II. Writing
7. Structuring a paper
7.2. Designing a paragraph
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call it a chapter, sub-chapter depending on the lengths of the paper and the content. What your reader expects when he/she enters a new paragraph is that you declare a point and then offer support for that point. If you violate this expectation - if your paragraphs wander among a half dozen points, or if they declare points without offering any evidence to support them - then the reader becomes confused or irritated by your argument. A paragraph shall have an internal logic and ensure a comprehensible and coherent text of
exploration: what? (a topic sentence which is a statement (open question) related to the dissertation main subject) supported by
explanation: why?
evidence (literature, empirical research result)
arguments in favour of the topic/against it [➔On the one hand, moreover, also, because, due to, for this reason, therefore, thus, furthermore, so, this is why…etc.]
methodological reference: depending on the topic of the complete work, if a paragraph contains empirical research that is a peculiarity of that single unit, then the unit shall contain the methodological reference, too (p. ex. the description of quantitative research if the statement is supported by numerical results of a database)
the conclusion from the result: what I learned by this paragraph about the dissertation’s main topic?
Whe you formulate a paragraph that is an individual part of your works, you shall follow the PEEL or TEEL method:
19. T/PEEL steps of structuring a paragraph (author)
T/P
• Topic sentence or point - Formulate a quesion or a make a statement and stick that as the focus of your paragraph
E
• Explanation and expanding the topic - explain you point/statement and make it relevant
E
• Examples and evidences- provide examples or evidences to prove your point and argue your case, clarify pros and cons, refute opposite claims and dispel any doubts
L
• Link - link your information back to the questuin and wrap
up your paragraph with a concluding sentence
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Paragraphs shall be connected; the subsequent paragraphs shall represent continuity in the course of paragraphs; therefore, each paragraph shall have a linking sentence at the end that refers to the forthcoming paragraphs’ topic.
You can also think of each item as a hamburger: it is not the same if any of the layers are missing!
20. Hamburger paragpraph. Source: https://www.siue.edu/~tkohler/Writing%2520a%2520Paragraph.html
See a very basic essay and two models in Appendix II!
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21. Final checking steps (author)
7.4. Delimitation of some genres 7.4.1. Abstract - introduction
These words are often used interchangeably, but they have slightly different connotations.
The introduction presents the background to your study, introduces your topic and aims, and gives an overview of the paper.
See two examples for the introduction and the abstract of the same article and try to make a distinction in AppendixIII.
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22. Introduction (author)
An abstract is a summary of a research or any in-depth analysis of a particular subject and is often used to help the reader quickly ascertain the paper's purpose. When used, an abstract always appears at the beginning of a manuscript or typescript, acting as the point-of-entry.
It has obligatory elements that suppose that the works are already done (research is done, perhaps paper is written). Even though an abstract is quite brief, it must do almost as much work as the multi-page paper that follows it.
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23. Abstract (author)
7.4.2. Summary - review
Summary refers to a short restatement of the main points of an argument, paper, lecture, etc. and especially a restatement used for better understanding, easier remembering, or showing how points relate to each other. It is a simple recapitulation of the work; an academic summary is a shortened version of a text which gives the reader a clear idea about the main points in it.
You write a summary for most of the time for your work, but you may have to summarize somebody else’s paper (as an editor writing a concluding chapter for a collective volume, p. e.x.
or as a chair at the end of conferences)
When writing a summary, remember that it should be in the form of a paragraph.
A summary begins with an introductory sentence that states the text’s title, author and the main point of the text as you see it.
A summary is written in your own words, so avoid quotation!
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A summary contains only the ideas of the original text. Do not insert any of your own opinions, interpretations, deductions or comments into a summary which did not appear it the original text!
Identify in order the significant sub-claims the author uses to defend the main point.
Follow the table of contents or the chapters in order!
Write a last sentence that “wraps” up your summary; often a simple rephrasing of the main point.
You can see a model summary in Appendix III.
Review
a) is a report giving someone's opinion about someone or something." This is used in both informal contexts ("movie reviews") and formal contexts ("This policy is under review."). This sense of review is also used in the name of magazines and academic journals that are full of these sorts of opinions ("Law Review", "The Annual Review of Biology").
b) The second use of review refers to a class, lecture, book, etc. that is meant to give you a very broad introduction to a subject ("a review of 19th-century literature"). This use appears primarily in academic and formal contexts.
c) The third use of review is only found in American English and refers to studying information you have already studied before ("Do a review of Chapter 7 for the test."). This is the equivalent of the British word revision and it appears in informal and classroom contexts
Recension is the practice of editing or revising a text-based on critical analysis. When referring to manuscripts, this may be a revision by another author. The term is derived from Latin recension
"review, analysis".
