Lecture 7,How to write a dissertation ?,Outline,Reviewing How to write an abstract? How to write a conclusion? How to refer to previous work?Format of your dissertation writing (江科大）？,I。 Reviewing,Data collection & data analysis Q1: What are the basic elements ?Elements of data collection: - when, where, who, how do you collect your data.Elements of data analysis: - How do you deal with your data to generate answers to your research questions.,I。 Reviewing,Data collection & data analysis Q2: How to report the data collection & analysis? - Report what you did exactly - Focus on the most significant and the most relevant information. Tips: Use past tense & passive voice Data collection should be closely related to your research design, (i.e. the process of your research). Data analysis must be right in line with your research questions.(how to find the answers to your research questions),I。 Reviewing,Results Discussions: 15%-10% - Findings precedes discussions. -Discussions are based on findings.,II. How to write an abstract?,What is an abstract? - An abstract of a research paper is the first source of information for a would-be reader.- a concise but precise description of your research.,II. How to write an abstract?,Essentials of an abstract? title of your research paper a birds eye view of the subject matter (topic) the purpose of the study （ RQs） the way the research is carried out Some important findings Significance & implications of the findings Key wordsTips: - Present tense is usually used . - One sentence for one aspect.,Example1Comparison between dialogues in the book Jane Eyre and those in the screenplayThis dissertation is an exercise in conversation analysis, and the aim of the research is to compare dialogues in the book Jane Eyre and those in the film based on the book. The method of research is conversation analysis (Tusi 2000) and the focus of the study is on the linguistic analysis, which is mainly concerned with the study of the use of language in both texts. The data are selected from the book Jane Eyre and its screenplays of the same book. The study shows that although they are written to tell the same story, the two texts reflect different styles and language features and that each has its own characteristics in terms of expressing the intended meanings. These findings highlight the different styles of literature works due to their different genres, hence providing EFL learners with insightful implications in their reading of novels and screenplays.,Example1Comparison between dialogues in the book Jane Eyre and those in the screenplayThis dissertation is an exercise in conversation analysis, and the aim of the research is to compare dialogues in the book Jane Eyre and those in the film based on the book. The method of research is conversation analysis (Tusi 2000) and the focus of the study is on the linguistic analysis, which is mainly concerned with the study of the use of language in both texts. The data are selected from the book Jane Eyre and its screenplays of the same book. The study shows that although they are written to tell the same story, the two texts reflect different styles and language features and that each has its own characteristics in terms of expressing the intended meanings. These findings highlight the different styles of literature works due to their different genres, hence providing EFL learners with insightful implications in their reading of novels and screenplays.,Example IIMetacognitive Strategies and English ReadingThis paper reports an empirical study on the relationship between metacognitive strategies and English reading. One questionnaire and one Final-term English Examination are used to collect the data. SPSS 15.0 for windows is adopted to analyze the data. Results of the study reveal that Chinese students majoring in English use metacognitive strategies more or less in English reading. The individual metacognitive strategies usually used by the students are:(1)Relating prior knowledge to text content for understanding;(2)Underlining and marking main points for remembering;(3)Adjusting reading speed according to the time and quantities;(4)Anticipating the contents of the texts based on the title. The individual strategy that is especially seldom used by the students is: (1) Self-questioning for better understanding. Of the four metacognitive strategy categories, the selective attention strategy category is most favored by the students, and the evaluating strategy category is least preferred by them. Results of study also reveal that three metacognitive strategies are significantly associated with students English reading performance. They are :( 1) Relating prior knowledge to text content for understanding; (2) Underlining and marking main points for remembering; (3) Evaluating the effectiveness of the reading style used and improving it. The findings of this study indicate that there is a positive relationship between metacognitive strategies and English reading, and offer some insights into EFL reading instruction and metacognitive strategy training in China. Keywords: Metacognitive strategies；English reading；Relationship,