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PG Dissertations: writing up
your findings and discussion
Describe what should go in each
chapter
Explain how your findings and
discussion are linked
Analyse how to use your aims and
literature review to plan your findings
and discussion chapters
What do you want to learn from today’s
session?
Different types of dissertation affect how you organise and
write up your findings and discussion.
Are you writing separate chapters
for your findings and discussion?
Are you writing a single chapter for
your findings and discussion?
Are you writing chapters by
theme/topic?
What are they? Empirical (separate chapters)
Findings/Results Chapter
• Summary data
• Graphs and tables
• Extracts from transcripts
• Calculations
• Themes
• Trends
What are they? Empirical (separate chapters)
Discussion Chapter
• Summary of results
• Comparison with literature
• What you think the findings
mean/show
• Suggestions for why you got
the results you did
• Single theme/aspect
• Extracts from evidence
• What you think your
evidence/findings mean
• Comparison with literature
• A step in building up your argument.
What are they? Non-empirical (themed chapters)
Findings and Discussion: find your story
What have you learnt?
- write a sentence for each
- organise them into groups
- check them against your aims
- plan how to order them
Keep sight of the big picture: significance and
patterns.
Results/Findings
Your results/findings
chapter will vary.
What could affect the
way you present your
findings?
Quantitative results:
Usually presented in figures and tables, not raw data.
• show calculations if relevant
• summarise information given in the figure or table
• highlighting statement to point out the significance, e.g.
trends, patterns, results
Look at these examples. Is A or B highlighting
significance?
Table 5 shows the most
common modes of
computer infection in
Australian businesses. As
can be seen in the table,
home disks are the most
frequent source of
infection.
The influents to filter A and B
were analysed fully on a
number of occasions, and the
averaged results are
presented in Table 6.1. It can
be seen from the table that
the wastewaters from plants
A and B were of similar
composition.
A) B)
Qualitative results:
Text-based, and rarely would have tables or
graphs.
Refer to specific words and phrases, often
quotes.
Still identify patterns and themes.
For each of these graduates, the data reveal that they were all seeking ways
to improve their pedagogy. Angela suggested that in her second year of
teaching she had changed in that she was planning in a "more child oriented"
way. Ahmed discussed a similar experience:
“Quote from Ahmed.”
From these comments, two themes emerged. First..., and second….
Qualitative results:
Discussion
• Show what you think your
findings mean.
• Explain what may have
influenced your results.
• It’s like a conversation
between your research
and the research of others
83% of respondents said that
environmental issues did not
influence their travel choices
as tourists.
That contradicts Oke’s(2017)
argument that most people
now consider the
environmental impact of
tourism.
Maybe this project’s participants
were less concerned than the
average because they were all
students on a budget who said low
cost was their priority.
So think about where your findings link to the literature
Aim Objective Findings Link to reading Critical Analysis
Do your findings
challenge what you have
read, or offer further
evidence for established
arguments? How do
they compare?
What these
findings mean to
you in relation to
your research aim
and objectives?
Find reasons for
them and draw
conclusions.
Let’s look at some extracts from
discussions. Using the poll,
which feature of a discussion
the student is showing?
This would suggest that
Labour under Blair had
ideologically changed, as
much of Labour’s policy
throughout the 1980s and
early 1990s was a complete
and utter rejection of
Thatcher’s neo-liberal
agenda.
A)Comparing with
literature
B)Finding meaning
C)Suggesting
reasons for
findings
Thorpe (2015) echoes this
point, suggesting that Blair’s
strategy was to “Ensure that
the party did nothing to put
off the voters who were
now disappointed with the
Conservative government
for which they had voted in
1992.”
A)Comparing with
literature
B)Finding meaning
C)Suggesting
reasons for
findings
As the percentage of male
respondents was
significantly higher than
females, the high national
result could have been
artificially high, and many
have been lower if there
were an equal number of
males to females in the
sample.
A)Comparing with
literature
B)Finding meaning
C)Suggesting
reasons for
findings
Table x also
highlights that
there were more
respondents in the
older age ranges for
England that India.
Which further
feature of your
discussion does
this show?
Put your answers
in the chat box
Useful language: hedging
Rather than rushing in with ‘the’ answer,
stop and add some caution. Nothing is
certain.
• It is believed..., it can be argued...
• would, could, may, might.
• Overall it can be seen that there is no difference in perception of effectiveness
between male and female participants.
• A significant number of the respondents argued that LJMU should provide more
Directed Study Weeks.
• This is clearly demonstrated in Table 3, which shows the frequency of positive
language markers in the interview tape scripts; within individual faculties and
between students and staff.
