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 How to write How to write

How to write Dissertations & Project Reports

Dissertations
& Project Reports Dissertations
& Project
Kathleen McMillan and Jonathan Weyers

Is there a secret to successful study?

The answer is no! But there are some essential skills and smart
strategies that will help you to improve your results at university.

This easy-to-use guide identifies and addresses the areas where most
Reports
students need help with exam preparation and performance, and provides
straightforward, practical tips and solutions that will enable you to assess
and then improve your performance and get better results - and better
grades!

How to write Dissertations & Project Reports provides all of the

tips, tools and techniques that you need to choose, research, write
and present successful dissertations and research projects, including:

• How to choose a winning topic or question and get started

• How to structure and plan your writing proposal
• How to undertake experimental work and field research
• How to read, analyse and understand information and take notes
effectively
• How to interpret, analyse and present numerical and research data
• How to improve your academic writing style and use of conventions
and vocabulary
McMillan and Weyers
• How to cite references and avoid plagiarism
• How to review, proof-read and present your dissertation or project
for maximum impact and results
COVER ILLUSTRATION JULES MANN, BEATBUG

Instant answers to your most pressing study skills problems.

£8.99 www.pearson-books.com
Kathleen McMillan and Jonathan Weyers

9780273713586_COVER.indd 1 2/7/07 10:07:28

WRID_A01.qxd 7/11/07 13:12 Page i

Smarter Study Guides

How to write
Dissertations &
Project Reports
Kathleen McMillan and
Jonathan Weyers
WRID_A01.qxd 7/18/07 11:35 Page ii

Pearson Education Limited

Edinburgh Gate
Harlow
Essex CM20 2JE
England

and Associated Companies throughout the world

Visit us on the World Wide Web at:

www.pearsoned.co.uk

First published 2007

© Pearson Education Limited 2007

The rights of Kathleen McMillan and Jonathan Weyers to be identified as

authors of this work have been asserted by them in accordance with the
Copyright, Designs and Patents Act 1988.

All rights reserved. No part of this publication may be reproduced, stored in

a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without either the prior
written permission of the publisher or a licence permitting restricted copying
in the United Kingdom issued by the Copyright Licensing Agency Ltd,
Saffron House, 6–10 Kirby Street, London EC1N 8TS.

ISBN: 978-0-273-71358-6

British Library Cataloguing-in-Publication Data

A catalogue record for this book is available from the British Library

10 9 8 7 6 5 4 3 2 1
10 09 08 07

Typeset in 9.5/13pt Interstate by 35

Printed and bound in Great Britain by Henry Ling Ltd, Dorchester, Dorset

The Publisher's policy is to use paper manufactured from sustainable forests.

WRID_A01.qxd 7/11/07 13:12 Page iii

Smarter Study Guides

Instant answers to your most pressing university skills

problems.
Are there any secrets to successful study?

The simple answer is no – but there are some essential skills, tips and
techniques that can help you to improve your performance and
success in all areas of your university studies.

These handy, easy-to-use guides to the most common areas where

most students need help (even if you don’t realise it!) provide
accessible, straightforward practical tips and instant solutions that
provide you with the tools and techniques that will enable you to
improve your performance and get better results – and better grades.

Each book in the series allows you to assess and address a particular
set of skills and strategies, in crucial areas such as exam preparation
and performance, researching and writing dissertations and research
projects, and planning and crafting academic essays. Each book then
delivers practical no-nonsense tips, techniques and strategies that will
enable you to significantly improve your abilities and performance in
time to make a difference.

The books in the series are

l How to succeed in Exams and Assessments

l How to write Essays and Assignments
l How to write Dissertations and Project Reports

Or for a complete handbook covering all of the study skills that you
will need throughout your years at university:

l The Smarter Student: Study Skills and Strategies for Success at

University

Get smart, get a head start!

