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Upcoming Workshop for Engineering Students

The Graduate School is excited to announce an upcoming workshop specifically designed to provide support for thesis writers in the following field: College of Engineering and Engineering Technology.
When? Tuesday May 19 & Wednesday May 20
Each session will be conducted by staff from the Graduate School Thesis Office and will cover a wide range of issues that thesis writers find most troublesome including:

• Documentation style

• References

• Specific Graduate School format requirements

Space is limited. Students who are expected to graduate summer 2015 will be given priority.
Keep in mind: This two day workshop will NOT be addressing the electronic submission process that every graduate student will go through once their thesis is ready to be submitted for final approval by our office. Submission guidelines will be addressed in a separate workshop that is meeting Thursday May 21 in Founders Library, room 297. Registration for this separate workshop is not required. All are welcome to attend.
Be sure to keep your eye on the NIU Thesis Office webpage, our Facebook group, and the blog for announcements on future workshops!

What time? 2pm to 4pm
Where? Founders Library, room 297


All workshop attendees are encouraged to bring an electronic copy of your thesis regardless of where you are at in the writing process. Time will be allotted to work with each of you on your thesis as our workshops offer you guidance, support, and individualized attention free of charge! 

In order to register, visit the NIU Thesis and Dissertation Office homepage (click here). 

Director, Advisor, Partner? Find Your Type of Committee Head

This is the second post of a two-part series on choosing a thesis or dissertation director. The first post was called “To Choose or Not to Choose … A Director, That Is!” published on March 24, 2016. Today's post focuses on models of working arrangements with advisors.

Sonja K. Foss and William Waters note that such working arrangements often wind up being one of the main disputes between a student and his or her advisor. (For more information on what Foss and Waters call the “three common misalignments” between advisors and students, see  Destination Dissertation: A Traveler’s Guide to a Done Dissertation, starting on page 298.)

In fact, I recently talked with a student who encountered some problems working with her committee head. This director instructed this student to conduct her research on an entirely different subject group than the group she had proposed to study, and the student had to change her project as a result.

While the student above was satisfied at the conclusion of her dissertation, she was upset that she couldn't pursue the exact study-avenue she had wanted to. So we hope to reach those early in the thesis/dissertation process. Perhaps in knowing the different working arrangements that are possible, you can ask more relevant questions at the outset of setting up your committee.

Advising Models

Foss and Waters define an advising model as “the basic approach to mentoring that the two of you will use to do the work of the dissertation,” and they describe three working models: “replication, apprenticeship, and cocreation” (299). 

The Replication Model

In Foss and Waters' “Replication Model,” a director “supplies the basic plan for your dissertation" (300). This model might even lead to the student’s researching of a question of interest to the director as opposed to one of the student's own interests. With this arrangement, the student should “listen to the instructions of [his] advisor” and try to “perform as close to [the advisor’s] ideal” as possible, say Foss and Waters (300).

• I’ll call this committee head a “director,” then, based on the connotative control inherent in that term.

The Apprenticeship Model

In the “Apprenticeship Model,” according to Foss and Waters, “you have some freedom in how to accomplish the tasks involved in the dissertation, but [these tasks] are assigned and directed by your advisor” (300). Foss and Waters say that with this arrangement, a student’s “primary job is to perform an insightful and credible interpretation” of the study while the advisor “monitors [the] work” (300). This plan calls for the student to attempt to complete “the processes [one’s director] recommends, listening to her critiques and … negotiating places where [one’s] own vision … can come through” (301).

• I’ll call this committee head an “advisor” based on Foss and Waters’ description that this person also gives “mini-lectures on best practices “as well as her recommendations” as to “how far you can deviate from the boundaries she has established” (300 – 301).

The Cocreation Model

Finally, Foss and Waters describe the “Cocreation Model” of direction, where both student and advisor “contribute in substantial ways to the plan for [the] dissertation”; the advisor and student work together to synthesize ideas, but the student “drive[s] the research agenda” (301). Foss and Waters say that in this model, “communication is reciprocal” and that an advisor may “deliberately hold back” on offering advice (301) in order to urge the student towards taking on more responsibility.

• I’ll dub this committee head a “partner,” being a literal interpretation of the model described.

