Include discussion section thesis

However, writing working abstracts and introductions as you go along can be useful to force you to think about the overview of, and motivation for, what you are doing. But if this is the case, then it is important to make it clear to the reader what the point of a long review is! Example 9). 55575B Explaining why the literature review is scattered throughout the papers for publication chapters rather than being in a separate chapter as is common. To address the question of., such and such data was collected and analysed using the such and such methodological framework.

In order to appreciate the significance of., it is first important to consider. ). Provides the rationale for proceeding in the way you did and perhaps for why you have organised things the way you have (e. g. Why is this an interesting topic? ), with more detailed motivation for precise goals coming out of a literature review (Why look at the particular aspects you do? (e. g. Note that the following provides general guidelines and suggestions only, as there is considerable variation in the ways theses are organised. (Some indicative statistics would be enough to make your point, you wouldn't need masses of statistics. )It might help here to think of your Introduction as being what you would tell an educated friend who wanted to know what your research is all about and why you are doing it, while the Literature Review is for other researchers in the field. To indicate the significance of the problem, it would be necessary to briefly explain: What causes them? What are the economic consequences of power grid instabilities? I am going to do this because of these reasons. )In many instances, researchers don't know exactly where they will end up until they get there, so introductions and abstracts are often the last sections of a paper or thesis which are written. 6 for more): A common structure is to start with the broadest possible motivation and then gradually narrow the scope until the particular focus of the thesis or article is reached (e. g. Implications for practice are discussed. But think about why you read abstracts and what you hope to get out of them, and ask if you're happy just getting promotional material or whether you'd rather get the whole story, including key results, in a nutshell. Note also that abstracts play a critical role in determining whether someone reads on, and so deserve to be well written. What aspects in particular of the phenomenon will you be investigating? ). If the introduction is brief, then provide only the broad motivation (e. g. Why pursue the specific line of investigation you do? ). One way of thinking about a brief introduction, is to think about providing the level of motivation or justification that would satisfy a well-educated friend of yours curious about what you are doing and why, with the literature review providing the level of motivation and justification that would satisfy an expert in the field. Longer introductions might occur when a significant amount of background material needs to be reviewed in order for the reader to appreciate the context and significance of your research question. And while they will have to be revised and fine-tuned, having a general sense of where you are going and why is very useful when making the journey. Background is necessary to orientate the reader to what you are doing, but it is possible to give too much detail so that the reader starts to wonder why they need to know all of what they are being told. To simply say that your research will look at ways to deal with power grid instabilities indicates to the reader that you're working on solving a problem, but not why that problem is significant enough to work on.

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CRICOS Provider No: In fact, some journals try to force authors to write them well by requiring that they put responses against a series of prompts, typically something like: It has to be acknowledged, though, that the word limit that some journals put on abstracts means that it is not possible to answer all five of the above questions in your abstract, but in such cases key findings should not be something that gets sacrificed. Finally, as a summary of the entire thesis, the abstract is the often the last thing to get finalised, but it shouldn't necessarily be the last thing to get written. Another way of analysing your writing and the writing of others is to consider which of the following three moves are being made in each paragraph or section of a paragraph (see Paltridge and Starfield, 7557, Ch. That you intend to contribute to the understanding of some phenomenon), and in terms of specific objectives (e. g. Q675. W787), gives a good example of what a useful outline looks like. )These three questions can be used to broadly analyse the structure of other people's writing so that you can get an overview of what they have done and how they have organised things. ( Because of these reasons or observations, I'm going to do this, as opposed to: However, some writers prefer to start with a statement of the aim of the research, then proceed to give the arguments for pursuing that aim. Why is there interest in this area? If you're drowning in data or literature and feel you're not sure where you're going anymore, writing a working abstract might help you to get a big-picture view of what you're trying to do and, therefore, help you to get focussed again. All theses require introductions and literature reviews, but the structure and location of these vary considerably. Options that are used include: Regardless of the approach taken, the Introduction to a thesis answers the three questions: May be stated in terms of both general aims (e. g. Some of the suggestions may need to be adapted to meet the needs of your particular thesis. The abstract is a short version of the entire thesis which should answer the following five questions (not necessarily in this order or separately): The most common mistake with abstracts is to write them as though they are just another form of introduction, or perhaps as advanced advertising where the writer doesn't want to give too much away. e. g. Why is it important? Include discussion section thesis.