Index
A
abstracts
definition of, 177
elements, 177
examples, 179–183
moves, 178
active constructions, 164–165
actively seeking information, 176–177
advisors
choosing, 142–143
collaborative partnerships with, 145–148
graduate student logs, 148
overview, 140–141
political factors, 143–145
replacing, 148–149
analyzing other theses/dissertations, 16
Andersson, Gunnar, 182
arguments, 12
articles
“Desegregation Lawsuits and Public Housing Dispersal,” 81–82
“Ethnic Preferences and Ethic Perceptions in Multi-Ethnic Settings,” 113–115
“Lying in Writing or the Vicissitudes of Testimony,” 80–81
“Teaching Genre to English First-Language Adults: A Study of the Laboratory Report,” 106–109
“The Prickly Politics of School Starting Time,” 70–76
audience
considering during revision process, 98–99
for thesis/dissertation proposals, 47–48
awareness of writing process, developing, 9–10
B
bar graphs, 132–135
Bhatia, Vijay K., 82, 178, 192
Birch, W., 62
brainstorming, 19–20
Butler, Paul, 173
C
CARS (Create a Research Space) model, 66
Carter, Michael, 109
Casanave, Christine P., 62
chapters, revising structure of, 94–95
charts (pie), 135
choosing
advisors, 142–143
thesis/dissertation committees, 149
Clark, William A.V., 115
coherence
definition of, 157
topic sentences, 161–162
cohesion
definition of, 157
discourse signals, 160
meeting reader expectations, 158–160
parallel structure, 160
collaborative partnerships with advisors, 145–148
collaborative writing, distrust of, 4–5
collecting ideas, 9
committees
choosing, 149
working with, 150–153
comparing texts, 68
composition
abstracts
definition of, 177
elements, 177
examples, 179–183
moves, 178
coherence
definition of, 157
topic sentences, 161–162
cohesion
definition of, 157
discourse signals, 160
meeting reader expectations, 158–160
parallel structure, 160
collaborative writing, distrust of, 4–5
difficulties associated with
distrust of collaborative writing, 4–5
graduate student preparation, 3–4
misconceptions of “originality,” 5–6
emphasis
active and passive constructions, 164–165
Emphasis Principle, 162–163
punctuation marks, 166–168
short sentences, 165–166
finding topics
connecting with your topic, 39–41
ideas from other theses/dissertations, 37–38
practical considerations, 39
replication, imitation, and originality, 38–39
tracking potential ideas, 36–37
genre expectations, 84–85
grammar, 155
imitation, 171–173
importance of beginning early, 7–8, 28
literature reviews
argumentative purpose of, 105–106, 109–110
definition of, 104–105
“Ethnic Preferences and Ethic Perceptions in Multi-Ethnic Settings,” 113–115
example, 113–115
key terms, 111
minimizing source loss, 115–116
overview, 103–104
questions associated with, 110–111
source lists, 118–119
structure of, 112–113
taking notes, 119–124
“Teaching Genre to English First-Language Adults: A Study of the Laboratory Report,” 106–109
two-pass approach to examining sources, 116–117
when to start, 112
writer/reader/text relationship, 104–105
materials, tracking, 28–29
plagiarism, 190–192
preliminary templates, 85
example, 89–90
overall purpose, 88–91
preliminary template form, 90
provisional models, 86
tentative table of contents, 86–87
proposals
audience, 47–48
comprehensive proposals, 48
elements of, 52–53
evidence in, 53
function/purpose of, 43–47
non-native speakers of English, 61–62
PQP (problem, question, purpose), 45–46
preparation, 41–42
role of proposal writer, 48–51
working proposals, 48
revision process, 91
chapter structure, 94–95
function outlines, 95–96
global revision, 92–94
purpose and audience considerations, 98–99
signposts/cueing devices, 97–98
surface editing, 92
tips and suggestions, 99–102
rhetoric, 156
sentence structure
expanding sentences, 170–171
independent clauses, 168
noun phrases, 168
predicates, 168
sentence openers, 169–170
subjects, 168