My Experience

Obviously many committee chairs will employ working models that fall somewhere in the middle of these "types." If I had to choose the model of the working relationship I have with my advisor, I'd call it an “apprenticeship,” though it may approach a partnership in some respects. My advisor has always given me direction on my proposed study, she has sent me relevant articles, and she did once become concerned that I was deviating too much from the original plan (after I had changed my focus a bit). Here, she indeed indicated to me how far I could deviate from my proposal, but overall, she has allowed me to take my research where it needs to go.

From what I've heard from others, the "apprenticeship" is probably the most common working arrangement between student and committee head. However, the director mentioned at the start of this post obviously followed something like the “Replication Model.” 

Which model does your committee head follow? We'd love to hear from you about your experiences, especially if you have advice that could help others (without mentioning professor names). Please comment or post to our Facebook group!

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A Fond Hello from Your New Bloggers

Hello thesis and dissertation writers!
Clare and Mike are onto bigger and better things (like finishing their dissertations), and they have passed the torch to us, another two dissertation writers from the NIU English Department.
We will continue to maintain and grow this blog where you can turn to find helpful (and correct!) advice, current news, and even educative tales of personal struggle to help you through this seemingly never-ending stage of your career.
So, to introduce ourselves...
Hi, I'm RobynMy name is Robyn Byrd, and I am starting my fourth year of PhD-ing at NIU.  I am just beginning the dissertation process this Fall. And I really mean "just beginning." I am working on my still-nebulous, still-too-broad prospectus, pulling together my committee, and going through all those early stage troubles of what it even means to write a thing like this! I study philology (like linguistics, but for written words), so I read funny dead languages like Old Norse. There will be Vikings in my dissertation. And beyond that...I have a long way to go.
But since I work at the thesis office, I'll be okay.  And so will you! I can help you with everything from big existential thesis questions to document formatting. I'm kind of an instant expert.
My professional life outside the Thesis Office includes adjunct work at Aurora University, where I teach a lot of philosophy and a little bit of grammar since earning my master's degree at NIU in 2013.
The fun stuff: At home I have two kids, a little girl and a semi-large boy, who love ponies and cars (guess which is which).  I love bicycles and ride them far, I play music on the flute and sing in a rock band or two, and I thoroughly appreciate my boyfriend who puts up with me talking about inflectional morphology and Nietzschean aphorisms until 1 am.

Hello there!  I’m Fred

I'm Fred Stark, the other new assistant in the Thesis and Dissertation Office.

I’m a PhD candidate in English at NIU, and throughout this academic year I’ll be working on completing my dissertation, which deals with representations of language and cultural contact in American maritime fiction between 1830 and 1915. To put that another way: I’m comparing characters and communicative situations in the early novels of Herman Melville to those in selected works of sea fiction by other authors from this period, up to and including major sea novels by Jack London. Not so many Vikings in my dissertation, but plenty of sea drifters, an assortment of whalers, and here and there a few pirates.


I come to all this after several years of English teaching, the last four in the First-Year Composition Program at NIU and, prior to that, a few universities overseas. When I’m not working on academic stuff, I try to enjoy the outdoors as much as I can. I’ve done a lot of hiking and trekking over the years, and since coming to NIU I have made it to several geographic high points in the Midwest, including the Illinois high point a bit east of Galena. No, I didn’t walk all the way there from DeKalb!

This fall, in addition to assisting writers like you, I’ll be spending a fair amount of time in Founders Memorial Library.  I’ll be completing some of my dissertation research in Rare Books and Special Collections, chasing down stories of high-seas adventure in its vast holdings of nineteenth-century dime novels. I’ll also be on the Fourth Floor every month for our grad-student-sponsored writing group, Write Place/Write Time.

Be sure to check back in the coming weeks for more information on our writing group and other topics of interest. Happy writing! 

Re-reading Your Dissertation

I read my primary texts; I collected and annotated my secondary sources; I composed an outline; I reflected on my subject matter; I procrastinated; I became frustrated with myself for procrastinating, which only bred more procrastination; I wrote my dissertation one chapter at a time; I met with my committee to discuss my chapters; I grew frustrated and despondent after meeting with my committee, which contributed to additional procrastination; I reflected on my own academic abilities to finish my dissertation (a.k.a procrastination); I revised my chapters, again and again and again; finally, I heard the following magic words: This work is defensible.

