Search Tips and Useful Databases

Search smarter not longer. *

Identifying relevant papers when preparing research articles, conference papers, essays, theses and dissertations can be a challenge. Not all search engines are comprehensive, or suited to your topic area, and selecting your keywords and search terms can determine how quickly you can identify ideal sources. 

Planning your Literature Review

 

Maintain focus

Most postgraduate students are asked to write a 'Literature Review' at some point. As a three time English Literature graduate, and having read an estimated 400 of them in the last 12 months I want to share with you some information about the differences between a good one and a bad one . . .

Assuming you have undertaken thorough research and used appropriate search engines to identify recent and relevant articles, and are thus thoroughly prepared, a literature review is actually fairly straightforward. It is crucial to remember that it is a part of your argument and that its structure needs to be planned around your ideas and not around the books/articles/websites you are reviewing.

Use of Narrative: Setting the Scene

Prioritise clarity

 A few questions:

Shall I explain the background to . . .?

Can I describe the history of . . . ?

May I describe how I collected my data?

Can I describe the results of my survey?

Can I illustrate the meaning of . . . ?

Answer:

Only briefly please!

As a student writing reports and essays you will often encounter the need to provide background information or additional narrative at the outset. This means giving an account of the events that relate to the question or the data you are presenting; it is necessary as long as context is retained. However it should always be brief and not take over the essay. Less than 10% of the essay should be something that could be referred to as a description or definition.

This is not to say that providing background information is not valuable, in fact providing brief, precise, targeted background information can set the scene, clarifying and defining the context and direction of your essay; contributing positively to your introduction. Unfortunately many of the essays that I read (at all levels) have rather a tendency to be taken over by elaborate descriptions of terms, or background information that wanders so far from the question that the purpose of writing is obscured.

As a former history undergraduate I often needed to provide background information when writing essays – I also frequently had essays returned with their second and third paragraphs scored out and the word ‘irrelevant’ scrawled next to what had taken me several hours to research, so I understand the frustrations. As a proof reader I find it relatively easy to judge what is answering the question and what is irrelevant, so I have pondered what advice to give on the subject carefully.

I personally found when writing down background information or describing the methodology used to carry out a study it is simplest to include all the details that you think are relevant – aiming for a summary rather than an epic. Once completed I leave it and finish writing the essay – focusing on the question and reaching a targeted conclusion (see future posts – there will be one on conclusions). Having finished the essay I then go back to the ‘narrative section’ with a red pen and a critical eye. Then by crossing out/deleting anything that was not referred back to elsewhere in the essay I create a skeleton of sentences that are relevant. Finally I stitch these sentences into a paragraph (or if there are not many left include them in the introduction). This method worked for me - hopefully it will work for you too.

 

Best wishes, and if you keep getting work returned with comments about too much description do not hesitate to contact me for help.

Getting started

The start of a new academic year brings fresh ideas and new blood to the universities in the UK and elsewhere in the English speaking world. Lots of you are settling in just now and realising the huge task that awaits you before you experience the jubilation of donning your graduation gowns. Despite the daunting year (or four) that awaits, this is an exciting time. I am excited about the opportunity help out the many international students who worry that there written English might put their chances of success in jeopardy, via my website. I really am - as I am mainly working on PhDs and journal articles at this time of year and late dissertations I am really looking forward to receiving some new shorter works by the incoming Masters students, and excited to see what different subjects I will have the opportunity to learn about this year! It is also a good time for me to get back to blogging, and to introduce newer readers to things they should consider now that they have begun studying in a new country and a different academic culture . . .

Essay Questions: 'Discuss'

Structurally sound 

'Discuss' is a word that can evoke dread in students - it is distinct from 'describe', 'argue that', 'agree or disagree' because it focuses on opinion, and an opinion is something many students can be afraid to express for fear that it may turn out to be the wrong one. The purpose of this post is to highlight to anyone facing a 'discuss' title for an essay that it is not necessarily their opinion that is required . . .

Library psychology

Your attitude towards the University library is something that will no doubt be formed early on in your academic career. The way you use the library may help to determine your grade potential, and is more related to how you use it than the length of time you spend in it. There are a variety of approaches students apply to library based research and I will describe some of these to you below. Of course whether you are an undergraduate or a postgraduate will also have a big impact on how long you spend in the library and how successful your visit is . . .

Fresh adventures

Preparing to take flight

Welcome to those of you who have taken the step to study abroad at an English speaking University. As you begin this month as Freshers you may feel daunted by the experiences you are facing. You may have left home to come and study in English as part of the wave of students recognising the growth of English as the language of academia worldwide, or you may be seeking adventure in a foreign land. Regardless of your motivations you will soon realise that this year has many challenges in store for you - not least of these will be meeting the requirements for producing good academic writing.