Post 14

Post 14
THESIS RESEARCH AND WRITING
The Final Lecture

I. Opening Comments
You've made it! You got through the term and you are still standing! This instructor is proud of you. You've done a lot of work and you are ready to put this baby to bed. Let's take care of a couple of housekeeping items before you turn out the lights.

II. Format Your Paper
Check out the Web and find the proper format for a thesis. This will make your work look so much more professional.
A. The instructor has always liked a cover sheet for term papers or thesis level work.
1. Look at this website: http://www.iusb.edu/~sbwrite/titlepage.shtml It is from Indiana University (Remember our lesson on Research Principles?) and has a Quick Time movie showing the construction of the Title Page. Make sure and watch it!
2. Here's another webiste that is not so flashy: http://www.iusb.edu/~sbwrite/titlepage.shtml
B.. For help on other formating issues, the following sites should be helpful:
1. http://www.docstyles.com/mlacrib.htm#Headings to make a common format title page. Includes measurements.
2. http://owl.english.purdue.edu/owl/resource/557/01/ is a website showing MLA format. Please note, it states not to create a coverpage unless you are instructed. This assignment does require a title page! This site shows clear examples of how the identifying information (name, class, date) and pagination should be included. Simplicity is the key.
3. http://jerz.setonhill.edu/writing/academic/mla_style.html is a website showing step by step the things needed to do to set up every aspect of your paper. Included on this site are even directions on how to use MicroSoft Word. This webpage explains how to do the title on page one without a title page. Please add this information even though the assignement calls for a title page.
4. http://www.docstyles.com/mlacrib.htm#Headings This website gives good directions on how to do headings, the directional information between each of your assignments. Please pay close attention to these and it will make the paper more readable.

III. Every Conversation Needs a Conclusion
Since this has been a dialogue between your instructor and you, please take time to write a conclusion section to your paper. It will probably need to be several paragraphs long to encapsulate all that you have done. Make sure to tie up all the loose strings .

IV. Document, Document, Document
For this assignment, the instructor has chosen to have you use MLA format for documentation rather than Chicago. Please make sure you used proper paranthentical notations within your document and that you add an entirely seperate page entitled WORKS CITED (all CAPS and BOLD and ==centered== at the top of the page) on which you list all the books, journals, and internet sites which were informative to the content (not form or style but content) of your paper.

V. Submit the entire document as one file (First page, all the seperate assignements put together according to the outline, the conclusion, and the works cited) to your instructor. I must have them in my e-mail box by August 12 in order to give you the grave you so richly deserve. Leave comments on the class website!

See you later!

Post 13

Post 13
THESIS RESEARCH AND WRITING/ METHODOLOGY OF RESEARCH
Lecture on Definition of Terms

I. Opening Comments
This is the last installment of new information. After this, students will only have to flesh out their papers and then polish them up for submission. Be sure to not drop the ball before crossing the goal line, however. Premature celebration has caused more than one team to light up the scoreboard!
II. Review of Assignment
The last assignment was to craft a “meaty” statement on the Importance of Study. With that done, the writer can turn his or her attention to some housekeeping details which will make the paper or presentation more accessible to the selected audience. Such is today’s topic: “Definition of Terms”
III. New Material on the Definition of Terms
a. Some papers will contain “shop terms”
b. To make it easier to read, that is to remove all boundaries, it is imperative to set out clear descriptions of what these terms mean
c. Beat controversy to the punch! Set out understandings of philosophical/theological positions early by doing it in this section.
d. Some will do it in an appendix which is attached at the end
e. We prefer to have them in the 1st chapter, to remove even the slightest barriers (the person to lazy to go to the end and look up the term)
IV. Look at and example of the use of “Definition of Terms” in a thesis.
The terms used in this paper for identifying the African American race is so varied that it must be briefly discussed. This has been a key element to the evolution of the African American, because of the personal emotion generated from the terms sued to identify them to other races. Since African slaves were stripped of their culture, there was no name that was maintained by which to identify men of color. Therefore, throughout history the terms used to identify African Americans will be identified by the names that they were called during the era in which they lived. The list of terms begins with African slaves, and later progress to Negroes or Colored People. The term Blacks and African Americans are the most used today and will be used interchangeably as the paper nears its close. (from Avent, Samuel Keith, unpublished thesis: “Black Church Planting in the Rural South During the Post Reconstruction Period: A Case History Of The History of the Brandon Chapel Missionary Baptist Church,” April 2003)


This sort of explanation helps the reader/listener to grasp the nuances of meaning which may otherwise obscure the truths being communicated.
V. Discussion
VI. Assignment: Write up at least a one paragraph statement on the Definition of Terms
A. Post one copy on the class site
B. Send one in an e-mail to Dr. Martin as an attachment.
C. Leave comments on the class website!

Post 12

Post 12
THESIS RESEARCH AND WRITING/ METHODOLOGY OF RESEARCH
Lecture on Importance of Study