It has been a long journey, and it has been tiring. My graduate school experience started out as a part-time experiment: I took two evening classes, spent my days reading my homework assignments out loud to my kids while coaxing them to take a nap, sat in the basement and wrote papers late into the wee hours of the night, and somehow managed to eke out passing grades. The next thing I knew I was a full-time student, teaching the occasional undergraduate class, and padding my resume with conference presentations. Now, as I approach the finish line, I recall one last piece of advice, previously alluded to in an earlier blog post: Re-read your dissertation before your defense.

Your response may be, "What? Why? Don't be silly. I've been writing the thing long enough that I know it backwards and forwards."


You may know your thesis and your supporting arguments like the back of your hand, but that does not mean that you have perfect recall of the contents. During the defense, you will be asked for specific page references concerning such-and-such argument or some secondary source. Why did you decide not to include some specific piece of research? a committee member may ask. If your response is, "But I did," then they will want to know precisely where it is cited in the body of your work. The thing that most worries me is a committee member reading aloud a passage from my text and I have no memory of writing those words. In fact, while I have been revising my dissertation, I stumbled across passages that I do not even remember writing - most likely, because I wrote the chapter long ago.

Once your committee has made the decision that your thesis or dissertation is ready to be defended, you will be expected to put together some sort of presentation -- Speak to your committee and/or members of your department about what all is involved in such a presentation as requirements may differ from department to department. While you are putting together this presentation, my advice is: re-read your thesis or dissertation. You are not proofreading the work one last time, therefore do not read it as though you are the author. Read it as though you are the target audience; read it with fresh eyes; read it in order to familiarize yourself with the content; read it as you would a piece of secondary research that contributes to your field of expertise; read it one last time as you make marginalia that will help you prepare for the defense.

When you are done re-reading it, give yourself a pat on the back. After all, you wrote it. That was the hardest part.

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Computer Science Assignment Writing Help from Experts Can Assist Students to Develop Transferable Skills

Computer science is a vast area of study that includes theory, experimentation and engineering, which makes the foundation of computer. Students, pursuing degree courses in this subject, are generally asked to apply their learned knowledge through academic writing. They need to solve the given assignment problem and produce a good quality assignment content to impress the evaluator. Students usually think writing assignments only adds burden to their academic workload. But in reality, it deepens thinking and increases students’ engagement with course material, more importantly, computer science assignment writing helps students to develop transferable skills. Here’s how,

What are transferable skills?

Transferable skills refer to the abilities that anyone can use throughout the life. It remains relevant and helpful across the different areas and stages of life, like college, professional. This is why these are also referred to ‘portable skills’. College prefers students with transferable skills. Moreover, employers want to recruit people, who demonstrate a set of transferable skills.

How transferable skills work wonders for computer science student?

UK universities and colleges offering computer science courses, make assignment writing an integral part of coursework. As UK education system puts stress on the practical application of learned knowledge, it encourages students to craft academic paper on different computer science topics. However, students struggle to complete these tasks within assigned time as it consumes a lot of time. They often pose questions like ‘how can I solve my assignment within the deadline’ or ‘how to get started with the task’. If the task seems impossible at the moment, students canbuy assignments online in order to save their grades. But there is no denial that assignment writing is an effective means of learning,

Make students think deeply:

Assignment writing compels students to think deeply about the chosen or assigned topic. For an example, while writing a book review, students need to read the text more thoroughly and critically to comprehend the main ideas of the given text. If faced any problem, students can take help from experts for getting online custom assignment writing help. Students can choose these services as they need help with writing an analytical piece of writing.

Improves coordination with teachers:

Assignment writing helps professors in UK universities to know their students better, how they think, in what areas they need help with, how they can improve their learning, etc. When teachers evaluate the paper, written by students, they understand the skills and abilities of the individual student.

Encourages students to take part in classroom discussion:

Writing assignments mainly forces students to keep up with the reading and researching. In this manner, students develop a clear understanding of assignment writing topics. With good knowledge base, students feel more confident about participating in classroom discussions. Writing academic papers truly prepares students for classroom discussions. But classroom discussions only last for a few minutes. If students want to improve their skills of presenting arguments, they can take help from assignment service providers to get interact with experts.

