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Succeeding with a Masters Dissertation

May 24, 2009 by Roy Johnson

a step-by-step guide to post-graduate writing

Many students find the idea of writing a masters dissertation at postgraduate level a daunting prospect. And that’s quite understandable. They will probably never before have had to produce a work of 10,000 to 15,000 words; they will be uncertain about its content; and they will almost certainly never have seen what a dissertation looks like. John Biggam’s book is a guide to the entire process of developing postgraduate writing skills, from start to finish, and the most useful aspect of his approach is that he breaks the procedure down into separate steps and explains each of them in detail.

Masters Dissertation He starts from what is often the most puzzling stage of all – defining the project. Many students know the topic which interests them most, but turning this into a research proposal can be a long and frustrating process. It’s easy to lose a lot of time changing your mind and pursuing ideas which shift amorphously the very moment you think you have pinned them down.

He offers templates to help solve this problem, outlines the key issues at each stage, and even points to the most common traps that students fall into. This is valuable advice – and it comes from a research supervisor who has seen hundreds and hundreds of examples.

His chapters follow the stages of the process of producing the dissertation itself. How to define the project; making a start with the writing; doing a literature review; choosing the right research methods; dealing with the evidence and producing a conclusion; writing an abstract; and how to present the finished work.

Embedded within all this there are other important issues such as how to create structure, how to define your terms, and how to link one part of your writing to the next so as to create a continuous argument.

He also deals with the issue which many students right up to PhD level find difficult – how to quote from secondary sources and use a referencing system accu rately. He recommends the Harvard system as being popular with both students and tutors alike. Also included is how to conduct both qualitative and quantitative surveys, and what to do with the results when they have been assembled.

One of the suggestions he makes more than once which I thought very useful is that students should make their claims clearly and boldly. Your piece of research may be modestly (and wisely) limited in scope, but there’s no reason why you shouldn’t treat it as something important, even if it is only to make your purpose clear to the person reading and assessing it.

He also offers some very good tips for dealing with the oral defence of your work – the viva – and he ends with what many students will probably find the most useful of all – sample extracts of introductions, literature reviews, research methods, project structures, and questionnaires.

Read the advice, follow it, even use the book as a source of reference, and I’m fairly confident that it will help you to produce a masters dissertation that succeeds. Just like it says on the tin.

© Roy Johnson 2008

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John Biggam, Succeeding with your Masters Dissertation, Berkshire: Open University Press, 2008, pp.268, ISBN 0335227198


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Filed Under: Study skills Tagged With: Academic writing, Masters Dissertation, Research, Study skills, Thesis, Writing skills

Supervising the Doctorate

June 14, 2009 by Roy Johnson

good practice for supporting research projects

Now that supervisor training is compulsory, this practical, no-nonsense handbook is essential reading for both the novice and the experienced higher degree supervisor. But I suspect it will be just as useful for the serious postgraduate research student as well. It is reassuring to know that the book is based on the experiences of a postgraduate research skills workshop run at Cardiff University, and the authors illustrate the procedures and problems with real life examples – all of which ring convincingly true to me.

Supervising the Doctorate They start out by recommending that firm guidelines should be established for the nature and structure of the relationship between supervisor and student. Everything needs to be made explicit, and in my experience students need to be made aware of exactly what they are undertaking. Next comes drawing up some sort of schedule of work which is loose enough to give the student flexibility, but firm enough to prevent wasteful ‘drift’. It’s also essential at the outset to establish if the project is feasible. Can it be done? Are any ethical issues raised?

They then go on to the literature review. How to find the literature; how to read it; and how to write about it, including the all important issue of accurate referencing and citation. If you are a supervisor, they offer some good exercises: if you are a student, this section tells you what you should be doing.

They include advice on what is often the laborious issue of data collection. This includes the interesting phenomenon of using post-doctoral researchers as a bridge between supervisor and student.

There are also personal matters to take into account – isolation, poverty, and low morale- all of which can easily develop in the three years or more of doctoral research. They provide useful and realistic advice on these matters, as well as on what they see as the core issue – developing the student’s sense of judgement and good taste.