The Smarter Student series is available at all good bookshops or online

at www.pearson-books.co.uk/studyskills.

iii
WRID_A01.qxd 7/11/07 13:12 Page iv
WRID_A01.qxd 7/11/07 13:12 Page v

Contents

Preface and acknowledgements ix

How to use this book xi

Introduction
1 Tackling a dissertation or project report – how to
make the best possible start 3

2 Choosing a dissertation or research topic – how to

decide on a theme for your investigation 10

Planning your research

3 Writing a proposal – how to structure a successful
dissertation or research proposal 21

4 Time management – how to write your dissertation or

project while balancing family, work and leisure 29

5 Planning for dissertations – how to begin your research

and evolve a model for your writing 40

6 Planning for experimental projects – how to organise

your efforts effectively 51

Finding and filtering information

7 Information literacy – how to make best use of the
library resources 61

8 Effective academic reading – how to read efficiently

and with understanding 71

9 Analysing and evaluating source material – how to

filter and select relevant material as part of the
research process 85

10 Note-making from source material – how to create

effective notes to support your dissertation and project
research 94

v
WRID_A01.qxd 7/11/07 13:12 Page vi

Applying research techniques

11 Principles of quantitative research – how to obtain and
analyse numerical information 109

12 Principles of qualitative research – how to obtain and

analyse descriptive information 123

13 Experimental research and field visits – how to develop

and apply your skills 135

14 Thinking critically – how to develop a logical approach

to analysis and problem-solving 143

Working with data and numbers

15 Number crunching – how to solve problems in
arithmetic and algebra 157

16 Interpreting and presenting data – how to understand

and produce graphs, tables and basic statistics 170

Addressing issues of plagiarism, referencing and ethics

17 Plagiarism and copyright infringement – how to avoid
being accused of ‘stealing’ the ideas and work of others 185

18 Citing and listing references – how to refer appropriately

to the work of others 194

19 Ethics in researching and reporting – how to follow

good research practice 211

Writing a first draft

20 Structuring a dissertation – how to organise your
writing within a standard framework 221

21 Structuring a project report – how to select and shape

your content appropriately 227

22 Academic writing style – how to adopt the appropriate

language conventions 235

Editing, revising and presenting

23 Reviewing, editing and proof-reading – how to make
sure your writing is concise and correct 249

vi Contents
WRID_A01.qxd 7/11/07 13:12 Page vii

24 Exploiting feedback – how to understand and learn

from what your supervisor writes on your work 258

25 Presentation of dissertations and reports – how to

follow the appropriate academic conventions 264

References and further reading 277

Glossary 278

Contents vii
WRID_A01.qxd 7/11/07 13:12 Page viii
WRID_A01.qxd 7/11/07 13:12 Page ix

Preface and acknowledgements

Welcome to How to Write Dissertations and Project Reports.

We’re pleased to you have chosen this book and hope it will help you
compose and present high-quality work that reveals your academic
skills in the best possible light. Our aim has been to provide practical
tips to guide you from planning to submission, so that your work is
well developed and meets academic requirements. We’ve tried to
remain faithful to the philosophy of our earlier book, The Smarter
Student, by creating a quickly accessible resource that you can dip
into in time of need. We had many kinds of students in mind when we
decided to write this text and we hope that it will meet your personal
needs – regardless of your experience and background.
We would like to offer sincere thanks to many people who have
influenced us and contributed to the development and production of
this book. Countless students over the years have helped us to test
our ideas, especially those whose writing we have supervised or guided.
We are grateful to following colleagues and collaborators who have
helped us directly or indirectly: Margaret Adamson, John Berridge,
Margaret Forrest, Alan Grant, Neale Laker, Fiona O’Donnell, Neil Paterson
and Anne Scott. Also, we acknowledge those at other universities who
have helped frame our thoughts, particularly our good friends Rob
Reed, Nicki Hedge and Esther Daborn. We owe a special debt to the
senior colleagues who encouraged various projects that contributed to
this book, and who allowed us the freedom to pursue this avenue of
scholarship, especially Robin Adamson, Ian Francis, Rod Herbert and
David Swinfen. At Pearson Education, we have had excellent advice
and support from Steve Temblett, Georgina Clark-Mazo and Joan Dale
Lace. Finally, we would like to say thanks to our long-suffering but
nevertheless enthusiastic families: Derek, Keith and Fiona; and Mary,
Paul and James, all of whom helped in various capacities.