I. Opening Comments
This endurance race is almost over. It is like a marathon, and the runner is getting near exhaustion. Still, there are just a few more steps to take and the paper will be complete. Keep moving!!!
II. Importance of the Study
a. In this section, convince the reader/listener to stay with the topic. In order to do this, foreshadow the hypotheses to be tested or the questions to be raised, as well as the significance of the study. These will require specific elaboration in subsequent sections.
i. View the following website, focusing on the section entitled “Significance” –
ii. http://www.emory.edu/EDUCATION/mfp/proposal.html (accessed 10/28/04)
b. Share the writer’s feeling of motivation in writing through the section on importance of study
i. Especially indicate any original contribution that can be made to existing knowledge about the subject; http://www.sopmp.sun.ac.za/knowgenr/research_md/index.asp (accessed 11/11/04)
ii. Justify relevance of study to the discipline in which you have studied as well as to personal development http://64.233.179.104/search?q=cache:ObxqCTgLqjMJ:www.material-culture.org/pdf/uf_thesis_mfa.pdf+%22importance+of+study%22%2Bthesis&hl=en(accessed 06/26/06)
c. Discuss and critique research and theoretical works, which support importance of the study and / or suggest research methods. This will show the relevance of the literature review include in previous sections (from http://64.233.179.104/search?q=cache:0s6S21h7JRAJ:www.hhs.csus.edu/CJ/Word_Docs/Graduate_Handbook_2003ed-Sept03-B-Guidelines_for_Organizing_Thesis.doc+%22importance+of+study%22%2Bthesis&hl=en, accessed 11/11/04)
d. Example: Importance of the Study Educators teaching professional photography in universities and colleges need to instruct their students with skills that are directly transferable to the workplace. Digital imaging has changed the way that the photography industry operates. Educators in this specialized area can benefit from sharing knowledge and ideas involving the issues concerning new photographic technologies. This study was designed to establish a guide for current and prospective educators in the area of teaching professional photography. The instructors that took part in this study identified areas that are fundamental aspects of photography education today. This will be a useful tool in effectively and efficiently implementing technological changes into a professional photographic education program. http://jan.ucc.nau.edu/~jdj3/thesis_digital_photography.htm (accessed 11/11/04)

III. Examples from other Th.B. Thesis:
a. The stipulation made by Mr. Brandon makes this a practical historical study for future generations that choose to become a part of the Brandon Chapel church family. In essence, they will need to know and understand their role as well as the other members in the church in maintaining its requirements.
The history of any church helps to communicate its legacy to her members and define its future as an organization dedicated to teaching and sharing the Gospel message of Jesus Christ. The task of this thesis is to do just that, lay the groundwork whereby the content of this historical research will communicate the heritage of Brandon Chapel Missionary Baptist Church. It is also through this endeavor that future generations will understand the historical purpose of carrying out the mission of maintaining the church and fulfilling the evangelistic objectives of our Lord and one Mr. A. J. Brandon. (from Avent, Samuel Keith, unpublished thesis: “Black Church Planting in the Rural South During the Post Reconstruction Period: A Case History Of The History of the Brandon Chapel Missionary Baptist Church,” April 2003)
b. As a pastor, the writer is deeply interested in engaging the most effective biblically-centered methodologies available that will assist in all areas of church growth. Having experienced success by utilizing the basic tenets of the Point Guard Leadership model, the writer desires to share those tenets with others who seek better efficiency, effectiveness, and utilization in the respective churches. It is important that each church maximizes its potential, the Point Guard Leadership model is an instrument that helps to reach that goal. (from Windrow, Vincent: “Working Together Works” Unpublished thesis from American Baptist College, May 2005)

c. NOTE: In each case, the “Importance” statement section maybe from one to many paragraphs long. Write as much as it takes to make the point needed!

IV. Assignment: Write a meaty statement on the Importance of the Study.
a. Make sure it is at least a one paragraph
b. More if you are able
c. E-mail it to Dr. Martin as well as posting a copy on the class site
d. Leave comments on the class website!

Post 11

Post 11
THESIS RESEARCH AND WRITING/ METHODOLOGY OF RESEARCH
Lecture on Purpose of Study

I. Opening Comments
This topic is often one of the most confusing to students. On first blush, the fragrance of the information is heady and may cause heads to spin. “Is this not the same as the thesis,” students often ask. The best response is that while it may seem so at first, upon more full investigation there are marked differences.

The thesis statement is a clear declaration of what the student has formed in his or her mind. It is a stand taken. It is a proclamation of an idea which the student has crafted in order to put the reader/listener on notice. In many ways, it is a gauntlet thrown down, inviting interaction.

The Purpose Statement picks up that thesis and says, “This is what I intend to do with this new idea.” The Purpose shows how the thesis can be applied. It says that the thesis is a working concept, not something that is simply to be put on a shelf and admired. The purpose statement declares what should be accomplished by putting the thesis into action.

II. Review of Assignment
The last couple of assignments required students to craft a statement of approach or scope. Since this is not a science or mathematical study, approach may be more loosely defined than a statement of which formulas would be invoked in the area of engineering. Limiting the scope will help the student to keep the reader/listener engaged, knowing that there is a boundary to contain the information. Managing expectations is a very important part of communication and leadership. An outline will help the writer to move more smoothly along the pathway toward completion.