Of course for most people the hardest part of doing a PhD is writing up to 100,000 words. It’s not something you do often. Their key advice is good: ‘write early and write often’. And they also offer some useful tips on helping to overcome writer’s block.

Probably the most frightening part is the PhD viva, and since it’s something that only happens once for the candidate, it’s not easy to prepare for. But the supervisor can prepare, and they show some case studies to prove the point.

Finally they offer the bonus of advice for activity beyond the degree – that is, helping successful post-docs to advance their careers through networking, teaching, attending conferences, and publishing their work.

This is a very thorough and a thoroughly decent guide to what is often a long and complex process. It’s written for supervisors, but it’s worth reading, whichever side of the examination process you are on.

© Roy Johnson 2005

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Sara Delamont, Paul Atkinson, and Odette Parry, Supervising the Doctorate: a guide to success, Berkshire: Open University Press, 2nd edn, 2004, pp.220, ISBN 0335212638


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Filed Under: Study skills Tagged With: Academic writing, Doctorate, Education, PhD, Research, Study skills, Supervising the Doctorate

Taking notes for essays

August 25, 2009 by Roy Johnson

sample from HTML program and PDF book

1. In preparation for writing an essay, you should be taking notes from a number of different sources: course materials, set texts, secondary reading, or tutorials and lectures. You might gather information from radio or television broadcasts, or from experiments and research projects. The notes could also include your own ideas, generated as part of the essay planning process.

2. The notes you gather in preparation for writing the essay will normally provide the detailed evidence to back up your arguments. They might also include such things as the quotations and page references you plan to use in your essay. Your ultimate objective in planning will be to produce a one or two page outline of the topics you intend to cover.

3. Be prepared for the fact that you might take many more notes than you will ever use. This is perfectly normal. At the note-taking stage you might not be sure exactly what evidence you will need. In addition, the information-gathering stage should also be one of digesting and refining your ideas.

4. Don’t feel disappointed if you only use a quarter or even a tenth of your materials. The proportion you finally use might vary from one subject to another, as well as depending on your own particular writing strategy. Just because some material is not used, don’t imagine that your efforts have been wasted.

5. When taking notes from any source, keep in mind that you are attempting to make a compressed and accurate record of information, other people’s opinions, and possibly your own observations on the subject in question.

6. Your objective whilst taking the notes is to distinguish the more important from the less important points being made. Record the main issues, not the details. You might write down a few words of the original if you think they may be used in a quotation. Keep these extracts as short as possible unless you will be discussing a longer passage in some detail.

7. Don’t try to write down every word of a lecture – or copy out long extracts from books. One of the important features of note-taking is that you are making a digest of the originals, and translating the information into your own words.

8. Some students take so many notes that they don’t know which to use when it’s time to write the essay. They feel that they are drowning in a sea of information.

9. This problem is usually caused by two common weaknesses in note-taking technique:

  • transcribing too much of the original
  • being unselective in the choice of topics

10. There are two possible solutions to this problem:

  • Select only those few words of the source material which will be of use. Avoid being descriptive. Think more, and write less. Be rigorously selective.
  • Keep the essay question or topic more clearly in mind. Take notes only on those issues which are directly relevant to the subject in question.

11. Even though the notes you take are only for your own use, they will be more effective if they are recorded clearly and neatly. Good layout of the notes will help you to recall and assess the material more readily. If in doubt use the following general guidelines.

Taking Notes – GUIDELINES

  1. Before you even start, make a note of your source(s). If this is a book, an article, or a journal, write the following information at the head of your notes: Author, title, publisher, publication date, edition of book.
     
  2. Use loose-leaf A4 paper. This is now the international standard for almost all educational printed matter. Don’t use small notepads. You will find it easier to keep track of your notes if they fit easily alongside your other study materials.
     
  3. Write clearly and leave a space between each note. Don’t try to cram as much as possible onto one page. Keeping the items separate will make them easier to recall. The act of laying out information in this way will cause you to assess the importance of each detail.
     
  4. Use some system of tabulation (as I am doing in these notes). This will help to keep the items separate from each other. Even if the progression of numbers doesn’t mean a great deal, it will help you to keep the items distinct.
     