verb phrases, 168
style, 155
writing process, 35–36
comprehensive proposals, 48
confidentiality, 185
connecting with your topic, 39–41
Create a Research Space (CARS) model, 66
cueing devices, 97–98
D
dashes, 167–168
data tables, 131
“Desegregation Lawsuits and Public Housing Dispersal” (article), 81–82
Diessner, Sally, 179
difficulties associated with writing
distrust of collaborative writing, 4–5
graduate student preparation, 3–4
misconceptions of “originality,” 5–6
discourse signals, 160
dissertations
abstracts
definition of, 177
elements, 177
examples, 179–183
moves, 178
advisors/mentors
choosing, 142–143
collaborative partnerships with, 145–148
graduate student logs, 148
overview, 140–141
political factors, 143–145
replacing, 148–149
coherence
definition of, 157
topic sentences, 161–162
cohesion
definition of, 157
discourse signals, 160
meeting reader expectations, 158–160
parallel structure, 160
compared to seminar papers, 6–7
difficulties associated with writing
distrust of collaborative writing, 4–5
graduate student preparation, 3–4
misconceptions of “originality,” 5–6
Electronic Theses and Dissertations (ETDS), 187
advantages, 188–189
disadvantages, 189–190
emphasis
active and passive constructions, 164–165
Emphasis Principle, 162–163
punctuation marks, 166–168
short sentences, 165–166
finding topics
connecting with your topic, 39–41
ideas from other theses/dissertations, 37–38
practical considerations, 39
replication, imitation, and originality, 38–39
tracking potential ideas, 36–37
genre expectations, 84–85
getting started
analyzing other theses/disseratations, 16
becoming aware of writing process, 9–10
beginning early, 9
collecting ideas, 9
creating timetable for completion, 10
finding thesis/dissertation examples, 13–14
forming writing group, 11
step-by-step sequence, 14–15
understanding thesis/dissertation as genre, 11–13
imitation, 171–173
importance of beginning early, 7–8, 28
literature reviews
argumentative purpose of, 105–106, 109–110
definition of, 104–105
“Ethnic Preferences and Ethic Perceptions in Multi-Ethnic Settings,” 113–115
example, 113–115
key terms, 111
minimizing source loss, 115–116
overview, 103–104
questions associated with, 110–111
source lists, 118–119
structure of, 112–113
taking notes, 119–124
“Teaching Genre to English First-Language Adults: A Study of the Laboratory Report,” 106–109
two-pass approach to examining sources, 116–117
when to start, 112
writer/reader/text relationship, 104–105
materials, tracking, 28–29
plagiarism, 190–192
preliminary templates, 85
example, 89–90
overall purpose, 88–91
preliminary template form, 90
provisional models, 86
tentative table of contents, 86–87
proposal logs
definition of, 30
proposal log form, 30–31
proposals
audience, 47–48
comprehensive proposals, 48
elements of, 52–53
evidence in, 53
function/purpose of, 43–47
non-native speakers of English, 61–62
PQP (problem, question, purpose), 45–46
preparation, 41–42
role of proposal writer, 48–51
working proposals, 48
revision process, 91
chapter structure, 94–95
function outlines, 95–96
global revision, 92–94
purpose and audience considerations, 98–99
signposts/cueing devices, 97–98
surface editing, 92
tips and suggestions, 99–102
sentence structure
expanding sentences, 170–171
independent clauses, 168
noun phrases, 168
predicates, 168
sentence openers, 169–170
subjects, 168
verb phrases, 168
thesis/dissertation committees
choosing, 149
working with, 150–153
topic selection
brainstorming, 19–20
challenges, 18–19
identifying problems, 26–27
text-partners, 23–26
visual materials
bar graphs, 132–135
function of, 127–128
line graphs, 136–137
overview, 125–126
pie charts, 135
presence, 127
tables, 130
visual rhetoric, 126–127
E
editing. See revision process
effective reading, 64–65
emphasis
active and passive constructions, 164–165