III. New Material on the Purpose of Study
A. What is It?
1. "The purpose statement should provide a specific and accurate synopsis of the overall purpose of the study" (Locke, Spirduso, & Silverman, 1987, p. 5). If the purpose is not clear to the writer, it cannot be clear to the reader.
2. The purpose statement should also incorporate the rationale for the study. Some committees prefer this as a separate section, however. Check with your chair.
3. Key points to keep in mind when preparing a purpose statement.
a) Try to incorporate a sentence that begins with "The purpose of this study is . . ." This will clarify your own mind as to the purpose and it will inform the reader directly and explicitly.
b) Clearly identify and define the central concepts or ideas of the study. Some committee chairs prefer a separate section to this end. When defining terms, make a judicious choice between using descriptive or operational definitions.
c) Identify the specific method of inquiry to be used.
d) Identify the unit of analysis in the study. - http://www.emory.edu/EDUCATION/mfp/proposal.html (accessed 10/28/04)
B. What Should It Do?
1. The proposal should:
a) Present the logical need for conducting the proposed piece of research,
b) Provide an analysis of the most important past research as a context for the proposed study,
c) Specify the objectives and/or the hypotheses or research questions,
d) Outline the basic procedures to be followed. The proposal provides a statement of agreement between the student and the committee as to the minimum expected for the thesis research.
2. Enough detail should be provided so the committee can:
a) Be certain that the student is aware of the relevant prior research,
b) Detect any of the student's misconceptions, and
c) Identify potential errors in the proposed study. - http://www.ndsu.nodak.edu/HNES/ms.thesis.guidelines.shtml(accessed 10/28/04)
C. What Are Other Uses:
1. It can serve as a seed bed for the title of the thesis.
2. The statement of title at this stage of thesis writing may be tentative. However, it should reflect the central purpose of the study in a brief but accurate and comprehensive manner. - http://www.sfasu.edu/graduate/thesisgd_propprep.html (accessed 10/28/04)
D. How Can It Be Understood Other Ways: Another way to look at “purpose” is to call it “objective.” The student should state clearly the central purpose of the proposed study and the specific objectives to be addressed - http://www.sfasu.edu/graduate/thesisgd_propprep.html (accessed 10/28/04)
E. Where Are Examples:
1. Keith Avent’s purpose statement from his thesis:
The purpose of this research paper is to study the integral parts of the Black church planting that contributed to the history of Brandon Chapel Missionary Baptist Church. A significant part of the research process will be to examine the motivations of Mr. A.J. Brandon to donate his property to establish a Black Church in the post Civil War era, when this kind of action was uncommon in the rural south. We [sic] will also attempt to determine the motivation for giving the property with special stipulations. (from Avent, Samuel Keith: “Church Planting in the Rural South During the Post Reconstruction Period: A Case Study of the History of the Brandon Chapel missionary Baptist Church.”, an unpublished thesis, April 2003)
2. Sherre Bishop’s purpose statement from her thesis:
The primary hindrance to addressing any theological viewpoint is the appropriate formula for presenting it in an understandable framework of reference for the believer. An attempt is made in the thesis to provide Christians and the would-be confused seeker with the tools for preventing, battling, and/or overcoming the threat of doubt and despair. In order to overcome the life events that cause loss of faith in God, we must come into a profound and personal understanding of the person of Christ. This will lead to a new level of awareness, and ultimately, provide a satisfactory measure of sustenance to carry us through life’s crises. Rather than viewing God as one who is emergent, like a parachutist or omnipotent as in a Supreme Being who hovers over us, we must see God as One who is imminent and transcendent. Finally, it is imperative that Christian leaders, servants and laity, become knowledgeable in dealing with the question, “Where is God,” as it is raised in various forms, by Christians on the brink of despair. (from Bishop, Sherre Whitney: “The Life Of The Troubled Christian: Where Is God?”, an unpublished thesis, May 2001)
3. Please Note: In each case, the entire “Purpose” segment of the papers quoted were from two to seven paragraphs long. Only the most pertinent information was actually included.

IV. Assignment- Write your purpose of study statement.
A. Post one copy on the class website
B. E-mail on copy to Dr. Martin.
C. Leave comments on the class website!

Post 10

Post 10
THESIS RESEARCH AND WRITING/ METHODOLOGY OF RESEARCH
OUTLINE
I. Opening comments
It is hoped that everyone got through the assignment on Approach or Scope with a sense of fulfillment. Knowing what one is going to cover is sort of like sitting down with a set of house plans and making a list of materials needed. There is a finality to it. The next step, of course, is to actually start coming up out of the ground with the structure.
II. Framing A House
Once the foundation is laid, the 2 x 4’s can begin to be affixed to it. Studs can be nailed together and raised to form the outsides of the structure. Ceiling joists can be added and a roof line can take shape. The exact shape and size of the house is now known. Such is the next step in writing a paper/project of this type.
III. Framing A Paper
i. If your thesis does not provide adequate answers to the few questions: 1. what is the research question? 2. is it a good question? 3. was the problem statement convincing? 4. was the question adequately answered? 5. has the research made an adequate contribution to knowledge? (also listed in Post 8 regarding the “Problem”), you will likely be faced with a requirement for major revisions or you may fail your thesis defense outright. For this reason, the generic thesis skeleton given below is designed to highlight the answers to those questions with appropriate thesis organization and section titles. The generic thesis skeleton can be used for any thesis. While some professors may prefer a different organization, the essential elements in any thesis will be the same. (from http://www.sce.carleton.ca/faculty/chinneck/thesis.html, accessed 6/26/06)

ii. Always remember that a thesis is a formal document: every item must be in the appropriate place, and repetition of material in different places should be eliminated.

iii. Don’t get frozen in by the concept of an outline. Even a house under construction can be altered.

a) Think of it as a tool, not a trap.
b) An important early step is to develop a tentative outline. The outline will probably change several times, but it is important always to have a current one foremost in your mind so that you can make the pieces fit together smoothly.
IV. Assignments:
i. Follow the link to a website that will give you a short exercise in writing an outline for your paper/presentation: http://www.ozline.com/electraguide/thesis.html Make sure to comment on the class website.
ii. Look at the Syllabus for the course.
a)With a little bit of editing it could become an outlive for the paper.
b)You would also have to add a “Conclusion” and “Works Cited” section. Without these the paper/presentation will be incomplete.
A. Post one copy on the class website
B. E-mail on copy to Dr. Martin.
C. Leave comments on the class website!

Post 9

Post 9
THESIS RESEARCH AND WRITING/ METHODOLOGY OF RESEARCH
Lecture on Approach or Scope of the Study