  5. Don’t attempt to write continuous prose. Notes should be abbreviated and compressed. Full grammatical sentences are not necessary. Use abbreviations, initials, and shortened forms of commonly used terms.
     
  6. Don’t string the points together continuously, one after the other on the page. You will find it very difficult to untangle these items from each other after some time has passed.
     
  7. Devise a logical and a memorable layout. Use lettering, numbering, and indentation for sections and for sub-sections. Use headings and sub-headings. Good layout will help you to absorb and recall information. Some people use coloured inks and highlighters to assist this process of identification.
     
  8. Use a new page for each set of notes. This will help you to store and identify them later. Keep topics separate, and have them clearly titled and labelled to facilitate easy recall.
     
  9. Write on one side of the page only. Number these pages. Leave the blank sides free for possible future additions, and for any details which may be needed later.

Sample notes

What follows is an example of notes taken whilst listening to an Open University radio broadcast – a half hour lecture by the philosopher and cultural historian, Isaiah Berlin. It was entitled Tolstoy’s Views on Art and Morality, which was part of the third level course in literary studies ‘A 312 – The Nineteenth Century Novel and its Legacy.

Isaiah Berlin – ‘Tolstoy on Art and Morality’ 03 Sep 1989

1. T’s views on A extreme – but he asks important questns which disturb society

2. 1840s Univ of Kazan debate on purpose of A
T believes there should be simple answers to probs of life

3. Met simple & spontaneous people & soldiers in Caucasus
Crimean Sketches admired by Turgenev & Muscovites but T didn’t fit in milieu

4. Westernizers Vs Slavophiles – T agreed with Ws – but rejects science (Ss romantic conservatives)

5. 2 views of A in mid 19C – A for art’s sake/ A for society’s sake

6. Pierre (W&P) and Levin (AK) as egs of ‘searchers for truth’

7. Natural life (even drunken violence) better than intellectual

8. T’s contradiction – to be artist or moralist

9. T’s 4 criteria for work of art

  • know what you want to say – lucidly and clearly
  • subject matter must be of essential interest
  • artist must live or imagine concretely his material
  • A must know the moral centre of situation

10. T crit of other writers

Shkspre and Goethe – too complex
St Julien (Flaubert) inauthentic
Turgenev and Chekhov guilty of triviality

11. What is Art? Emotion recollected and transmitted to others
[Wordsworth] Not self-expression – Only good should be transmitted

12. But his own tastes were for high art – Chopin, Beethoven, & Mozart
T Argues he himself corrupted

13. Tried to distinguish between his own art and moral tracts

14. ‘Artist cannot help burning like a flame’

15. Couldn’t reconcile contradictions in his own beliefs
Died still raging against self and society

© Roy Johnson 2003

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The Arts Good Study Guide

July 12, 2009 by Roy Johnson

best-selling introduction to study skills for the arts

This is a set text on one of the Open University’s humanities foundation courses, and it has quite rightly become a best-seller. The Arts Good Study Guide can be used as an introductory workbook or as a source of reference. It deals with reading and note-taking, essay writing, working with numbers, and preparing for examinations. It starts with getting yourself organised and managing your time, then goes on to the core study skills for subjects in the arts and humanities. These are reading skills and taking notes, various approaches to studying, writing skills, and then the central issue of writing essays. There’s a useful section on what is particular to studying the arts – questions of analysis, meaning, and interpretation.

The Arts Good Study GuideIt also deals with how you communicate your ideas and opinions; what constitutes evidence; and how you might conduct your own research or projects. Finally, there is a section on revision and examination skills, dispelling some myths about exams, pointing to some of the common pitfalls, and providing tips on the best approach This is a text-heavy book – no pictures – but all the advice is intensely practical and based on real-life examples. The main features worth recommending are its use of realistic examples and the friendly manner in which it addresses the reader. It engages you as actively as possible by posing questions, highlighting important points, setting short quizzes, and breaking up the exposition into manageable chunks.

This approach to active and [in educational jargon] ‘open’ learning is particularly suitable for anyone embarking on a distance-learning course, or students engaged in any form of independent learning. In fact there are now separate versions for sciences and social sciences. There are suggestions for further reading, there’s a full index, and at its current price this is exceptionally good value.

