10–30 kHz
50–75 cm

Signal a partnership or pairing where both parts are equal:
US–Canada Free Trade Agreement
test–retest
Chicago–San Francisco flight
male–female

A period of time:
2014–2017
July 15–18, 2016
May 9–May 20

Making an en dash:

On a Mac: For an en dash (–), use “Option” and “-“

Word: (word) (space) (-) (space) (word) (space)

With Num Lock enabled, you can also use the shortcut
combination
Ctrl+Minus to create an En dash
(using the Minus key located on the numeric keypad).

TIDBIT TUESDAY: Dashes – Part 1

Em-Dash:

The em dash is a very versatile punctuation mark. Depending on the content and the emphasis desired the em dash can take the place of commas or parentheses.

Why is it called an “em-dash?”

The em dash is named after its length—it’s about the same width as an M.

APA tell us that em dashes are “used to set off an element added to amplify or to digress from the main clause” (p. 97). The em dash draws the reader’s attention, in part because of the physical separation but also their novelty—they appear less frequently than hyphens.

Replacing commas:
A pair of em dashes can replace of commas to enhance
readability. Em dashes are more emphatic than commas.

Example: An indicator—a flashing light or an alarm—
signals danger.

In place of parentheses:
A pair of em dashes can replace a pair of parentheses. Use
the em dash if you want to draw attention to the content. If
you want to include content in a subtler manner, use
parentheses.

Example: Upon discovering the errors—all 10 of them—the
measurements were redone.

Producing the em dash:

1. Word-hyphen-hyphen-word
2. Alt/Option + Shift + - (Mac)
3. Alt + Ctrl + - (Microsoft Word)

NEXT WEEK…the difference between em dash and en dash.

TIDBIT TUESDAY: Ellipsis [. . .]

The ellipsis, three consecutive periods, is among the most misunderstood punctuation mark in the English language. It is used indiscriminately in text messages, posts, emails, social network posts, blogs, novels, and news stories. The ellipsis is an actual punctuation mark that has a very specific purpose.

In writing it is sometimes necessary to omit text from quoted material. Ellipsis are a series of periods with spaces between them that indicate information has been left out of a quote. Three periods indicate that at least one word has been removed from within a sentence.

Example:

In its most characteristic form it involves the ethnographer participating, overtly or covertly in people’s daily lives for an extended period of time, watching what happens, listening to what is said, asking questions . . . collecting whatever data are available to throw light on the issues that are the focus of the research. (Hammersley and Atkinson, 1995, p.1)
What was removed? "– in fact,"

Ellipsis containing four periods [. . . .] are used to indicate material has been omitted between sentences. The first period indicates the end of the sentence prior to the omission and the remaining three for the actual omission.

Example:

Participants’ creation of meaning maintained a text based focus with attention paid to social and cultural context. . . . Text messaging and social network sites were more than just informal practices used to hang out; participants used the technology to feel connected and to be a part of a known, intimate, and bounded community.
(Note: Four periods and four spaces. No space before first period as it marks the end of the sentence.)

Original text:

Participants’ creation of meaning maintained a text based focus with attention paid to social and cultural context (i.e. formatted to suit a specific audience). They focused on the message content and medium used—not on the design aspects—using the default modes as provided. Text messaging and social network sites were more than just informal practices used to hang out; participants used the technology to feel connected and to be a part of a known, intimate, and bounded community.

Things to consider:

1. When using ellipsis to remove text, make sure that the original meaning has not been altered.

2. Ellipsis points do not need to be added at the beginning or end of the quote as the reader assumes that additional material was present before/after the quote.

3. [ . . . ] There is a space before and after the ellipsis. (APA and Chicago Style)

Clarification:

When omitting information from quotes writers must be careful to retain the original intention of the narrative. If adding ellipses affects the grammar or other grammatical structures of the quote such that it might confuse the reader, add words in square brackets for clarification.