I.Opening Comments
This is the lecture everyone loves to hear! This is where the student gets to tell the instructor, “This far I have come and I will go no further!” It is sort of a line in the sand!
Apart from the humor, it is as important for the student to have limits for the paper/presentation as it is for a person to have them. Knowing how much to write and how much to leave out will be helpful, in much the same was as knowing how long to stay at the office and when to turn off the lights and head home.
This presentation should help the student do both!
II.Review of Work Submitted from Last Post
Students, by now you should have done your literature review, your thesis statement, the statement on the background of the study, and the statement on the problem. With the exception of the literature review, each of these statements should be between one and three paragraphs long. All of this comes together to form a great foundation to your paper/presentation. Now it is time to look at the framework for the rest of your paper. This framework is called the “Scope of the Study.”
III.A Look at Scope of the Study
A.Scope is another way to say “limit” of the study
B. Analogous to the Project Statement when doing a home improvement project- aka “Anti-Superman Statement.” The instructor finds himself needing to do these because he sometimes overestimates his own abilities. Examples of recent blunders would be superhuman project statements such as the following:
i.”I will construct a wooden two-sided fence around my entire backyard utilizing only one additional helper within a week.”
ii.”I will paint the kitchen before the dinner guests arrive.”
C.Many factors will set the boundaries to as how one does a study
i.Audience
a)Knowledgeable base
b)Age
c)Education Level
ii.Word Limitation- length of the project will only allow for certain amount of development of the topic.
iii.Availability of materials- If one is dealing with Gospel of Thomas as a guide for ministry development, the student going to be limited in writing because there just isn't very much out there (thus, students are made to do a lit review early!)
iv.Amount of time for preparation and submission- “All things being equal, the student who has six months to prepare a paper is expected to do a more intensive and extensive job than the one with six weeks.” (Teitelbaum, 4)
v.Writer's General Knowledge of the Topic
D. Some factors may have to be adjusted-
i.Limitations cannot be haphazard and artificial- The Rights of Homosexuals to Advance to the Level of Ministry of A Bishop (needs to be set against a backdrop of the whole of ministry and with the broader scope of gender awareness and sexual/moral conduct)
ii.Limitations have to be fluid and open to adjustment-
a)Set up a trial limitation and do research only to find there are not enough works on that area to provide material for writing-- Reset
b)Set up a trial limitation and find a work in the library that says exactly what you wanted to cover.- “at best, you would be presenting no more than a critical review of the text.” (Teitelbaum, p 5)
c)Even if there isn't one word for word book if there is too much material to be adequately studied, may have to resize your scope/limits.

IV. Additional Insights:
A. Since all projects are, by their very nature, limited in their scope, an essential part of fully utilizing your work is to understand its limits. So think about the robustness of what you have done: if you had collected your materials or data differently, could you still expect to replicate your findings? Could you have approached your project in a different way? Did your assumptions lead you to a certain bias that has implications for your conclusions? The ability to view one's own work critically and objectively is essential for all fields of scholarly research, and a thorough discussion of your findings demonstrates your potential as a scholar. http://www.wsu.edu/~honors/thesis/Writing_paper.html
B. Has the writer chosen an appropriate scope (not too large, not too small)? Can the student effectively demonstrate an argument in the allotted space the assignment gives? http://writing.umn.edu/sws/quicktips/process/thesis.htm
C. View the Scope statement in Sherre Bishop's Project:
The focus of this examination is limited to the seemingly random evil and suffering that Christians encounter; and not necessarily that which one encounters because of some sinful action on their part. My [sic] desire is to generate a balanced work of theological and scriptural insight for future use by me [sic], and others, when battling crisis. For this examination, I [sic] hope to increase my [sic] knowledge and that of others on the following: (1) God’s presence when Christians face evil and suffering, (2) the value of suffering, and (3) the tools for battling threats to one’s faith. (from Bishop, Sherre: “The Life of the Troubled Christian: Where is God?” Unpublished thesis from American Baptist College, May 2001)
D. Compare to the Scope statement in Vincent Windrow’s Project:
The realm of church leadership models is expansive. The Bible does not clearly state a preferred or exclusive approach to church governance, although it does provide a few historical examples. Consequently, over the course of the past two thousand years, a few more popular models have developed and sustained their prominence. Nonetheless, there is even a diversity of versions with each of those more popular models that speak to the specific cultural needs of the distinct faith community. Thus, the research will only deal with certain ecclesiological aspects of church governance. For example, although Catholicism and Presbyterianism will be cited, only Congregationalism and its many forms will be extensively presented.
This research will also be limited to African-American church leadership. Moreover, due to the resent explosion of “start-up” churches, this research will take into consideration the specific needs of that phenomenon, as well. (from Windrow, Vincent: “Working Together Works” Unpublished thesis from American Baptist College, May 2005)
E. The next assignment will be titled “Outline” and will give even further dimensions, and limitations, to the paper/project being produced.
V. Assignment: Submit a scope statement. This needs to be at least one paragraph long and may be as long as two pages.
A. Post one copy on the class website
B. E-mail on copy to Dr. Martin.
C. Leave comments on the class website!

Post 8

Post 8
THESIS RESEARCH AND WRITING/ METHODOLOGY OF RESEARCH
Lecture on “The Problem”

I. Opening Comments
I want to encourage all in the class to stay up with the work. The number of comments being posted daily on the class site is dwindling down. As well, I am not receiving many homework assignments. We are past half way in our calendar, so let me send a clarion call. Keep up with your work. Remember: Falling behind leads to frustration as well as sloppy work. Don’t let yourself fall into those traps.

II. Today You Will Learn About Clearly Stating The Problem
Once again, to get an understanding of the section under consideration today, it is important to step back and look at the whole again. To do that, it is important to answer two questions:

III.What IS Graduate Research All About?
A. The distinguishing mark of graduate research is an original contribution to knowledge. The thesis is a formal document whose sole purpose is to prove that you have made an original contribution to knowledge. Failure to prove that you have made such a contribution generally leads to failure.
B. To this end, your thesis must show two important things:
1. You have identified a worthwhile problem or question which has not been previously answered,
2. You have solved the problem or answered the question.
C. Your contribution to knowledge generally lies in your solution or answer.
IV. What Is The Graduate Thesis All About?
A. The purpose of a thesis is to present an argument which has not been assembled before, and to persuade the reader of the validity of this argument, so
1. What is it they need to know?
2. Why do they need to know this?
B. Because the purpose of the graduate thesis is to prove that you have made an original and useful contribution to knowledge, readers examine your thesis to find the answers to the following questions:
1. What is this writer's research question?
2. Is it a good question? (Has it been answered before? Is it a useful question to work on?)
3. Did the writer convince me that the question was adequately answered?
4. Has the writer made an adequate contribution to knowledge?
C. A very clear statement of the question is essential to proving that you have made an original and worthwhile contribution to knowledge. To prove the originality and value of your contribution, you must present a thorough review of the existing literature on the subject, and on closely related subjects. Then, by making direct reference to your literature review, you must demonstrate that your question (a) has not been previously answered, and (b) is worth answering. Describing how you answered the question is usually easier to write about, since you have been intimately involved in the details over the course of your graduate work.
V. Structure
A. Background: Provide (concisely) relevant background material, so that readers can appreciate the research problem and its motivation. This would include previous related research, relevant theories, and unanswered questions
B. Research Question or Problem Statement
1. Engineering theses tend to refer to a "problem" to be solved where other disciplines talk in terms of a "question" to be answered. In either case, this section has three main parts:
a) A concise statement of the question that your thesis tackles
b) Justification, by direct reference to section on Background, that your question is previously unanswered
c) Discussion of why it is worthwhile to answer this question.
2. The Item above labeled “justification” is where you analyze the information which you presented in “Background.” For example, maybe your problem is to "develop a Zylon algorithm capable of handling very large scale problems in reasonable time" (you would further describe what you mean by "large scale" and "reasonable time" in the problem statement). Now in your analysis of the state of the art you would show how each class of current approaches fails (i.e. can handle only small problems, or takes too much time). In the last part of this section you would explain why having a large-scale fast Zylon algorithm is useful; e.g., by describing applications where it can be used.
3. State the problem being investigated, and briefly describe the experimental or theoretical method used

4. Since this is one of the sections that the readers are definitely looking for, highlight it by using the word "problem" or "question" in the title: e.g. "Research Question" or "Problem Statement", or maybe something more specific such as "The Large-Scale Zylon Algorithm Problem (from http://www.sce.carleton.ca/faculty/chinneck/thesis.html, accessed 6/21/06)
5. It is easy to be fooled into thinking that since something is now obvious to you after several years of study, it is also obvious to your reader. The most difficult part of thesis writing is organizing and presenting your material in an understandable way.
VI. A typical outline will be of the form:
1. What is the problem?
2. Why is it important?
3. What have other people done?
4. What is central idea(s) of my approach?
5. How is the rest of the thesis organized? (from http://www.cs.umd.edu/~oleary/gradstudy/node10.html, accessed 6/21/06)
VII. Homework:
A. Read over the following websites and comment on each one in the comment section of the post
1. http://www.cs.purdue.edu/homes/dec/essay.dissertation.html Look for the discussion of problem. It is short, but good.
2. http://www.hhs.csus.edu/CJ/Word_Docs/Graduate_Handbook_2003ed-Sept03-E-Helpful_Tips_for_Writing_a_Thesis.doc This is in Microsoft Word format, so when the little screen pops up, hit “OPEN” not “save”. The read through, searching for a discussion of the section called “Problem.” Take note: this last clip is about writing a doctoral dissertation, so in your mind, convert comments about “chapters” to “paragraphs” or “sections.” Your project is only about 5-10 pages long.
B. Write a clear Problem statement-
1. Post one copy on the class website
2. E-mail on copy to Dr. Martin.
3. Leave comments on the class website!

Post 7
THESIS RESEARCH AND WRITING/ METHODOLOGY OF RESEARCH
Lecture on Background of Study

I. Opening Comments

By now, you have no doubt gathered that much of the material the instructor sharing with was written or compiled while teaching Thesis Research and Writing under the old paradigm. Still, the principles are applicable to this project and the basic outline is unchanged. The student must ultimately think about an oral presentation, no doubt, but first the material must be constructed in written format.

At this point the student has produced, and refined, a thesis statement. This serves as a destination point to which the paper will carry the reader—a target toward which future audiences will strive. In addition, the student has immersed him or herself in the relevant writing on the topic. Reviewing 5 relevant books will provide a great wealth of support for the idea covered in the thesis and serve as a launching pad for the great adventure. Now it is time to turn to the task of constructing the individual elements necessary for the vehicle which will carry the information to the target audience.

II. Common Elements in the Paper
Read the following information, gleaned from a website set up to guide thesis writers at another institution. This degree program, while focused on technological topics, can serve as a template for the student’s own writing. So, wade through the technical jargon and pick out the applicable parts:

A typical postgraduate level research protocol contains essential elements such as introduction of study, background of study, literature review, objectives (general and specific) of study, rationale of study, the design of the study, the list of variables of study and their levels (types of variables and their measurement), data collection methods and procedures (interviews, questionnaires and records), determination of the optimum sample size of study, determination of the most suitable sampling technique, use of statistical packages and software for data entry and analysis, statistical methods of data entry, editing, manipulation and analysis, knowledge of alternative theoretical and practical procedures, assessment of the theoretical reliability of results of study (diagnostic measures), interpretation of results, limitations and delimitations of study, expected output of study, the cost of study, the action plan of study, list of references, appendices and annextures.
(Second Workshop on Research Methodology June 25-27, 2003, Amsterdam, The Netherlands Abstract of presentation by Zeleke Worku University of Pretoria School of Health Systems and Public Health , accessed from http://64.233.179.104/search?q=cache:AU-6Vwv1UewJ:www.knaw.nl/rm2003/p117.doc+%22background+of+study%22%2BThesis&hl=en 9/30/2004
III. Purpose to the Introduction:
A. Whether the intro is one paragraph or a separate chapter, it is the reader's first contact with your thoughts and writing style. If we are to assume that the reader is under no compulsion to read the paper, then the only criterion that will cause her to continue to reading is sustained interest. If the introduction is dull, redundant, or confusing, the reader will simply put the text down. You must remember that there is absolutely nothing that will force a reader back to a paper once she has rejected it. The opening, therefore, must be vivid, interesting, and stimulating. It must capture the reader's attention. (Teitlebaum, p. 46)