© Roy Johnson 2002

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Ellie Chambers and Andrew Northedge, The Arts Good Study Guide, Milton Keynes: The Open University, 2002, pp.276, ISBN: 0749287454


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The Good Study Guide

July 12, 2009 by Roy Johnson

best-selling introduction to study skills for humanities

The Good Study Guide started life as a set text on one of the Open University’s social science foundation courses, and it has quite rightly gone on to become a best-seller. In fact there are now separate versions for arts and sciences. The book can be used as an introductory workbook or as a source of reference. It deals with reading and note-taking skills, essay writing, working with numbers, and preparing for examinations. On learning techniques it covers learning in groups, talks and lectures, and (specially for OU students) learning from radio and television.

The Good Study GuideThe main features worth recommending are its use of realistic examples and the friendly manner in which it addresses the reader. It engages you as actively as possible by posing questions, highlighting important points, setting short quizzes, and breaking up the exposition into manageable chunks. This approach to active and [in educational jargon] ‘open’ learning is particularly suitable for anyone embarking on a distance-learning course, or students engaged in any form of independent learning. There are no suggestions for further reading, but there’s a full index and at its current price this is exceptionally good value.

© Roy Johnson 2005

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Andrew Northedge, The Good Study Guide, Buckingham: The Open University, 2nd edition 2005, pp.392, ISBN: 0749259744


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The Novella

September 20, 2009 by Roy Johnson

tutorial and guidances notes

What is a novella?

The novella is a prose fiction which is longer than a long story, but shorter than a short novel. If that seems baffling, you could think of something around 30—40,000 words in length. But in fact, it’s not word count which is the crucial factor. The essence of a novella is that it has a concentrated unity of purpose and design. That is, character, incident, theme, and language are all focussed on contributing to a single issue which will be of a serious nature and universal significance.

Many of the classic novellas are concerned with people learning important lessons or making significant journeys. They might even do both at the same time, as do Gustave von Eschenbach in Thomas Mann’s Death in Venice and Gregor Samsa in Kafka’s Metamorphosis – both of whom make journeys towards death.

The novella - Death in VeniceThomas Mann’s Death in Venice (1912) is a classic novella – half way between a long story and a short novel. It’s a wonderfully condensed tale of the relationship between art and life, love and death. Venice provides the background for the story of a famous German writer who departs from his usual routines, falls in love with a young boy, and gets caught up in a subtle downward spiral of indulgence. The novella is constructed on a framework of references to Greek mythology, and the unity of themes, form, and motifs are superbly realised – even though Mann wrote this when he was quite young. Later in life, Mann was to declare – ‘Nothing in Death in Venice was invented’. The story was turned into a superb film by Luchino Visconti and an opera by Benjamin Britten.
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What produces the unity?

The events of the novella normally turn around a single incident, problem, or issue. There will be a limited number of principal characters – and in fact the story will probably be centred on just one or two. There will be no sub-plots or parallel actions. And the events are likely to take place in one location.

A short story may deal with a trivial incident which illustrates a small aspect of human nature, or simply evokes a mood or a sense of place. A novella on the other hand deals with much ‘larger’ and more significant issues – such as the struggle between the forces of innocence and justice, which Herman Melville depicts in Billy Budd, or the morally educating experience of the young sea captain which Joseph Conrad depicts in The Secret Sharer.

Piazza TalesHerman Melville’s novella Billy Budd (1856) deals with a tragic incident at sea, and is based on a true occurence. It is a nautical recasting of the Fall, a parable of good and evil, a meditation on justice and political governance, and a searching portrait of three men caught in a deadly triangle. Billy is the handsome innocent, Claggart his cruel tormentor, and Captain Vere the man who must judge in the conflict between them. The narrative is variously interpreted in Biblical terms, or in terms of representations of male homosexual desire and the mechanisms of prohibition against this desire. His other great novellas Benito Cereno, The Encantadas and Bartelby the Scrivener (all in this collection) show Melville as a master of irony, point-of-view, and tone. These fables ripple out in nearly endless circles of meaning and ambiguities.
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Features of the novella

A novel can have plots and sub-plots, a teeming cast of characters, and take place in a number of locations. But a novella is more likely to be concentrated on one issue, with just one or two central characters, and located in one place.