Improves memory of students:

After reading extensively about a topic, students are likely to remember the subjects, concepts and theories underlining the chosen topic. The reason is, students need to conduct an in-depth analysis of the topic. Some of us still remember the academic papers, written at the undergraduate level.

No matter how much students hate to get engaged in academic writing, there is no denial that this exercise has a good influence on students, not only on their learning, but also on their personality.

Literature Reviews

So . . .you’ve reached the point where you need to compose a literature review.

The purpose of a literature review is two-fold: to familiarize yourself with the available secondary materials related to your choice of topic and to place your work in context with the already vast research into your topic. This purpose directly impacts the content of your literature review; specifically, your literature review will be made up of summary and analysis.

Many people ask: How much of my literature review consists of summary versus analysis? ANSWER: There is no set answer to this question. What I can tell you is that a common error is to treat the literature review like an annotated bibliography. By this I mean, many people will write a summary paragraph for every secondary source that they find and then paste all of these summaries together. Avoid this error!

When it comes to sitting down and writing your literature review, many resources recommend a similar strategy:

1. Read and understand a piece of research


2. Compose a summary of the research

** This summary is strictly for yourself – it is not being put into the literature review . . . yet


3. Repeat steps 1 and 2 for every secondary source that you have found 

**Only after you have read all of the research do you begin to analyze various sources and begin to identify a strategy for organizing your content in your literature review – such as chronological, thematic, or methodological

**Only after you have read all of the research do you begin to analyze various sources and begin to identify a strategy for organizing your content in your literature review – such as chronological, thematic, or methodological 

**Only after you have read all of the research do you begin to analyze various sources and begin to identify a strategy for organizing your content in your literature review – such as chronological, thematic, or methodological 

**Only after you have read all of the research do you begin to analyze various sources and begin to identify a strategy for organizing your content in your literature review – such as chronological, thematic, or methodological 

**Only after you have read all of the research do you begin to analyze various sources and begin to identify a strategy for organizing your content in your literature review – such as chronological, thematic, or methodological

4. Organize your summaries

** Depending on your organization strategy, you may need only bits and pieces of some notes, or you may need entire summary paragraphs that you’ve composed.

** When you organize this information, do not put them into paragraph form yet.


5. Analyze and evaluate your research

** According to Walden University, this step should include:

·      Discussing strengths and weaknesses of sources or the field

·      Compare and contrast methods, approaches, and findings of authors

·      Evaluate and interpret what is known in your field and what, if anything, is missing

·      Provide rationale for why each is a part of your literature review and what role each plays within your field.




Remember: a crucial feature of the literature review involves contextualizing your research, or positioning your study within your field.


Another common question: how many secondary sources do I need to include in my literature review? ANSWER: It depends. Are you writing a literature review as part of your proposal/prospectus? Are you writing a literature review as part of your thesis or dissertation? Are you writing a stand-alone literature review?


If you are writing either a stand-alone literature review or a literature review for your proposal/prospectus, then you should prioritize the most recent sources related to your topic – in order to emphasize your familiarity with recent data, arguments, and trends – and sources that are considered the definitive work done on the topic – a.k.a. the sources that all other sources cite on their references page.


If you are writing a literature review for your thesis or dissertation, then there is no limit on the number of sources that you might include in a literature review.

Don’t forget that your literature review chapter will require an introduction and conclusion.

Since I am a graduate student in the English department, I would be remiss if I didn’t add the last step– proofread! If you would like help with this, I recommend visiting the Writing Center (click here for hours) or coming to the Thesis and Dissertation office during office hours (Monday through Thursday 10am until 2pm).  

There are numerous models online (too many to include here) that can be found through a simple search if you wish to see an example of a literature review in your field.

Feel free to post a comment if you have any additional questions or concerns about writing a literature review, or feel free to consult the resources listed below.


Resources-

-       Writing a literature review according to the University of North Carolina at Chapel Hill (click here)

-       How to write a literature review according to the University of Wisconsin - Madison (click here)

-       Step-by-step explanation of how to write a literature review according to North Carolina Agricultural & Technical State University (click here)


-       Literature reviews according to Walden University (click here)

How Online Nursing Assignment and Essay Help Service Providers in Canberra Assist Students? Hire One Now!