B. The Introduction and Overview chapter provides a comprehensive review of the literature that establishes the student's familiarity with relevant work in the field; sets out the objectives of the thesis; places the research into the larger context of the candidate's discipline; and provides overall thematic cohesiveness of the chapters (research papers) to the reader

IV. Polish
The actual style and format of a thesis are of utmost importance. Students should strive to write in a style that is clear, concise and interesting as well as informative. Writing style is a matter of personal choice and skill, although the type of prose style used in a thesis will be governed in part by the requirements and the conventions of the discipline. A high degree of literacy is expected of all graduate students. Elegance and clarity are desirable whatever the subject of the thesis might be. Grammatical and spelling errors are no more acceptable than are typographical errors. Obscurities of meaning can arise from clumsy grammatical construction or from excessive use of jargon, and these should therefore be avoided. Use of editorial services or other assistance that provides substantive writing or re-writing of the thesis is unacceptable.

V. Discussion of Background of Study
a. Things it should tell or accomplish
i. This should contain some information that tells why this particular topic is important to the writer. What “provokes” the student to write.
ii. It should be gripping, in that it causes the reader/listener to stay engaged
iii. It should tell the reader/listener, “What can be learned from my research.”
b. Look at the following website and pay close attention to the section titled “Background of Study”: http://www.tele.sunyit.edu/teleworking/Factors.html

VI. Assignment: Write a gripping introduction/background of study to your thesis this week. It should be one to three paragraphs long.
A. Post one copy on the class website
B. E-mail on copy to Dr. Martin.
C. Leave comments on the class website!

Post 6

Post 6
THESIS RESEARCH AND WRITING
Lecture on Research Principles

I. Opening Comments
By now you are well on your way to completing your Review of Literature. This assignment will help you as you start to look at what parts of your research you will want to include in the final paper/presentation. Make sure that you not only select great information, but also that you apply good techniques in documenting your sources.
II. That Which Sets You Apart from Others Is Your Thought
A research paper presents the results of your investigations on a selected topic. Based on your own thoughts and the facts and ideas you have gathered from a variety of sources, a research paper is a creation that is uniquely yours. The experience of gathering, interpreting, and documenting information, developing and organizing ideas and conclusions, and communicating them clearly will prove to be an important and satisfying part of your education. (A Guide to Writing Research Papers . nd. Capital Community College. Accessed June 7, 2006 )
III. Print versus Digital
Printed versions of many reference books are still available and will be always in our libraries. It is, however, virtually impossible to get younger students to use them if automated alternatives are available. The key, then, is to grasp the issue of quality when discussing sources.

There is a widespread belief, especially among younger learners, that almost everything worth reading is available for free on the web. And that which is available is thought to be authoritative since it is seen on the screen. But is seeing ALWAYS believing?? Check out this link and see for yourself: http://www.truthorfiction.com/rumors/l/lastpic.htm

Two litmus tests survive to give validity to information, even of things found on the World Wide Web. The first is the issue of authorship. Is there one listed? Does a recognized organization host the website, such as a university or a registered not-for-profit agency? Can the source of the information, then, be verified? This is most important.

The second test is like unto the first. It is whether or not the information you seek to quote has been reviewed by others who are recognized experts in the field. There are literally thousands of urban legends that make their way to the ‘Net daily, so even primary sources can be kooks. What validates good information is whether or not another person with recognized credentials has read, analyzed, and reported on the information. Like any good experiment that must be replicated by outside scientists, peer review of written research is a key to inclusion in a presentation paper such as you are preparing.

III. Five Step Process
a. Who is the author?
b. What is the context of the quote (A good quote about children lifted from a website about ground squirrels does not merit inclusion in a scholarly paper or presentation about children’s ministry if it is taken out of context)?
c. How recently was the source updated (good information is reviewed and updated regularly)?
d. Can the information be externally verified (this is where the peer-review comes in)?
e. What is the value of the source, especially a web based source, versus another source?
IV. Citing the sources
a. Giving honor to whom honor is due
b. Giving honor consistently
i. Anytime one uses direct quotes
ii. Anytime one paraphrases the words of others
iii. Anytime one use another’s thoughts
c. Giving honor accurately
i. Form and Style Guide
1. We shall employ the MLA format of citation in your work.
2. Check out the following link for help: http://owl.english.purdue.edu/owl/resource/557/01/
ii. Remember- Not following the rules can cost you BIG TIME!
d. Utilizing quotes
i. Quotes do not “adorn” a paper, like meatballs on spaghetti
ii. Quotes should be woven into the paper, like sauce mixed in with the spaghetti
1. Make at least a one sentence transition into the quote, introducing the quote and making it relative to the thought in that part of the paper
2. Utilize at least three to four sentences after the quote to explain it. Interact with the information in the quote.
3. You MUST have a reason to include the quote!!!!
V. Follow the links listed below and do the exercise on the site. Then return and write a summary paragraph for each on the class site
a. http://64.233.161.104/search?q=cache:aouDvfVOYrsJ:lumen.georgetown.edu/projects/posterTool/data/users/Writing%2520for%2520Impact2.doc+%22research+papers%22%2Bsources%2Bvetting&hl=en&gl=us&ct=clnk&cd=5 Look Specifically for the information listed under “Tuesday November 22nd – Project due” Focus on the section “Research” but take notes on the part immediately above titled, “Storyboarding.” This will be helpful when you turn in your project outline (soon!)
b. http://www-apps.umuc.edu/primer/enter.php If you fill out the e-mail information a copy of your answers will be sent to you and you can forward it to me @ wmartin@abcnash.edu .

Post 5

Post 5
THESIS RESEARCH AND WRITING/ METHODOLOGY OF RESEARCH
Study Day

I. Opening Comments
I seem to have to post this class each time we do this course on line....

One of the interesting things about doing an online course is that things don't operate in a straight line, chronologically speaking. One student may log on every day at the same time, while another may log on when ever he or she may find a moment. A third might wait until the end of the week and do all work on the weekends.