The novella - The AwakeningArtistically, the novella is often unified by the use of powerful symbols which hold together the events of the story. The novella requires a very strong sense of form – that is, the shape and essence of what makes it distinct as a literary genre. It is difficult to think of a great novella which has not been written by a great novelist (though Kate Chopin’s The Awakening might be considered an exception). Another curious feature of the novella is that it is almost always very serious. It’s equally difficult to think of a great comic novella – though Saul Bellow’s excellent Seize the Day has some lighter moments.
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The novella - bellow-sieze - book jacketSeize the Day (1956) focusses on one day in the life of one man, Tommy Wilhelm. A fading charmer who is now separated from his wife and his children, he has reached his day of reckoning and is scared. In his forties, he still retains a boyish impetuousness that has brought him to the brink of havoc. In the course of one climatic day, he reviews his past mistakes and spiritual malaise. Some people might wish to argue that this is a short novel, but it is held together by the sort of concentrated sense of unity which is the hallmark of a novella. It is now generally regarded as the first of Bellow’s great works, even though he went on to write a number of successful and much longer novels – for which he was awarded the Nobel Prize in 1976.
Seize the Day – tutorial
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The Novella - The Turn of the ScrewHenry James’ The Turn of the Screw (1897) is a classic novella, and a ghost story which defies easy interpretation. A governess in a remote country house is in charge of two children who appear to be haunted by former employees who are now supposed to be dead. But are they? The story is drenched in complexities – including the central issue of the reliability of the person who is telling the tale. This can be seen as a subtle, self-conscious exploration of the traditional haunted house theme in Victorian culture, filled with echoes of sexual and social unease. Or is it simply, “the most hopelessly evil story that we have ever read”? This collection also includes James’s other ghost stories – Sir Edmund Orme, Owen Wingrave, and The Friends of the Friends.
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The novella - henry_james_aspernThe Aspern Papers (1888) also by Henry James, is a psychological drama set in Venice which centres on the tussle for control of a great writer’s private correspondence. An elderly lady, ex-lover of the writer seeks a husband for her plain niece, whereas the potential purchaser of the letters she possesses is a dedicated bachelor. Money is also at stake – but of course not discussed overtly. There is a refined battle of wills between them. Who wins out? Henry James keeps readers guessing until the very end. The novella is a masterpiece of subtle narration, with an ironic twist in the outcome. This collection of stories also includes The Private Life, The Middle Years, and The Death of the Lion which is another classic novella.
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The Novella - Heart of DarknessJoseph Conrad’s Heart of Darkness (1902) is a tightly controlled novella which has assumed classic status as an account of late nineteenth century imperialism and the colonial process. It documents the search for a mysterious Kurtz, who has ‘gone too far’ in his exploitation of Africans in the ivory trade. The reader is plunged deeper and deeper into the ‘horrors’ of what happened when Europeans invaded the continent. This might well go down in literary history as Conrad’s finest and most insightful achievement. It is certainly regarded as a classic of the novella form, and a high point of twentieth century literature – even though it was written at its beginning. This volume also contains the story An Outpost of Progress – the magnificent study in shabby cowardice which prefigures ‘Heart of Darkness’. The differences between a story and a novella are readily apparent here if you read both texts and compare them.
Heart of Darkness – tutorial
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The novella - MetamorphosisFranz Kafka’s Metamorphosis is the account of a young salesman who wakes up to find he has been transformed into a giant insect. His family are bewildered, find it difficult to deal with him, and despite the good human intentions struggling underneath his insect carapace, they eventually let him die of neglect. He eventually expires with a rotting apple lodged in his side. This particular collection also includes Kafka’s other masterly transformations of the short story form – ‘The Great Wall of China’, ‘Investigations of a Dog’, ‘The Burrow’, and the story in which he predicted the horrors of the concentration camps – ‘In the Penal Colony’.
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© Roy Johnson 2004


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The Online Educator

July 5, 2009 by Roy Johnson

complete guide to designing and teaching online courses

Online courses are big business in further and higher education right now. You know the reason why. Governments cut back funding, whilst colleges and universities are told to take in more students. The answer is – put courses on line, and let the students teach themselves. Well, it’s not quite as simple as that, and for those people charged with the ‘challenge’ of designing courses, Marguerita Lynch has a great deal of practical wisdom and experience to impart. The Online Educator offers detailed explanations of common terms and concepts; a practical, step-by-step format with useful checklists; guidance for both teachers and students; and links to useful web sites and other online resources. She starts from the three cardinal rules for online learning.