Nursing colleges and institutes offering nursing courses in Canberra are the epitome of supreme academic standards. The institutes receive students from across the globe. However, not each of them boasts similar and excellent understanding of the subject or possesses an outstanding writing skill. Therefore, to mitigate all these issues during composing an assignment, the online nursing assignment help service providers in Canberra are the right source to ask for professional and 360-degree guidance. 

How the Online Academic Help Service Providers Assist Nursing Students?

• Students often struggle to select an intriguing topic for their nursing assignments. The online nursing assignment help services in Australia assist the students to pick and choose a proper topic for their assignments. They also suggest students to choose from popular areas like geriatric nursing, legal nurse consulting, women's health nursing and perinatal nursing. One can also ask for relevant topic ideas that are significant with the current circumstances.

• Students often confuse the research question or assignment objective with the research topic and paste it as a title. The online nursing essay help service providers guide students to narrow down the aspects of a particular topic, make them understand the areas beneath and help them with the accepted guidelines of writing an assignment.

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Students Can Enjoy Many Benefits By Availing Academic Assignment Help Service These are namely -

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Students are often baffled with important assignment related queries at wee hours of the night and are unable to spot anyone who can help. The online assignment help in Canberra, therefore, are available to help students around the clock. The 24*7 live executives make sure to support students immediately.

• PhD Experts

The assignment writing services in Canberra always hire PhD writers to help students with the best of services. The objective of hiring doctorate writers is that they have a significant understanding of the nursing subject, its area, applications and on-going experiments. Therefore, their capacity of producing quality content is juxtaposed with their meticulous subject knowledge. 

The online nursing assignment help services in Canberra are ready to assist students with all types of assignments. Apart from the above-mentioned assistance, there are other facilities too - i.e. free rework, reasonable rates, easy ordering and timely delivery - to help students grab their coveted marks.

Difference Between ‘Custom’ Assignment Writing Services and Assignment Help Services

Students generally search for tutors, who can help them completing due assignments. Every student needs supervision while crafting an assignment because it deals in complexities like gathering data, analyzing them, incorporating them in writing. This is why, students consider getting assignment writing help from professionals. There are mainly two types of assignment help services popular on the internet. One, custom assignment writing services and second is normal assignment help services. Most of the students cannot make up their minds that which type of services would be suitable for them. Here are a few guidelines to help students make the final decision.

What makes customized assignment help service different from assignment help services?

The purpose of all types of assignment writing services is to ease students’ academic burden. But when it comes to customized assignment help, students are eligible to get a few extra perks compared to non-customized assignment help services. They are,

Personalized help solution:

Each assignment comes with a set of requirements that students have to meet appropriately. Custom assignment help solutions claim to craft an academic paper that not only fulfils requirements but also maintains that the quality of the paper. On the other hand, many assignment help companies recycle written assignments.

Delivery on-time:

Custom assignment help services claim to provide complete assignments before the deadlines, so that students can review the content and suggest changes if necessary. Moreover, normal assignment help services in various countries like UK, USA, Australia, New Zealand, also provide on-time delivery. But students need to check the authenticity of the company before they invest in them.

Attention to nitty-gritty details:

The writer needs to meet all academic specifications while composing an academic assignment. Experts, working for custom assignment writing services, always pay attention to the details. If the company has the reputation of being quality assignment provider, then students are likely to get an assignment that is well referenced, structured, written. Experts generally format the assignment according to the provided specifications.

How should students choose?

The question ‘how can I solve my assignment?’ cross students’ minds every time they are assigned to craft an assignment. The dilemma leads those availing professional help. Regardless the pros and cons of these services, it simply depends on students’ requirements. The idea is to help students tackle the academic burden gracefully and achieve the desired academic goals without any glitch. But students have to decide how they want to be helped by professionals. If they choose normal assignment help services, they are eligible to get completed assignments right on time if the company is reliable and efficient. On the other hand, when students buy assignments online from custom services, they are likely to get customized content according to the requirements provided by professors if the company is capable of providing quality work. Ultimately, the students are in control of making a decision. They should choose services based on their needs, budget and reputation and the most importantly the nature of the subject, likeUML assignment help.

There is no doubt that student’s need professional assistance to meet their academic requirements appropriately. There is no shame to admit it. But students need to be careful before they choose to invest in these services. They need to decide wisely in order to save themselves from many problems.