Further examples of language
Findings
• These findings support the assertions of Roberts (2018)
• More surprisingly are the differences between the responses at interview to those
expressed on the questionnaires. This seems to support Davenport’s (2017) statistical
work outlined earlier.
• There are similarities between the attitudes expressed in this study and those described in
previous studies (Fox 2014; Beaumont,2017) in relation to students’ perception of
progress.
Further examples of language
Discussion
Reflection…..
• Which aspects of planning and writing
about your findings and discussion
would you now make sure you
remember?
• Why?
• How will you make those
improvements?
Next steps:
Tomorrow:
• Dissertation Question Time
• UG Literature Reviews
Next Week:
• Introduction and Conclusions
• Paragraphs
• Summarising/Paraphrasing
• Critical Writing
• Editing and Proofreading
• Dissertation Question Time

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Pg dissertations writing up your findings and discussion webinar

  • 1. PG Dissertations: writing up your findings and discussion Describe what should go in each chapter Explain how your findings and discussion are linked Analyse how to use your aims and literature review to plan your findings and discussion chapters
  • 2. What do you want to learn from today’s session?
  • 3. Different types of dissertation affect how you organise and write up your findings and discussion. Are you writing separate chapters for your findings and discussion? Are you writing a single chapter for your findings and discussion? Are you writing chapters by theme/topic?
  • 4. What are they? Empirical (separate chapters) Findings/Results Chapter • Summary data • Graphs and tables • Extracts from transcripts • Calculations • Themes • Trends
  • 5. What are they? Empirical (separate chapters) Discussion Chapter • Summary of results • Comparison with literature • What you think the findings mean/show • Suggestions for why you got the results you did
  • 6. • Single theme/aspect • Extracts from evidence • What you think your evidence/findings mean • Comparison with literature • A step in building up your argument. What are they? Non-empirical (themed chapters)
  • 7. Findings and Discussion: find your story What have you learnt? - write a sentence for each - organise them into groups - check them against your aims - plan how to order them Keep sight of the big picture: significance and patterns.
  • 8. Results/Findings Your results/findings chapter will vary. What could affect the way you present your findings?
  • 9. Quantitative results: Usually presented in figures and tables, not raw data. • show calculations if relevant • summarise information given in the figure or table • highlighting statement to point out the significance, e.g. trends, patterns, results
  • 10. Look at these examples. Is A or B highlighting significance? Table 5 shows the most common modes of computer infection in Australian businesses. As can be seen in the table, home disks are the most frequent source of infection. The influents to filter A and B were analysed fully on a number of occasions, and the averaged results are presented in Table 6.1. It can be seen from the table that the wastewaters from plants A and B were of similar composition. A) B)
  • 11. Qualitative results: Text-based, and rarely would have tables or graphs. Refer to specific words and phrases, often quotes. Still identify patterns and themes.
  • 12. For each of these graduates, the data reveal that they were all seeking ways to improve their pedagogy. Angela suggested that in her second year of teaching she had changed in that she was planning in a "more child oriented" way. Ahmed discussed a similar experience: “Quote from Ahmed.” From these comments, two themes emerged. First..., and second…. Qualitative results:
  • 13. Discussion • Show what you think your findings mean. • Explain what may have influenced your results. • It’s like a conversation between your research and the research of others
  • 14. 83% of respondents said that environmental issues did not influence their travel choices as tourists.
  • 15. That contradicts Oke’s(2017) argument that most people now consider the environmental impact of tourism.
  • 16. Maybe this project’s participants were less concerned than the average because they were all students on a budget who said low cost was their priority.
  • 17. So think about where your findings link to the literature Aim Objective Findings Link to reading Critical Analysis Do your findings challenge what you have read, or offer further evidence for established arguments? How do they compare? What these findings mean to you in relation to your research aim and objectives? Find reasons for them and draw conclusions.
  • 18. Let’s look at some extracts from discussions. Using the poll, which feature of a discussion the student is showing?
  • 19. This would suggest that Labour under Blair had ideologically changed, as much of Labour’s policy throughout the 1980s and early 1990s was a complete and utter rejection of Thatcher’s neo-liberal agenda. A)Comparing with literature B)Finding meaning C)Suggesting reasons for findings
  • 20. Thorpe (2015) echoes this point, suggesting that Blair’s strategy was to “Ensure that the party did nothing to put off the voters who were now disappointed with the Conservative government for which they had voted in 1992.” A)Comparing with literature B)Finding meaning C)Suggesting reasons for findings
  • 21. As the percentage of male respondents was significantly higher than females, the high national result could have been artificially high, and many have been lower if there were an equal number of males to females in the sample. A)Comparing with literature B)Finding meaning C)Suggesting reasons for findings
  • 22. Table x also highlights that there were more respondents in the older age ranges for England that India. Which further feature of your discussion does this show? Put your answers in the chat box
  • 23. Useful language: hedging Rather than rushing in with ‘the’ answer, stop and add some caution. Nothing is certain. • It is believed..., it can be argued... • would, could, may, might.