The Online EducatorFirst – we must push beyond our own comfort zones. Second – plan, plan, plan. And third – interactive communication is paramount. She outlines the need for careful planning, for support and training for both students and tutors, and the need to cater for different learning styles. There is plenty of discussion of the hardware and the course management systems (or virtual learning environments) necessary to run such courses – and she reveals the questions to ask in helping you to choose the best system.

Her argument insists on the need for backup and support – for both tutors and students. This means that course developers need to do much more than simply convert teaching notes into web pages. She deals with all the problems associated with putting courses on line: security, scripts, anti-virus issues, passwords, as well as the basics of page design and navigation, plus the thorny issues such as tutor overload and student plagiarism.

In this system the tutor is transformed from classroom instructor to eMentor – and the pedagogic focus moves from spoon-fed to self-directed learning. If the courses are well designed and properly supported, everybody can profit from the results.

There is full consideration of Web-based tools needed in the online environment, and full listings of the free programs available, as well as self-assessment quiz and course management software.

She ends by presenting a variety of software for assessment and evaluation. There’s an exploration of copyright problems and interesting solutions to them that will be of keen interest to the many teachers currently engaged in creating courses for their institutions. The good news is that most institutions are now leaving copyright with the authors, in return for reciprocal exploitation rights.

This is an amazingly thorough and comprehensive guide to all aspects of online learning. Anyone who is even remotely connected with the world of online course design, delivery, or management ought to have a copy of this book on their desk.

© Roy Johnson 2002

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Marguerita McVay Lynch, The Online Educator: A guide to creating the virtual classroom, New York/London: Routledge, 2002, pp.170, ISBN: 0415244226


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The Sciences Good Study Guide

July 12, 2009 by Roy Johnson

best-selling introduction to study skills for sciences

This is a set text on one of the Open University’s science foundation courses, and it has quite rightly become a best-seller. It’s written for maths, science, engineering, and technology students approaching further education or undergraduate courses – possibly after a long break from study. The Sciences Good Study Guide can be used as an introductory workbook or as a source of reference. It deals with reading and note-taking, essay writing, working with numbers, and preparing for examinations. The main features worth recommending are its use of realistic examples and the friendly manner in which it addresses the reader. It’s packed with practical exercises and activities, and it aims to make studying more enjoyable and rewarding.

The Sciences Good Study GuideThere is also an extra maths help section with exercises and answers which allows you to assess your own skills. It’s an invaluable source of ‘hints and tips’, helping you to learn more effectively and develop study strategies that really work. Another important feature is that it engages the reader as actively as possible by posing questions, highlighting important points, setting short quizzes, and breaking up the exposition into manageable chunks.

It contains lots of good advice on general study skills – note-taking, reading, time-management, and confidence building – but the centrepiece is a section on maths – one of the most daunting topics for most beginners. It also covers working with diagrams, flow charts, and graphs and tables; working with numbers and tables; using a computer efficiently; conducting experiments, and writing essays and reports.

The book is designed to meet the needs of a range of learners – not just those involved in distance education. It will appeal to beginning and experienced students alike, including those: starting to study at college or university; taking access or study skills courses; looking afresh at how they study.

This approach to active and [in educational jargon] ‘open’ learning is particularly suitable for anyone embarking on a distance-learning course, or students engaged in any form of independent learning. In fact there are now separate versions of these guides for arts and social sciences. At its current price this is exceptionally good value.