7.5. How your dissertation shall look like before you submit it?
The dissertation includes the following obligatory elements:
Table of contents
Abstract
List of figures, abbreviations
Introduction
Body
Conclusion
Appendix (if there is any)
Bibliography
Apart from the dissertation, you shall prepare a short version of the thesis of approx. 40.000 characters to show the main features of your work including the following information:
Abstract (1-2 pages)
Research questions of the study
A presentation of applicable data and methods
Results of your study and their discussion (~the table of contents of the body of your work)
Conclusions
46 what novelty do you bring to the legal literature?
List of your publications and academic lectures related to the topic of your work
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APPENDIX I.PLAGIARISM QUIZ
Which of the following are incidents of plagiarism?3
1. You are guilty of plagiarism if you:
a. Make use of the works of others to gather information.
b. Use the work of another and misrepresent it as your own.
c. Make use of the works of others to support your own arguments.
d. Examine the ideas and arguments of others to help you shape your own thoughts or views on a particular issue.
2. Drawing information or content from the work of another without acknowledging the source by citing a reference is considered to be plagiarism in all of the following cases except:
a. Using the exact words of the author.
b. Using data that the author has compiled through his/her independent investigation.
c. Using information from the author's work that is regarded as common knowledge in the discipline.
d. Reproducing in your paper a chart contained in the author's work.
3. Which of the following is not an example of "padding" a bibliography?
a. Including in your bibliography works that you consulted but to which you made no direct or indirect reference or use of in your research paper.
b. Including in your bibliography sources that you did not consult but know would be relevant to the topic of your research paper.
c. Listing the titles of complete works as separate entries in your bibliography when you actually used a single volume made up of excerpts from those works.
d. Including in your bibliography sources that you did not consult directly, but that were referred to in several of the books or articles that you did consult.
4. Paraphrasing too closely to the original text, even if you do credit the source, is still considered as plagiarism because:
a. By changing a few words or the order of the original words, you have changed the author's exact words.
b. By not providing the exact words of the author in their entirety, you are attributing to the author some words that he/she did not write.
c. You must never use the words of others when you are using their ideas.
d. You have failed to indicate, by means of direct quotation marks, which are the exact words of the original.
3 Source: https://academicintegrity.uoguelph.ca/plagiarism/quiz-plagiarism
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a. Because no one will know what works you consulted in the preparation of your essay.
b. Because a bibliography does not provide specific page references for the sections of your sources that you actually read when you were doing your research.
c. Because by so doing you fail to indicate the exact source(s) of each specific passage.
6. Information provided in your essay must be referenced in all of the following cases except:
a. When the information involves an interpretation peculiar to the author from whose work you are drawing.
b. When the information describes common knowledge.
c. When the information comes from an e-mail or phone call.
d. When the information or idea that you are recording is disputed within the discipline.
e. b and c.
7. You are unable to work out the calculations for your lab report but you know what the correct answer should be. Since your report is due, you take one of your numbers from an old lab report so that you can arrive at the correct answer. Is this considered to be
plagiarism?
a. Your professor doesn't expect everything to work out and if s/he knows that you falsified a few of your numbers to fit in with your results s/he won't be worried about it because the important thing is that you tried and that you understand what should have happened.
b. Since you are copying someone else's work without crediting the source, this is clearly plagiarism.
c. This was such a tiny part of the lab report, that it really doesn't matter.
8. You're worried that your paper will look as if all the ideas come from someone else and appears to list one reference citation after another. You can avoid this by:
a. Having your own over-riding argument and thesis, being analytical, and presenting your own interpretations of the evidence.
b. Omitting references when you are in doubt whether you need to reference ideas or information.
c. Integrating quotes and ideas into the text so that they fit in with your own words in a seamless web, and varying the way you introduce your references to the original sources. That way the citations will not be so intrusive.
d. a and c.
9. You have a friend who usually looks over your papers and together you discuss how to improve them. Is this plagiarism?
a. Yes, you should never accept help with the writing of your papers.
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b. It's fine to get help from a friend as long as your discussion is a general one, and does not involve detailed conceptual or editorial changes.
10. You are in a computer science course. The documentation for a new programming language is on the Web and the author has given permission to use the code. Do you cite the source or not?
a. No, since the author has given permission to use the code, all you have to do is copy it.
b. Yes, you still need to cite the original source of the code.
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By bowzing the internet you can find many examples that aims to help you!
24. Structuring an essay. Source: https://www.template.net/business/essay/five-paragraph-essay-template/
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25. Structuring an essay. Source https://studylib.net/doc/8167947/5-paragraph-essay-structure-%E2%80%93-visual-outline
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26. Example for structuring an essay. Source: https://studylib.net/doc/7045046/5-paragraph-essay-model
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APPENDIX III.INTRODUCTION V.ABSTRACT
Example no. 1.
The Effects of Communication Styles on Marital Satisfaction Abstract
The differences in communication styles between men and women have been a topic of interest in the research world for many years. These differences may lead to miscommunication, conflict, and even dissatisfaction between couples. This study analyses the communication styles among genders, more specifically among married couples. It questions how differences in communication styles between married couples married five years or less affect marital satisfaction. The study will be conducted through the use of interaction analysis. Its goal is to increase the amount of knowledge regarding effective communication and how it relates to marital satisfaction to ultimately aid in the rise of marital satisfaction and the decrease of the divorce rate in the United States.