We’d be delighted to hear your opinion of the book and receive any
suggestions you have for additions and improvements.

Kathleen McMillan and Jonathan Weyers

University of Dundee
April 2007

ix
WRID_A01.qxd 7/11/07 13:12 Page x
WRID_A01.qxd 7/11/07 13:12 Page xi

How to use this book

How to Write Dissertations and Project Reports has been organised

and designed to be as user-friendly as possible. Each chapter is
self-contained and deals with a particular aspect of planning,
researching and writing. You can therefore read the book through
from end to end, or in sections, or dip into specific chapters as and
when you think you need them.

At the start of each chapter you’ll find a brief paragraph and a

Key topics list, which lets you know what’s included. There is also
a list of Key terms at this point, and, should you be uncertain about
the meaning of any of these, you will find definitions in the glossary
(pp. 278–86).

Within each chapter, the text is laid out to help you absorb the key
concepts easily, using headings and bulleted lists to help you find what
you need as efficiently as possible. Relevant examples are contained
in figures, tables and boxes, which can be consulted independently,
if necessary. The inset boxes are of three types:

smart Smart tip boxes emphasise key advice to ensure you adopt a
tip successful approach.

Information boxes provide additional information, such as

i useful definitions or examples.

Query boxes raise questions for you to consider about your

? personal approach to the topic.

At the end of each chapter, there’s a Practical tips section

with additional tips. You should regard this as a menu from
which to select the ideas that appeal to you and your learning
personality.

Finally, the And now box provides three suggestions that

GO you could consider as ideas to take further.

xi
WRID_A01.qxd 7/11/07 13:12 Page xii
WRID_C01.qxd 7/11/07 13:12 Page 1

‘ Introduction
WRID_C01.qxd 7/11/07 13:12 Page 2
WRID_C01.qxd 7/11/07 13:12 Page 3

Tackling a dissertation or
1 project report
How to make the best possible start
Dissertations and project reports are extensive exercises in
writing and they usually contribute significantly to module and
degree classification grades. It makes sense, therefore, to
tackle them professionally and with energy. This chapter offers
strategies that will help you to start off well and achieve your
full potential.

Key topics:
‘ Starting off well
‘ Making sure you work efficiently and effectively
‘ Avoiding the common pitfalls

Key terms
Effectiveness Efficiency Learning objective Learning outcome
Perfectionism

Looking proudly at the finished version of your dissertation or project

report will probably be one of the highlights of your undergraduate
academic career. In most cases, its production will be the result of
many months of serious work. The final document will represent the
pinnacle of your achievements at university and provide concrete
evidence of your advanced academic skills in your discipline.

In carrying out the necessary research, thinking, writing and

presentation, you will be delving deep into the subject material of
your chosen discipline and stretching yourself in the production of a
piece of original work. In some cases, the skills involved may be very
closely allied to those you will use in the workplace: employers will be
interested in seeing your work because it represents your full potential
in the working environment. Your university tutors will demonstrate
the perceived importance of dissertations and reports by allocating a
high proportion of marks from them towards your final grade.

1 Tackling a dissertation or project report 3

WRID_C01.qxd 7/11/07 13:12 Page 4

These are all good reasons for trying to produce the best possible
product and, to do well, you will need to be focussed from the start
and disciplined in your effort.

smart
Taking account of the task you have been set tip

While there are many similarities in the production of dissertations and

project reports, there are also some key differences. Throughout this
book, we have tried to provide generic material wherever possible,
but have also written chapters and sections that focus on tasks and
outcomes relevant to specific types of document. You should select
the material of relevance both to your personal needs and the
approach required in your discipline.