That flexibility can be a benefit or also a potential blunder. The reason for the benefit is that it gives the student flexibility. The potential blunder is that a student could wait too late and get behind. That would cause the student to try to hurry and complete assignments and either miss something in the rush, or do substandard work. That would not be good.

In order to prevent this, many online courses are managed so that the student has to log on and do the work sometime within a definite time frame, such as a week. At the end of that week, the instructor would remove the lessons that are currently posted and start posting new ones the next week. That way only a certain number of lessons are out on the web at a time.

I want to encourage all students to stay current with their work. One week is the most that anyone should be away from their lessons. I will try to stay in touch with you via e-mail, and if something comes up, such as having to make a trip with a relative, then let me know and I'll try to adjust my expectations accordingly. Together we can make this a great experience.

II. Assignment
A. Keep Working on the Literature Review
1. Pick your list of books to review
2. When you know which ones you'll use, e-mail the list of titles, including authors, to me
3. I suggest you read the introduction and conclusion (or final chapter) in their entirety and then read the first and last paragraphs of each chapter, as well as skimming the chapters.
4. Then, write a one full paragraph summary of the book, including bibliographic data.
B. Remember to post a comment on the class site for each assignment, even this one!
C. Keep up the good work.

Post 4

Post 4
THESIS RESEARCH AND WRITING/ METHODOLOGY OF RESEARCH
Lecture on Review of Literature

I. Opening Comments -
This assignment is to get some authoritative information into your presentation. Learners will gain more if you speak from research, not opinion. For that reason, you will need to find recent (published in the last 5 years) sources which you can quote. It will take some time, but it will reap great benefits.
Today's material should guide you in how to select your sources AND how to use them. Be sure and click on any links found in the assignment and read the material found on those sites. Include comments on those sites as well as this when you write your observations in the comment box at the end of this assigment.
II. Review of Assignment
For the last lesson you were to write a thesis statement. You should review what you wrote to see if it is both gripping and substantive. Readers should be able to view it and understand what your entire presentation is going to be about AND want to listen to every word you are going to say!
III. New Material on the Purpose of Study-
a. Introduction- From online writing handbook for Ole Miss: Doctoral and Masters students may find it helpful to begin writing a review of literature as soon as they enter graduate school. Building a comprehensive annotated bibliography may save many hours of work when dissertation time arrives. (http://www.olemiss.edu/depts/writing_center/grlitreview.html, accessed 2/7/05)
b. Definition-
1. A review of literature in a scholarly paper is a classification and evaluation of what accredited scholars and researchers have written on a topic, organized according to a guiding concept such as a research objective, thesis, or the problem/issue to be addressed. (http://www.olemiss.edu/depts/writing_center/grlitreview.html, accessed 2/7/05)
2. A review may be a self-contained unit -- an end in itself -- or a preface to and rationale for engaging in primary research. A review is a required part of grant and research proposals and often a chapter in theses and dissertations. (http://www.wisc.edu/writing/Handbook/ReviewofLiterature.html, accessed 2/7/05)
3. Not to be confused with a book review, a literature review surveys scholarly articles, books and other sources (e.g. dissertations, conference proceedings) relevant to a particular issue, area of research, or theory, providing a description, summary, and critical evaluation of each work. The purpose is to offer an overview of significant literature published on a topic. (http://library.ucsc.edu/ref/howto/literaturereview.html, accessed 2/7/05)
c. Purpose-
1. Generally, the purpose of a review is to analyze critically a segment of a published body of knowledge through summary, classification, and comparison of prior research studies, reviews of literature, and theoretical articles. (http://www.wisc.edu/writing/Handbook/ReviewofLiterature.html, accessed 2/7/05)
2. Demonstrate your intellectual ability to recognize relevant information.Demonstrate your ability to synthesize and evaluate the literature according to the guiding concept you have determined for yourself. (http://www.olemiss.edu/depts/writing_center/grlitreview.html, accessed 2/7/05)
3. A literature review may constitute an essential chapter of a thesis or dissertation, or may be a self-contained review of writings on a subject. In either case, its purpose is to:
a. Place each work in the context of its contribution to the understanding of the subject under review
b. Describe the relationship of each work to the others under consideration
c. Identify new ways to interpret, and shed light on any gaps in, previous research
d. Resolve conflicts amongst seemingly contradictory previous studies
e. Identify areas of prior scholarship to prevent duplication of effort
f. Point the way forward for further research
g. Place one's original work (in the case of theses or dissertations) in the context of existing literature (http://library.ucsc.edu/ref/howto/literaturereview.html, accessed 2/7/05)
d. Process- Similar to primary research, development of the literature review requires four stages:
1. Problem formulation—which topic or field is being examined and what are its component issues?
2. Literature search—finding materials relevant to the subject being explored
3. Data evaluation—determining which literature makes a significant contribution to the understanding of the topic
4. Analysis and interpretation—discussing the findings and conclusions of pertinent literature (http://library.ucsc.edu/ref/howto/literaturereview.html, accessed 2/7/05)
e. Format –
1. The format of a review of literature may vary from discipline to discipline and from assignment to assignment. (http://www.wisc.edu/writing/Handbook/ReviewofLiterature.html, accessed 2/7/05)
2. Literature reviews should comprise the following elements:
a. An overview of the subject, issue or theory under consideration, along with the objectives of the literature review
b. Division of works under review into categories (e.g. those in support of a particular position, those against, and those offering alternative theses entirely)
c. Explanation of how each work is similar to and how it varies from the others
d. Conclusions as to which pieces are best considered in their argument, are most convincing of their opinions, and make the greatest contribution to the understanding and development of their area of research (http://library.ucsc.edu/ref/howto/literaturereview.html, accessed 2/7/05)
f. Things to consider:
1. Resources discussed in the review should be scholarly in nature. Scholarly journals generally have a sober, serious look, and contain many graphs and charts (few glossy pages or exciting pictures). Scholarly journals always cite their sources in the form of footnotes or bibliographies. Authors are scholars in the field or someone who has done research in the field. Scholarly language is that of the discipline covered and assumes some scholarly background on the part of the reader. The main purpose of the review of literature is to report on original research or experimentation in order to make such information available to the rest of the scholarly world. (http://www.olemiss.edu/depts/writing_center/grlitreview.html, accessed 2/7/05)
2. Provenance—What are the author's credentials? Are the author's arguments supported by evidence (e.g. primary historical material, case studies, narratives, statistics, recent scientific findings)?
3. Objectivity—Is the author's perspective even-handed or prejudicial? Is contrary data considered or is certain pertinent information ignored to prove the author's point?
4. Persuasiveness—Which of the author's theses are most/least convincing?
5. Value—Are the author's arguments and conclusions convincing? Does the work ultimately contribute in any significant way to an understanding of the subject? (http://library.ucsc.edu/ref/howto/literaturereview.html, accessed 2/7/05)
6. Show off your research skills:
a. Information seeking: your ability to scan the literature efficiently using manual or computerized methods to identify a set of potentially useful articles and books.
b. Critical appraisal: your ability to apply principles of analysis to identify those studies which are unbiased and valid. (http://www.olemiss.edu/depts/writing_center/grlitreview.html, accessed 2/7/05)
IV. Assignment-
A. Write your Review of Literature.
1. (5 Books)
2. Send this part of your assignment to the instructor in an e-mail. Use wmartin@abcnash.edu.
B. Write an evaluation of the assignement on the class website in the comment section