Emphasis Principle, 162–163
punctuation marks
dashes, 167–168
parentheses, 167–168
semicolons, 166–167
short sentences, 165–166
Emphasis Principle, 162–163
ETDs (Electronic Theses and Dissertations), 187
advantages, 188–189
disadvantages, 189–190
“Ethnic Preferences and Ethic Perceptions in Multi-Ethnic Settings (literature review),” 113–115
evaluting value of texts, 69
exempt review, 186
expanding sentences, 170–171
expedited review, 186
F
Ferzli, Miriam, 109
Fitzpatrick, Jacqueline, 153
forms
function outline worksheet, 96
proposal log form, 30–31
function of writing, 11
function outlines, 95–96
G
Genre Analysis, 66
genres, 11–13, 84–85. See also literature reviews; proposals
Glatthorn, Allan A., 62
global revision, 92–94
Goetz, Edward G., 81–82
Goggin, Maureen Daly, 125, 138
graduate student logs, 148
grammar, 155
graphs
bar graphs, 132–135
line graphs, 136–137
groups (writing), forming, 11
H
Hank, Karsten, 182
highlighting text, 69
Hood, Carra Leah, 80–81
Howard, Rebecca Moore, 16
Hubbard, Philip, 62
human subjects, 183
confidentiality, 185
exempt review, 186
expedited review, 186
informed consent, 185
minimal risk, 185
regular review, 186–187
research, 184
I
ideas, collecting, 9
independent clauses, 168
informed consent, 185
interacting with text partners, 25–26
Inventing the University (essay), 18
IRB (Institutional Review Board), 183
confidentiality, 185
exempt review, 186
expedited review, 186
informed consent, 185
minimal risk, 185
regular review, 186–187
research, 184
J - K
Johnson, Jennifer, 180
joining the conversation, 41–42
journals, 148
Joyner, Randy L., 62
Kaufman, Jason, 181
L
Latterell, Catherine G., 62
line graphs, 136–137
listing sources, 118–119
literature reviews
argumentative purpose of, 105–106, 109–110
definition of, 104–105
“Ethnic Preferences and Ethic Perceptions in Multi-Ethnic Settings,” 113–115
example, 113–115
key terms, 111
minimizing source loss, 115–116
overview, 103–104
questions associated with, 110–111
source lists, 118–119
structure of, 112–113
taking notes, 119
Note Synthesis Sheets, 122–124
Source Sheets, 120–122
“Teaching Genre to English First-Language Adults: A Study of the Laboratory Report,” 106–109
two-pass approach to examining sources, 116–117
when to start, 112
writer/reader/text relationship, 104–105
Locke, Lawrence F., 16
logs
graduate student logs, 148
proposal logs
definition of, 30
proposal log form, 30–31
“Lying in Writing or the Vicissitudes of Testimony” (article), 80–81
M
mapping texts
applying strategies, 79
challenges of reading unfamiliar/densely populated texts, 64
comparing text to others, 68
considerations
impact of text, 69
text in rhetorical context, 67
why you are reading this text, 68
effective reading, 64–65
evaluating value of text, 69
examining text for central moves, 66–67
getting overview, 65
locating areas of intertextuality, 68
marking/highlighting text, 69
sample text passages, 70–82
situating text within your discipline, 67
marking/highlighting text, 69
materials, tracking, 28–29
Mauch, J. E., 62
mentors
choosing, 142–143
collaborative partnerships with, 145–148
graduate student logs, 148
overview, 140–141
political factors, 143–145
replacing, 148–149
minimal risk, 185
minimizing source loss, 115–116
misconceptions of “originality,” 5–6
Moore, Cindy, 62
moves
examining text for, 66–67
of abstracts, 178
N
NDLTD (Networked Digital Library of Theses and Dissertations), 13
negotiating revisions, 152
non-native speakers of English, proposal writing, 61–62
Note Synthesis Sheets, 122–124
notes
taking notes, 119
Note Synthesis Sheets, 122–124
Source Sheets, 120–122
noun phrases, 168
O
outlines (function), 95–96
P
parallel structure, 160
parentheses, 167–168
partners. See text-partners
partnerships with advisors, 145–148
passive constructions, 164–165
plagiarism, 190–192
predicates, 168