  • 24. • Overall it can be seen that there is no difference in perception of effectiveness between male and female participants. • A significant number of the respondents argued that LJMU should provide more Directed Study Weeks. • This is clearly demonstrated in Table 3, which shows the frequency of positive language markers in the interview tape scripts; within individual faculties and between students and staff. Further examples of language Findings
  • 25. • These findings support the assertions of Roberts (2018) • More surprisingly are the differences between the responses at interview to those expressed on the questionnaires. This seems to support Davenport’s (2017) statistical work outlined earlier. • There are similarities between the attitudes expressed in this study and those described in previous studies (Fox 2014; Beaumont,2017) in relation to students’ perception of progress. Further examples of language Discussion
  • 26. Reflection….. • Which aspects of planning and writing about your findings and discussion would you now make sure you remember? • Why? • How will you make those improvements?
  • 27. Next steps: Tomorrow: • Dissertation Question Time • UG Literature Reviews Next Week: • Introduction and Conclusions • Paragraphs • Summarising/Paraphrasing • Critical Writing • Editing and Proofreading • Dissertation Question Time

Editor's Notes

  • #5: Open up Q and A based on their feedback from starter activity
  • #6: Open up Q and A based on their feedback from starter activity
  • #8: Get them to open up a discussion on their own work/discipline to get them thinking about how they may present their findings, but also whether that way would be appropriate? There is a great deal of disciplinary variation in the presentation of findings. For example, a thesis in oral history and one in marketing may both use interview data that has been collected and analysed in similar ways, but the way the results of this analysis are presented will be very different because the questions they are trying to answer are different. The presentation of results from experimental studies will be different again. In all cases, though, the presentation should have a logical organisation that reflects: the aims or research question(s) of the project, including any hypotheses that have been tested the research methods and theoretical framework that have been outlined earlier in the thesis. You are not simply describing the data. You need to make connections, and make apparent your reasons for saying that data should be interpreted in one way rather than another.
  • #9: Get them to open up a discussion on their own work/discipline to get them thinking about how they may present their findings, but also whether that way would be appropriate? There is a great deal of disciplinary variation in the presentation of findings. For example, a thesis in oral history and one in marketing may both use interview data that has been collected and analysed in similar ways, but the way the results of this analysis are presented will be very different because the questions they are trying to answer are different. The presentation of results from experimental studies will be different again. In all cases, though, the presentation should have a logical organisation that reflects: the aims or research question(s) of the project, including any hypotheses that have been tested the research methods and theoretical framework that have been outlined earlier in the thesis. You are not simply describing the data. You need to make connections, and make apparent your reasons for saying that data should be interpreted in one way rather than another.
  • #10: Whole group quick questioning on identifying these elements
  • #11: Whole group quick questioning on identifying these elements
  • #12: Whole group quick questioning on identifying these elements
  • #13: Whole group quick questioning on identifying these elements
  • #14: 15 minutes including feedback and discussion. Get them focusing on how each sample is achieving the aims of a discussion chapter in different ways and each one focuses on one of these aims specifically. After discussing each, show the relevant slide breaking it down.
  • #15: 15 minutes including feedback and discussion. Get them focusing on how each sample is achieving the aims of a discussion chapter in different ways and each one focuses on one of these aims specifically. After discussing each, show the relevant slide breaking it down.
  • #16: 15 minutes including feedback and discussion. Get them focusing on how each sample is achieving the aims of a discussion chapter in different ways and each one focuses on one of these aims specifically. After discussing each, show the relevant slide breaking it down.
  • #17: 15 minutes including feedback and discussion. Get them focusing on how each sample is achieving the aims of a discussion chapter in different ways and each one focuses on one of these aims specifically. After discussing each, show the relevant slide breaking it down.
  • #24: 5 minutes: Link back to the opening activity and once the idea is established get them to relate this to an aspect of their own subject to open up a brief discussion and to help them relate it to their own work (e.g. Some of the scientists could say ‘the unexpected results of the experiment may have been due to…’, Humanities could use ‘The source suggests that a minority of women in the nineteenth century…’)
  • #27: 2-3 minutes Go around the class and ask each student for their areas (feel confident about [to acknowledge that there are good things about their own writing] and one to improve on) – push them on how they will action their improvement to assess their learning and make the plenary action-focused.