Introduction
Today, divorce has become a very common part of life, and ineffective communication likely plays a crucial role in the failure of many marriages. Communication may lead to the success of a marriage or its detriment, depending on its level of effectiveness. This effectiveness of communication is likely connected to the overall satisfaction of married couples and is worthy to be studied to increase marital satisfaction.
Learning more about the differences in communication styles between men and women will aid in the more successful sending and receiving of messages, both verbal and nonverbal. For example, a woman may communicate in a way that has meaning to her. However, the man receiving the message may interpret it differently than she intended due to their differences in communication style. This can cause conflict and lead to further problems in the relationship.
However, if the man decoding the message were familiar with his wife’s style of communication, he may have interpreted it properly therefore avoiding a conflict situation. The reverse, when men are communicating to women, is also true. Husbands and wives are interdependent, and their level of commitment and desire to maintain a healthy relationship often depends on the other person (Weigel & Ballard-Reisch, 2008).
Conventional wisdom says that there is no such thing as a lack of communication. A person always communicates something, whether intentional or not. Becoming more aware of how one’s self communicates will also aid in more healthy communication between spouses.
This literature review will discuss nonverbal communication styles, including flirtation, and conflict communication, including communicated perspective-taking.
This study will further advance communication research by helping people discover more about their communication styles as men and women and by helping them communicate more effectively with their partners. In a culture where marriage is considered a risk, it is crucial to conduct studies that will help further the knowledge on how to have a successful marriage.
Example no. 2.
Living with chronic illnesses: How are those with a chronic illness treated by their families since their diagnosis?
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This study aims to figure out the relationship and meaning of the ways that a family treats a family member with a chronic mental or physical illness. The exploration of the way those with a chronic illness are treated since their diagnosis is important to understand the perceptions, behaviours, and communication that surrounds illness. Chronic mental illness will be analysed against chronic physical illness to assess similarities and differences in family behaviours.
Participants included individuals selected from local support groups based on their illness as well as family structure. An ethnographic study would be used to compare both the verbal and nonverbal relationship between the ill family member and the rest of the family.
Introduction
This study aimed to focus on both physical chronic illnesses and mental chronic illnesses and their effects on family communication, particularly surrounding the diagnosis of the illnesses.
The family has a large impact on the perceptions of illness. In recent times, the publicity around individuals with chronic illnesses, both mental and physical, has increased dramatically in the media. From the production of films about those with physical chronic illnesses to celebrity diagnosis of a mental illness, illness is something our society is beginning to talk about more frequently. However, there are certain stigmas attached to these illnesses that make it harder for patients and their families to cope with their situation. Most often because of the portrayals of chronic illness that romanticize illnesses and do not necessarily show all of the effects of these illnesses on the patient or their family.
Both mental and physical chronic illnesses are much more complex than how they are portrayed in the media. These illnesses often produce copious amounts of side effects that bring a whole new level of challenges to the patient's struggle through their daily life and readjustment after diagnosis.
One effect that is often not publicized as much as others are the relationships that exist between the patient and their family. These family relationships may change drastically with the diagnosis of and grappling with a chronic illness, changing how family members perceive one another, how they act, and even how they communicate. All of these things depend upon the nature of the family, and the illness and produce different changes. However, through all different types of families and illnesses, communication in situations like these is essential to understanding one another.
According to Rosland (2009), several interviews and focus groups showed that family members lowered stress and are central to patient success. In most instances, the family is the primary caregiver to someone with a mental or physical chronic illness, and the family relationship is important in the healing process due to proximity and the support received from family members.
The diagnosis of a chronic illness has the potential to change the fabric of the family dynamic to help accommodate the family member who is ill.
While it is clear that families often change to accommodate, it is unclear how family members communication changes since the diagnosis of a chronic illness, if a change is present at all. Which begs the question: How are those with a chronic illness treated by their families since their diagnosis? Little research exists regarding the potential changes associated with the newfound illness. Answering this question will help to make those in a family with one or more person who is chronically ill more aware of their behaviour and will also shed light on the patients' perception of their illness, and how that has been influenced by the family’s communication about the illness.
This study is essential to the communication field, particularly health communication, because it adds to the ongoing conversation about how to understand people who are chronically ill and treat them in a world wherein 2012, 117 million people had one or more chronic health issues (Ward et al., 2014). This study will explore both chronic physical and mental illness in the context of the family, focusing on marriage, parent-child relationships, and the use of narratives. This will help
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assess the problems that come with illness and find out what happens to family communication when a family member gets diagnosed with a chronic illness.
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APPENDIX V. REVIEW
Samples are taken from:
https://www.lonestar.edu/departments/libraries/library_montgomery/Sample_Book_Reviews.pdf
https://www.lonestar.edu/departments/libraries/library_montgomery/Sample_Book_Reviews.pdf