preliminary templates, 85
example, 89–90
overall purpose, 88–91
preliminary template form, 90
provisional models, 86
tentative table of contents, 86–87
presence, 127
previewing text, 116
proactiveness, 176–177
problems, identifying, 26–27
proposal logs
definition of, 30
proposal log form, 30–31
proposals
audience, 47–48
comprehensive proposals, 48
elements of, 52–53
evidence in, 53
finding topics
connecting with your topic, 39–41
ideas from other theses/dissertations, 37–38
practical considerations, 39
replication, imitation, and originality, 38–39
tracking potential ideas, 36–37
function/purpose of, 43–47
non-native speakers of English, 61–62
PQP (problem, question, purpose), 45–46
preparation, 41–42
role of proposal writer, 48–51
working proposals, 48
provisional models, 86
punctuation marks
dashes, 167–168
parentheses, 167–168
semicolons, 166–167
Purdue OWL, 191
purpose, considering during revision process, 98–99
Q - R
reading strategies
challenges of reading unfamiliar/densely populated texts, 64
effective reading, 64–65
mapping texts
applying strategies, 79
comparing text to others, 68
considering impact of text, 69
considering text in rhetorical context, 67
considering why you are reading this text, 68
evaluating value of text, 69
examining text for central moves, 66–67
getting overview, 65
locating areas of intertextuality, 68
marking/highlighting text, 69
sample text passages, 70–82
situating text within your discipline, 67
regular review, 186–187
replacing advisors, 148–149
replication, 38–39
reviews
IRB (Institutional Review Board)
exempt review, 186
expedited review, 186
regular review, 186–187
literature reviews
argumentative purpose of, 105–106, 109–110
definition of, 104–105
“Ethnic Preferences and Ethic Perceptions in Multi-Ethnic Settings,” 113–115
example, 113–115
key terms, 111
minimizing source loss, 115–116
overview, 103–104
questions associated with, 110–111
source lists, 118–119
structure of, 112–113
taking notes, 119–124
“Teaching Genre to English First-Language Adults: A Study of the Laboratory Report,” 106–109
two-pass approach to examining sources, 116–117
when to start, 112
writer/reader/text relationship, 104–105
revision process, 91
chapter structure, 94–95
function outlines, 95–96
global revision, 92–94
purpose and audience considerations, 98–99
signposts/cueing devices, 97–98
surface editing, 92
tips and suggestions, 99–102
revisions, negotiating, 152
rhetoric, 156
rhetorical context, considering text in, 67
visual rhetoric, 126–127
role of proposal writer, 48–51
Rønsen, Marit, 182
S
search, IRB definition of, 184
Secrist, Jan, 153
selecting topics
brainstorming, 19–20
challenges, 18–19
identifying problems, 26–27
proposal logs
definition of, 30
proposal log form, 30–31
text-partners, 23–26
semicolons, 166–167
seminar papers, compared to thesis/dissertation, 6–7
sentences
openers, 169–170
short sentences, 165–166
structure
expanding sentences, 170–171
independent clauses, 168
noun phrases, 168
predicates, 168
sentence openers, 169–170
subjects, 168
verb phrases, 168
signposts (cueing devices), 97–98
Silverman, Stephen J., 16
source loss, minimizing, 115–116
Source Sheets, 120–122
sources
examining, 116–117
source lists, 118–119
source loss, minimizing, 115–116
Source Sheets, 120–122
Spirduso, Waneen W., 16
starting thesis/dissertation
analyzing other theses/disseratations, 16
becoming aware of writing process, 9–10
beginning early, 9
collecting ideas, 9
creating timetable for completion, 10
finding thesis/dissertation examples, 13–14
forming writing group, 11
step-by-step sequence, 14–15
understanding thesis/dissertation as genre, 11–13
structure of thesis/dissertation, revising, 94–95
style, 155. See also emphasis
coherence
definition of, 157
topic sentences, 161–162
cohesion
definition of, 157
discourse signals, 160
