Introductions and conclusions

Writing Development Centre
University Library
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Dr Helen Webster
On behalf of the Writing Development Centre
Robinson Library
Dissertation Deli:
Introductions and
Conclusions
For enquiries about workshops, please email wdc@ncl.ac.uk

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Slides are online:
You can find these slides online at
Slideshare:
http://www.slideshare.net/WDCNewcastle

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The function of the introduction
Your
introduction is
the (set) menu
(not a la carte!)

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The Introduction:
Your reader’s perspective
 What are you doing?
 Why are you doing this?
 How will you do this?
March5,2015

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1/ What are you doing?
Demonstrate to the reader that you a clearly thought through
research project.
• Define terms (if this is straightforward)
• Demonstrate that you are aware of any context –
historical, scholarly, etc.
• Expand on and rephrase the question to unpack the
meaning (topic, aim, hypothesis, research question)
• Explain any limitations you have set (e.g. number of
examples or case studies used, timeframe, etc)
• Is there anything else the reader will need
explaining, or wants to be reassured that YOU know,
to follow your argument?
March5,2015

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Reformulating the task
Don’t just restate your title with empty
phrases:
The role of PPD (Personal and Professional
Development) in Clinical Psychology
‘This dissertation will explain the development and discuss
the role of PPD (Personal and Professional Development) in
Clinical Psychology. It will also evaluate its application in
relation to trainee clinical psychologists in the UK’.

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Reformulating the task
‘In this dissertation I shall briefly outline the definition of PPD,
its possible roles in clinical psychology, and will discuss
benefits and costs of engaging with PPD. I will argue that
effectiveness of PPD is reliant upon two key factors: the
internal capacity of the practitioner, and the political context in
which reflection is practiced. Two models of reflection will be
applied to case studies from UK clinical psychology training
programmes in order to illustrate this argument’.
(NB – use of ‘I’ and signalling of the conclusion in the introduction
depends on conventions in your subject)

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2/ Why are you doing it?
“…because my lecturer told me to.”
• What’s the problem or question implied?
• Why is this an important question to answer /
problem to solve / issue to engage with?
• What would happen if we didn’t?
• How central is this question to wider issues?
March5,2015

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3/ How will you do this?
 Structure
 How many chapters? What are
they about? How will they
relate to and build on each
other?
 Methodology/theory
March 5, 2015

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Writing the introduction
Information structure
Specific
General

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Alternative orders
Your introduction needn’t tackle the questions in that
order
 What are you doing? Why is this important? How will you
do this?
 Why is this important? What exactly are you going to do
about it? How will you do it?
 What are you doing? How will you do this? Why is it
important?

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Conclusions
 Your conclusion IS the answer to the question.
March 5, 2015

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Q & A
 Why might birds be described as “glorified reptiles”?
 Because of these reasons: X, Y and Z.
 Is it accurate to describe birds as “glorified reptiles”?
 Yes / No / Sort of.
 “Birds are glorified reptiles”. Discuss.
 I don’t completely agree with this statement because
of reasons X, Y and Z, although it’s partially true
because of A, B and C.
 To what extent might birds be considered “glorified
reptiles”?
 To a large / small / some extent.

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Taking a step back

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The Conclusion
Return to the broad overall
perspective from the narrow detail of
the main body
Revisit the question, your answer,
and the main steps by which you
reached it
Do not include new material
You could consider the wider
implications and significance of your
argument
March 5, 2015

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Common questions – different
answers
 When should you write your introduction
and conclusion – first or last?
 How long should the introduction and
conclusion be?
 Should I state my conclusion in the
introduction?

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The Writing Development Centre
 Understanding assignment types, questions, instructions and marking
criteria
 Critical thinking, critiquing and reviewing literature
 Note-taking from lectures and reading
 Planning and structuring writing (incl. paragraphing)
 Academic writing style (incl. fundamentals of grammar)
 Understanding and using feedback to improve your work
 Referencing, citing and avoiding plagiarism
 Managing time, work and writing (incl. writers block and
procrastination)
 Exams and Revision
 Managing research projects, dissertations and theses
 Presentations and posters
 Learning effectively in lectures, seminars, classes, labs etc

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The Writing Development Centre
Level 2, Robinson Library
Our team offers:
- One-to-one tutorials on study
skills and all stages and types of
academic writing
- A programme of workshops on aspects
of study and academic writing
- Online resources
You can book appointments and workshops with us
online: http://www.ncl.ac.uk/students/wdc/

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