‘ Starting off well

In this chapter, the emphasis is on starting as you mean to go on, and

establishing good working habits. Many students drift aimlessly at the
start of their project or research-based studies, so one of the most
important things you can do is to become focussed on the task right
from the beginning. To ensure this happens you should:

l Make sure you understand precisely what you are being asked
to produce, and how. You can do this by reading the supporting
material in the course handbook or regulations (particularly the
learning objectives or outcomes), or by speaking to your supervisor
or a potential supervisor.
l Try to make the initial connection with your research or source
material. Sometimes this will appear bewildering in its breadth,
obscure in its jargon or genuinely difficult to master. The only way
you will overcome this is to immerse yourself in the topic, read
background material and ask questions. The sooner you take this
step, the better.
l Try not to luxuriate in the comfort of having a deadline many
months away. Graduates will tell you that every part of the
process took longer than they estimated, and that, if they had
to do it all again, they would try to organise themselves better.

4 Introduction
WRID_C01.qxd 7/11/07 13:12 Page 5

The time will quickly evaporate, and the earlier you start the more
likely you will be to avoid stress near to the end. Details of the
component elements of any extensive writing task, and advice
for good timetabling and project management, are provided in
Ch 4 and Ch 6.
l Do something active. Appropriate actions will depend on your
subject, but will probably include taking notes of your background
reading, or creating a plan of action or timetable. In some research
projects it will involve making initial observations or setting up a
pilot experiment; in others getting your hands on the right textbooks
and references.

How motivated are you? ?

Getting started and maintaining momentum depend on your
motivation to succeed. It may be assumed by friends, family and
tutors that you are highly motivated. If this is indeed true, use this
feeling to energise your start to work, and tap into your motivation
whenever things get difficult. If you feel that you lack motivation,
you should speak to someone about this: some supervisors are
excellent at motivating students; staff in support services such as
counselling and the careers service will also be able to help.
Sometimes all it takes to rekindle an interest in a subject is to immerse
yourself in it. Recognise this fact and use it to push yourself over any
initial barriers.

Starting off well also means understanding what constitutes good

working practice and avoiding common pitfalls. There follows a quick
summary of these aspects, as they apply to the research and writing
phases of your dissertation or project.

‘ Making sure you work efficiently and effectively

Efficient working means using your time well. If you can do this, it
will mean you have more time available for thinking and relaxing,
creating a virtuous cycle that will result in a better end product.
The keys to working efficiently are:

1 Tackling a dissertation or project report 5

WRID_C01.qxd 7/11/07 13:12 Page 6

l thinking and planning ahead for each day or part of a day;

l understanding what you are trying to achieve during each day or
part of a day;
l getting down to work as quickly as possible;
l prioritising tasks appropriately;
l avoiding distractions;
l keeping your papers and workplace well organised; and
l taking breaks when you need to rest.

smart
Efficient working in a nutshell tip

This involves means cutting out wasteful or unproductive effort, and

focussing on using your time to maximise productivity.

Effective working is effort that results in meaningful results. It involves

having a continual focus on the end product and making sure that for
each subsidiary task undertaken you keep this in mind. The keys to
working effectively are:

l getting started;
l focussing on the end product;
l minimising unproductive work;
l identifying things that are barriers to progress;
l finding ways to overcome obstacles to progress; and
l making sure you complete each component, even if this means
some loss of quality.

smart
Effective working in a nutshell tip

This involves smart working, rather than putting in extra effort. This
means identifying SMART goals, that is, those that are:

Specific (What am I aiming to achieve in this work episode?)

Measurable (What milestones can I set myself for this period?)
Attainable (What can I achieve in the time available?)
Realistic (Have I created a goal that is achievable?)
Tangible (Will I be able to see the progress I’m making?)

6 Introduction
WRID_C01.qxd 7/11/07 13:12 Page 7

‘ Avoiding the common pitfalls

Your dissertation or project report will probably be the most extensive

piece of writing you will have to complete on your course. In addition,
it will require and test some demanding skills, in relation to both
research and presentation. Because of this, you should be aware of
potential risks, so that you can take steps to avoid them:
q you may underestimate the time it takes to carry out the research;
q your initial reading may be aimless;
q your writing skills may be rusty;
q you will need to organise large amounts of information;
q you will need to keep records of research sources so you can cite
them properly;
q you may need to carry out advanced forms of data analysis;
q you may need to adopt a professional approach to data presentation;
q you may underestimate the time it takes to write, or suffer from
writer’s block;
q you will need to be aware of copyright infringement and plagiarism;
and employ strategies to avoid them;
q you may need to allow time for your supervisor to provide feedback;
q you may need to allow time to take your supervisor’s feedback into
account; or
q for longer pieces of work, you will need to allow time for your
dissertation or report to be typed, or, if you need this service,
for graphics to be produced or printed, and for binding, if this is
required by your department.
Suggestions on how to avoid most of the common problem areas are
provided in subsequent chapters.