meeting reader expectations, 158–160
parallel structure, 160
imitation, 171–173
subjects, 168
surface editing, 92
T
tables (text), 130
tables of contents, creating tentative table of contents, 86–87
taking notes, 119
Note Synthesis Sheets, 122–124
Source Sheets, 120–122
“Teaching Genre to English First-Language Adults: A Study of the Laboratory Report (literature review),” 106–109
templates (preliminary), 85
example, 89–90
overall purpose, 88–91
preliminary template form, 90
provisional models, 86
tentative table of contents, 86–87
text-partners, 23–26
text tables, 130
texts, mapping
applying strategies, 79
challenges of reading unfamiliar/densely populated texts, 64
comparing text to others, 68
considerations
impact of text, 69
text in rhetorical context, 67
why you are reading this text, 68
effective reading, 64–65
evaluating value of text, 69
examining text for central moves, 66–67
getting overview, 65
locating areas of intertextuality, 68
marking/highlighting text, 69
sample text passages, 70–82
situating text within your discipline, 67
“The Prickly Politics of School Starting Time” (article), 70–76
thesis
abstracts
definition of, 177
elements, 177
examples, 179–183
moves, 178
advisors/mentors
choosing, 142–143
collaborative partnerships with, 145–148
graduate student logs, 148
overview, 140–141
political factors, 143–145
replacing, 148–149
coherence
definition of, 157
topic sentences, 161–162
cohesion
definition of, 157
discourse signals, 160
meeting reader expectations, 158–160
parallel structure, 160
compared to seminar papers, 6–7
difficulties associated with writing
distrust of collaborative writing, 4–5
graduate student preparation, 3–4
misconceptions of “originality,” 5–6
ETDS (Electronic Theses and Dissertations), 187
advantages, 188–189
disadvantages, 189–190
emphasis
active and passive constructions, 164–165
Emphasis Principle, 162–163
punctuation marks, 166–168
short sentences, 165–166
finding topics
connecting with your topic, 39–41
ideas from other theses/dissertations, 37–38
practical considerations, 39
replication, imitation, and originality, 38–39
tracking potential ideas, 36–37
genre expectations, 84–85
getting started
analyzing other theses/disseratations, 16
becoming aware of writing process, 9–10
beginning early, 9
collecting ideas, 9
creating timetable for completion, 10
finding thesis/dissertation examples, 13–14
forming writing group, 11
step-by-step sequence, 14–15
understanding thesis/dissertation as genre, 11–13
imitation, 171–173
importance of beginning early, 7–8, 28
literature reviews
argumentative purpose of, 105–106, 109–110
definition of, 104–105
“Ethnic Preferences and Ethic Perceptions in Multi-Ethnic Settings,” 113–115
example, 113–115
key terms, 111
minimizing source loss, 115–116
overview, 103–104
questions associated with, 110–111
source lists, 118–119
structure of, 112–113
taking notes, 119–124
“Teaching Genre to English First-Language Adults: A Study of the Laboratory Report,” 106–109
two-pass approach to examining sources, 116–117
when to start, 112
writer/reader/text relationship, 104–105
materials, tracking, 28–29
plagiarism, 190–192
preliminary templates, 85
example, 89–90
overall purpose, 88–91
preliminary template form, 90
provisional models, 86
tentative table of contents, 86–87
proposal logs
definition of, 30
proposal log form, 30–31
proposals
audience, 47–48
comprehensive proposals, 48
elements of, 52–53
evidence in, 53
function/purpose of, 43–47
non-native speakers of English, 61–62
PQP (problem, question, purpose), 45–46
preparation, 41–42
role of proposal writer, 48–51
working proposals, 48
revision process, 91
chapter structure, 94–95
function outlines, 95–96
global revision, 92–94
purpose and audience considerations, 98–99
signposts/cueing devices, 97–98
surface editing, 92
tips and suggestions, 99–102