Post 3

Post 3
THESIS RESEARCH AND WRITING
Starting With A Goal In Mind

I. When a Boy Scout is earning a Merit Badge for Map Reading, that Scout is given a map and told to find his way to a “DESTINATION”
a. The leader doesn’t ask the scout to cover all of the territory or even to memorize the map
b. The scout has to arrive at a specified location within a time frame
c. When writing a paper, a student has to know where he or she wants to go.
II. A plan of attack for the keystone of your paper
We know the buildup to the actual research step is getting to be really intense, but you need to learn to pick and refine a topic before figuring out the focal point of your paper: your thesis statement or research question. You just can't afford to waste time wandering aimlessly around the library, or even worse, in your paper. You need to know what your ultimate purpose is and what you need to know and do to get there. (Accessed June 6, 2006. )
III. Look at the following web pages and work through the tutorials that you find:
a. http://www.powa.org/content/view/215/104/
b. http://writing2.richmond.edu/writing/wweb/1stqs.html
c. http://members.aol.com/lklivngstn/essay/topic.html
d. http://www.writing.ku.edu/students/docs/research.shtml

IV. Assignment for the next class: Write a great thesis statement for your project paper. Keep a copy of it on your computer in Micro Soft Word documant format. Also, post it on the blog site.

Post 2 Syllabus

Post 2
AMERICAN BAPTIST COLLEGE
Thesis Research and Writing
Course Syllabus

Course Number and Title: Thesis Research and Writing TH/PS 501

Term, Level, and Credit: Summer 2007, 1 semester credit hour

Course Description: The students are expected to learn to do three things: demonstrate an understanding of original research; select a subject-topic, and write a paper which can be used in a teaching situation

Course Prerequisites: All other Th.B. coursework.

Course Text: A Research Guide For Undergraduate Students, Baker and Huling

Course Objectives:
Introduce students to the concept of scholarly research
Familiarize students with the rules of documentation
Immerse students in the practice of research
Have students produce a paper for teaching others.

Contact Information:
Instructor: William C. Martin, D.Min.
E-mail: wmartin@abcnash.edu
Phone: 615.354.1064
Virtual Office Hours: Monday through Friday 9:00-5:00

Course Policies:
Class starts July 9 and runs until August 3.
All assignments are due at the time assigned.
Student collaboration is encouraged, but all work submitted is to be done by the student, ALONE!
Attendance policy as stated in the College Catalogue
American Baptist College fully implements the mandates of the Americans with Disabilities Act. If you need an accommodation, please see the Dean of Student affairs and bring the requisite paperwork to the instructor before the next class.


Course Evaluation:

Homework: 30%
Participation: 30%
Paper: 40%

The grading scale is as per the College Catalogue:
A 100-95
B 94-85
C 84-70
D 69-60
F 59-0

Course Construction:
This is an experience with electronic delivery of course content at American Baptist College. Using a public blog site, this course seeks to enable one to explore the methods of research necessary for the production of excellent written communication at the graduate level. Much of what will be accomplished during the course of the class will be done outside of class. That having been said, participation and timeliness will be mandatory for maximum benefit.
To meet the requirements of this course, you are to:

1: visit the class site http://phth501.blogspot.com each day
2: read what is posted by the instructor there each day.
3: write a paragraph each day in regard to the information posted for the day.
4: engage in the concept of online discussion by logging back in and posting a comment on someone else’s comment. (Thus, two paragraphs should be posted each day to earn the participation grade.)

The construction of the class is designed both teach the student how to do the research and also to produce the research. So, by logging on the website and completing each assignment, the student will create their final project.

Be sure, then, to keep a copy of each assignment (in MicroSoft Word format). You will then assemble them into a three ring binder (2" with hard cover), seperated by labeled tabs. There will also be a table of contents, typed, inside the first cover. It will have the following information:

I. Introduction to class
II. Syllabus
III. Project
A. Introduction/Background of Study
B. Review of Literature
C. Problem
D. Scope Statement
E. Purpose Statement
F. Signifcance of the Study
G. Definition of Terms
H. Definition of Terms
I. Conclusion
J. Works Cited
IV. Extra Pages/Notes

Make sure that you understand the format listed above. This is the only acceptable final format. Contact the professor if you need any additional information.

“Piete piatatem et amicitium”