© Roy Johnson 2000

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Andrew Northedge et al, The Sciences Good Study Guide, Buckingham: The Open University, 1998, pp.470, ISBN: 0749234113


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The Student’s Guide to Exam Success

July 20, 2009 by Roy Johnson

revision and exam skills, stress and time management

The Student’s Guide to Exam Success combines essential study skills guidance with counselling on overcoming exam fears. It offers practical information on the most effective study and exam techniques: organising your revision, how to write essays, speed reading, taking effective notes, mind-mapping, and improving your memory. Eileen Tracy explores the attitudes and emotional states that can cause you not to deliver your best, and she shows you how to improve. You can learn how to understand your nervousness, how to avoid panicking, and how to develop a balanced mental approach to your work. She takes a supportive, understanding, and very personal approach to her readers.

The Student's Guide to Exam SuccessIf you feel nervous, under-confident, or overwhelmed by the prospect of exams, she knows how you feel, and has plenty of remedies on offer. The advice she gives is sensible, and she’s not a killjoy. Your revision and study should be organised and disciplined – but it should be punctuated by breaks and rewards. There are two particularly good chapters on mnemonics (strategies for memorising) and on writing essays – particularly under exam conditions.

There are plenty of examples to support her arguments, and the chapters are packed with mind maps, notes, diagrams, graphs, and checklists of what to do and avoid.

This guide offers advice on developing emotional strength in response to the increasingly heavy demands that are made on students in the modern world. The variety of strategies include: developing self-awareness; finding out how to stop procrastinating and worrying about results; learning about the dangers of swotting; developing the necessary confidence to handle reading lists, coursework, presentations and practicals; learning to deal with tutors, lecturers and examiners.

© Roy Johnson 2006

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Eileen Tracy, The Student’s Guide to Exam Success, Buckingham: Open University Press, 2nd edition 2006, pp.208. ISBN: 0335220487


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The Student’s Guide to Research Ethics

July 13, 2009 by Roy Johnson

solving moral dilemmas in research projects

You might not think there is a book-length study to be made of the ethical issues in academic research, but Paul Oliver makes a convincing case that there are moral considerations to be made at every stage of the process – from the original concept to the publication of results. The Student’s Guide to Research Ethics starts off with the need to define terms. Is someone a subject, a participant, or an interviewee? Each term contains its own nuances, and these can have an ethical bearing on the relationship between researcher and the people being studied.

The Student's Guide to Research EthicsThe book is mainly aimed at students in education and the social sciences who might be likely to gather information from interviewing people. However the issues it raises are general ones and might be encountered by anyone conducting a research project or doing market research. Tracing the development of a research project from methodology, through data collection and analysis, to publication, he looks in detail at the moral dilemmas which might arise between researcher and subject – including even people who are dead at the time the information is gathered.

Many of the topics he inspects involve making fine distinctions between the rights and responsibilities of the researcher and the interviewee – and sometimes between the researcher and the information that is being gathered. These issues are explored in what becomes a practical philosophic manner, so that the underlying ethical issues are brought to the surface.

He deals with the difficulties of obtaining genuinely ‘informed consent’ amongst respondents, researching vulnerable groups of people, and dealing with problems of permissions and protocols. Even the manner in which data is recorded can raise ethical issues.

He covers issues of privacy, confidentiality, anonymity, ethnocentrism, differences in gender, ethnicity, and religion, participant observation, and the disposal of data when a research project has been completed. It’s all done in a fair and even-handed manner, without any sense of taking sides or favouring the researcher.

He also looks closely at the potential – and actual – difficulties arising from the funding of research projects, of intellectual property rights, and the dissemination of research findings via publication. Although he speaks against Internet publication earlier in the book, I was surprised at this point that there was no mention of it in his discussion of plagiarism.

This will be of particular interest to students in sociology, psychology, management and organisational studies, communication studies, education, and the health service. And although the title suggests it’s for students, I can think of quite a few supervisors who would profit from considering the issues it raises.

© Roy Johnson 2005

Research Ethics   Buy the book at Amazon UK

Research Ethics   Buy the book at Amazon US


Paul Oliver, The Student’s Guide to Research Ethics, Maidenhead: Open University Press, 2nd edition 2010, pp.224, ISBN: 0335237975


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Filed Under: Study skills Tagged With: Academic writing, Interviewing, Research, Research ethics, Study skills, Writing skills

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