If, in a quote, several individuals are initially mentioned and then after the ellipsis the pronoun "he" is used, you may need to clarify information for the reader who “he” is. Example: “Tom, Rian, Joe, and Devan were debating the issues. . . . He [Rian] instigated the change."

Informal writing:

In academic writing ellipsis have one purpose: to represent omitted text. However, there are times in informal writing when ellipses are used to indicate that someone has either stopped speaking and/or there is a long pause in their speech. If you are using qualitative methods in which participants are being interviewed or observed the ellipses might be used in the transcript to indicate the pacing of one’s speech. Example

Not acceptable – description of a behavioral observation:
He… speaks… so… slowly… when… addressing… his peers.

Acceptable – quote from your transcripts:
Ever since I got this app on my phone . . . I been getting good grades in Spanish . . . I been doing my homework . . . it’s very helpful.

This latter example would be the only situation in which the ellipses would not be indicating omitted words. If possible, avoid the informal usage.

Final Note:

Do not split the ellipsis over two lines. Use two nonbreaking spaces to keep the three periods—or the last three of four—from breaking across a line.

TIDBIT TUESDAY

The Oxford comma (also known as the serial comma) is the comma that comes before the word “and” in a list of three or more terms. While you may not feel that the Oxford comma is necessary, writing style guides such APA, Chicago Style, and MLA do. The primary argument for using the Oxford comma is to reduce ambiguity.

Two clarifying examples:

1. This dissertation is dedicated to my parents, Ayn Rand and
God.

The placement of the one comma suggests that my parents are Ayn Rand and God. The intention of the sentence is to thank (1) my parents, (2) Ayn Rand, and (3) God. Hence, the sentence should read “This dissertation is dedicated to my parents, Ayn Rand, and God.”

2. For the lab, we need hydrogen peroxide, calcium, rubidium
and distilled water.

The comma replacement implies that “rubidium and distilled water” are one item. Just for fun, watch this YouTube video. https://www.youtube.com/watch?v=XfW6r64GVC0
You don’t want someone unfamiliar with these chemicals to put them together! This sentence should read “For the lab, we need hydrogen peroxide, calcium, rubidium, and distilled water.”

Ambiguity is problematic in academic writing. Misinterpretation in literature can cause people to scratch their heads but in academic/technical writing readers will get lost and may disengage entirely. The Oxford comma makes sure that the reader understands that items in the list are separate. If I say that I am inviting my two friends, Kayla and Devon does that mean I am inviting two or four individuals? Two friends plus Kayla and Devon or the two friends who happen to be Kayla and Devon? While you can argue that most will get the intended meaning it is always best to make your narrative clear and concise.

A final example:

Without the comma:
I’ve been reading this morning about two solutions to climate change, mosquito vaccinations and off-shore drilling. (This sentence tell us that mosquito vaccinations and off-shore drilling are solutions to climate change.)

With the comma:
I’ve been reading this morning about two solutions to climate change, mosquito vaccinations, and off-shore drilling. (Here we see that the person has read about several topics—climate change, mosquito vaccinations, and off-shore drilling.)

An Oxford comma could mean the difference between a focused reading of your ideas and work or time wasted trying to figure out confusing language.

Still not convinced?

A 10-million-dollar court case against Oakhurst Dairy in Maine has recently been settled.
The case was brought by the dairy drivers against Oakhurst Dairy and the Dairy Farmers of America Inc. regarding if they qualified for overtime. Their argument hinged on the lack of a comma in a sentence outlining duties. The confusion centered on whether drivers were exempted from overtime pay or not.

Judge ruled in favor of the plaintiffs. The Oxford comma is important.

For more details read the decision.
http://cases.justia.com/federal/appellate-courts/ca1/16-1901/16-1901-2017-03-13.pdf?ts=1489437006

TIDBIT TUESDAY

The Abstract is the shortest section of your dissertation but its importance should not be underestimated. A well written abstract can propel a reader to read or not read your work. You’ve done the work and will most certainly want others to read it.