smart
Try not to be a perfectionist tip

Many projects never get started, stall or fail to be completed because

the people involved are aiming for perfection, when this is either
impossible or impractical. Often, achieving perfection would be a
waste of resources. If you identify this as a potential characteristic in
yourself, try to accept that fact, and focus on minimising the larger
flaws in your work and on completing the task despite any minor
faults you believe are present.

1 Tackling a dissertation or project report 7

Another random document with
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 I n tE rest
S he C hem
M aT tins.

It appears that this forms an acrostic, and is connected with some

kind of competition in the weekly papers. The two first words have
not been successfully identified, the four last have. All we saw on our
half-sheet was the non-significant termination of the last four words. I
took it to Lees-Jones—you remember Lees-Jones, our Acrostic
expert?—and he said it would have been very difficult to reconstruct
the original acrostic from these indications. Your critical faculty will
not fail to be delighted by the mistake we made in reading “rest” as
“vest,” simply because it came next to the word “socks,” which set up
a train of mental association.
It appears that Davenant used to toy with this peculiar sport, and
Miss Rendall-Smith occasionally helped him. On the Sunday before
the murder she sent him the answer, as far as she could decipher it,
on a full sheet of note-paper, and he tore off half of this when he
wanted to write the cipher message to Brotherhood. The writing was
Miss Rendall-Smith’s own, and I fancy it was purely through that,
with the help of the Post Office, that the police got on her track.
The sleeper-coupon was the most misleading clue of all. It
appears certain that Brotherhood himself did not know of his
impending bankruptcy when he applied for it, and merely intended a
business visit to Glasgow; indeed, he was expected there. The
correction was quite a genuine one, necessitated by an error on the
part of the clerk. And that, I think, finishes the list of enigmas. It was,
of course, Miss Rendall-Smith who sent the other wreath. And it was
Marryatt (I found out by tactful questioning) who took the copy of
Momerie from Reeves’ shelves—he was looking for material for his
evening sermon.
The only problem that remains to me is this—Do we really know in
full the part which Miss Rendall-Smith plays in the story? Davenant’s
excessive anxiety to keep her out of the whole business looks to me,
I confess, suspicious. But I know how you distrust theories; and
perhaps since Davenant was content to die in silence it would be
ungenerous to probe further. The police, certainly, have made no
attempt to do so. Reeves has never called on Miss R.-S., or heard
from her.
Reeves himself, meanwhile, is entirely changed for the better. He
has forsworn detective work, and succeeded in doing the ninth in
four. The other day I actually heard him start a sentence with the
words “When I was a limpet in the War Office,” so I think there is
hope for him yet. I call him “Mordaunt Reeves, the Converted
Detective.”
I hope you will excuse my typewriting this letter; its inordinate
length must be my apology. I hope we shall see you here again
before long, and have less stirring times together. My wife wishes to
be remembered to you very kindly; her rheumatism has almost
disappeared.
Yours sincerely,
William Carmichael
 Endnote
¹ To the Reader—This chapter may be omitted if the book be thought too long. ↩︎
 Transcriber’s Notes
This transcription follows the text of the edition published by Simon
and Schuster, Inc. in 1926. The following alterations have been
made to correct what are believed to be unambiguous errors in the
text:

“circumstancs” has been changed to “circumstance” (Chapter

VII);
“Reeve’s” has been changed to “Reeves’ ” (Chapter XII);
“they’d thing it was” has been changed to “they’d think it was”
(Chapter XVI);
“Marrayyatt’s” has been changed to “Marrayatt’s” (Chapter XXI);
“Oatville” has been changed to “Oatvile” (Chapter XXIII);
*** END OF THE PROJECT GUTENBERG EBOOK THE VIADUCT
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