sentence structure
expanding sentences, 170–171
independent clauses, 168
noun phrases, 168
predicates, 168
sentence openers, 169–170
subjects, 168
verb phrases, 168
thesis/dissertation committees
choosing, 149
working with, 150–153
topic selection
brainstorming, 19–20
challenges, 18–19
identifying problems, 26–27
text-partners, 23–26
visual materials
bar graphs, 132–135
function of, 127–128
line graphs, 136–137
overview, 125–126
pie charts, 135
presence, 127
tables, 130
visual rhetoric, 126–127
timetables, developing, 10
Tod, Sheila Carter, 62
topic sentences, 161–162
topics
finding, tracking potential ideas, 36–37
selecting
brainstorming, 19–20
challenges, 18–19
identifying problems, 26–27
text-partners, 23–26
tracking
materials, 28–29
potential ideas (finding topics), 36–37
sources, source lists, 118–119
traditional grammar, 159
U - V
UMI (University Microfilms International), 189
verb phrases, 168
Vikat, Andres, 182
visual materials
bar graphs, 132–135
function of, 127–128
line graphs, 136–137
overview, 125–126
pie charts, 135
presence, 127
tables, 130
visual rhetoric, 126–127
W
Wahlstrom, Kyla L., 70–76
Walker, Janice, 188
Weber, Max, 153
Weisser, Christian R., 188
Welch, Nancy M., 62
Wiebe, Eric, 109
Williams, James, 159
working proposals, 48
working with thesis/dissertation committees, 150–153
worksheets
function outline worksheet, 96
joining the conversation, 42
Wright, Debra J., 153
writer/reader/text relationship, 104–105
writing
abstracts
definition of, 177
elements, 177
examples, 179–183
moves, 178
coherence
definition of, 157
topic sentences, 161–162
cohesion
definition of, 157
discourse signals, 160
meeting reader expectations, 158–160
parallel structure, 160
collaborative writing, distrust of, 4–5
difficulties associated with
distrust of collaborative writing, 4–5
graduate student preparation, 3–4
misconceptions of “originality,” 5–6
emphasis
active and passive constructions, 164–165
Emphasis Principle, 162–163
punctuation marks, 166–168
short sentences, 165–166
finding topics
connecting with your topic, 39–41
ideas from other theses/dissertations, 37–38
practical considerations, 39
replication, imitation, and originality, 38–39
tracking potential ideas, 36–37
genre expectations, 84–85
grammar, 155
imitation, 171–173
importance of beginning early, 7–8, 28
literature reviews
argumentative purpose of, 105–106, 109–110
definition of, 104–105
“Ethnic Preferences and Ethic Perceptions in Multi-Ethnic Settings,” 113–115
example, 113–115
key terms, 111
minimizing source loss, 115–116
overview, 103–104
questions associated with, 110–111
source lists, 118–119
structure of, 112–113
taking notes, 119–124
“Teaching Genre to English First-Language Adults: A Study of the Laboratory Report,” 106–109
two-pass approach to examining sources, 116–117
when to start, 112
writer/reader/text relationship, 104–105
materials, tracking, 28–29
plagiarism, 190–192
preliminary templates, 85
example, 89–90
overall purpose, 88–89
preliminary template form, 90
provisional models, 86
tentative table of contents, 86–87
proposals
audience, 47–48
comprehensive proposals, 48
elements of, 52–53
evidence in, 53
function/purpose of, 43–47
non-native speakers of English, 61–62
PQP (problem, question, purpose), 45–46
preparation, 41–42
role of proposal writer, 48–51
working proposals, 48
revision process, 91
chapter structure, 94–95
function outlines, 95–96
global revision, 92–94
purpose and audience considerations, 98–99
signposts/cueing devices, 97–98
surface editing, 92
tips and suggestions, 99–102
rhetoric, 156
sentence structure
expanding sentences, 170–171
independent clauses, 168
noun phrases, 168
predicates, 168
sentence openers, 169–170
subjects, 168
verb phrases, 168
style, 155
writing process, 35–36
writing groups, forming, 11
X - Y - Z
Yeatman, Anna, 153