A good abstract is a concise summary of your work and is a description of your research not your topic.

What to consider:

1. Write the abstract last. This way you will know exactly what
you need to summarize.

2. Get to the point. Dissertation abstracts are usually less than
250 words. Imagine the abstract as an elevator talk where
you have two minutes to convince someone to read your
work. What is essential? What can be left in the dissertation
for them to read?

3. Brevity, accessibility, and comprehensiveness.
Is it short and to the point? Are the text and meaning
accessible? Have you provided enough but not too much or
too little information (the Goldilocks dilemma)?

4. Be succinct. Don’t be repetitive.

5. Revise, revise, revise. Make each word count. Common
examples of too many words include:
This paper examines…
In this dissertation, I address…
(Jones, 2017; Miller, 2011)

Plan the Abstract:

• Take your time. Plan, write, revise, edit, and repeat until the
essentials are clearly covered.
• Begin with a strong opening statement that grabs the
reader’s attention.
• Does it cover the “so what” concern? Will it entice the
reader to read the entire dissertation?

The following questions must be covered:

• What is your research question?
• What did you do (methods, data collection, analysis)?
• What were your results?
• What is the answer to your research question?
• What are the consequences/implications of your research?

TIDBIT TUESDAY: Which vs that

One of the most common errors made is when to use “which” versus “that.” Which and that are not meant to be interchangeable.

Let’s clarify…

Restrictive Clause:
Tells us something that is very important about the subject of the sentence. Removal of information beyond the modifier (that) changes the subject of the sentence completely.

Desserts that contain chocolate make Chris very happy.

The placement of “that” tells us it is chocolate desserts that make Chris happy, not all desserts.

Non-restrictive Clause:
Information following a non-restrictive modifier (which) is less significant to the overall meaning of a sentence and often serves as little more than background information.

Chocolate desserts, which are her favorite, make Chris happy.

Here we can take out “which are her favorite” and the sentence still has the same meaning. Chocolate desserts make Chris happy.

Summary:
When the information in the relative clause is essential to the meaning of the entire sentence, use “that.” Conversely, when information following a relative clause can be removed without changing the meaning of the sentence, use “which” and separate it using a comma.

Restrictive or non-restrictive clause?
The data (that or which) we gathered from the experiment were conclusive.
What’s the correct response?

The more you practice this grammar concept the easier it becomes.

Test your understanding:
https://www.quia.com/quiz/1193499.html

https://www.proprofs.com/quiz-school/story.php?title=grammar-quiz_34

The dissertation writing process can be an arduous journey. The formatting of your proposal or dissertation can be one of the most frustrating yet critical and overlooked aspects of the writing process. A uniform style can help your readers find and follow the main points of your paper. Grammatical, lexical, syntactical, citation, and formatting errors can undermine even the strongest of dissertations.

Let us help you ensure that your proposal/dissertation truly reflects the time, effort, and determination it took to do the research, compile/analyze the findings, and write.
We offer 5 levels of support: APA formatting, Proofreading, Standard Copy-editing, Advanced Copy-editing, and Substantive Editing. Our goal is getting you to your goal.

For more information, we welcome you at PhD-Ready.com

The dissertation writing process can be an arduous journey. The formatting of your proposal or dissertation can be one of the most frustrating yet critical and overlooked aspects of the writing process. A uniform style can help your readers find and follow the main points of your paper. Grammatical, lexical, syntactical, citation, and formatting errors can undermine even the strongest of dissertations.

Let us help you ensure that your proposal/dissertation truly reflects the time, effort, and determination it took to do the research, compile/analyze the findings, and write.

We offer 5 levels of support: APA formatting, Proofreading, Standard Copy-editing, Advanced Copy-editing, and Substantive Editing. Our goal is getting you to your goal.

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