| |
| |
| Acknowledgments | |
| |
| |
| Preface | |
| |
| |
| Foreword | |
| |
| |
| |
| The Single System for Academic Writing | |
| |
| |
| |
| Developing Habits of Fluent Writing | |
| |
| |
| |
| Using Demystifying Dissertation Writing as a Guide for Writing Groups and Seminars | |
| |
| |
| |
| Data on Ph.D. Completion Rates | |
| |
| |
| |
| The Single System and Prewriting | |
| |
| |
| |
| Keeping Perspective on Your Dissertation Project | |
| |
| |
| |
| Choosing a Topic and an Adviser | |
| |
| |
| |
| A Set of Constraints | |
| |
| |
| |
| Choosing a Dissertation Topic and an Adviser | |
| |
| |
| |
| Additional Constraints to Consider | |
| |
| |
| |
| Entering the Conversation: Subject Matter | |
| |
| |
| |
| Examples of Dissertation Topics | |
| |
| |
| |
| Entering the Conversation: Theories and Methods | |
| |
| |
| |
| Managing Your Adviser and Your Dissertation Committee Members | |
| |
| |
| |
| Group Exercises for Choosing a Topic and an Adviser | |
| |
| |
| |
| Interactive Reading and Note Taking | |
| |
| |
| |
| Scholarly Reading Is the Foundation of Your Dissertation | |
| |
| |
| |
| Reading is A Privilege | |
| |
| |
| |
| Collect Notes, Not Articles or Books | |
| |
| |
| |
| Interactive Reading in Practice | |
| |
| |
| |
| Using A Bibliographic Program to Record Interactive Notes | |
| |
| |
| |
| Rules For Recording Quotations | |
| |
| |
| |
| Plagiarism And Copyright Infringement | |
| |
| |
| |
| Group Exercises for Interactive Reading and Note Taking | |
| |
| |
| |
| Citeable Notes | |
| |
| |
| |
| Recording Citeable Notes and Building Your Literature Review | |
| |
| |
| |
| Group Exercises for Creating Citeable Notes and Identifying Categories | |
| |
| |
| |
| Focusing On Focus Statements | |
| |
| |
| |
| Useful Focus Statements Are Clear, Concise, And Compelling | |
| |
| |
| |
| Elements Of a Useful Focus Statement | |
| |
| |
| |
| Providing Useful Feedback | |
| |
| |
| |
| Group Exercises That Focus on Focus Statements | |
| |
| |
| |
| Transforming A Focus Statement into A One-Page Outline | |
| |
| |
| |
| The Role and Elements of The One-Page Outline | |
| |
| |
| |
| Formats For the Dissertation | |
| |
| |
| |
| Group Exercises That Transform Focus Statements into One-Page Outlines | |
| |
| |
| |
| Using The Table of Contents Feature as An Efficiency Tool | |
| |
| |
| |
| Long Outline with References | |
| |
| |
| |
| Multiple Purposes of The Long Outline | |
| |
| |
| |
| Transforming A One-Page Outline Into A Long Outline | |
| |
| |
| |
| Inserting Citeable Notes into Your Long Outline | |
| |
| |
| |
| Planning And Organizing Your Scholarship and Research | |
| |
| |
| |
| Getting A Format Check by Your Graduate College | |
| |
| |
| |
| A Group Exercise for Sharing and Reviewing Long Outlines with References | |
| |
| |
| |
| Developing A Regular Writing Routine | |
| |
| |
| |
| A Regular Writing Routine | |
| |
| |
| |
| The Importance of A Designated Writing Space | |
| |
| |
| |
| Developing A Writing Network | |
| |
| |
| |
| What A Regular Writing Routine Looks Like In Practice | |
| |
| |
| |
| Group Exercises for Establishing A Regular Writing Routine | |
| |
| |
| |
| Overcoming Writer's Block | |
| |
| |
| |
| Perfectionism | |
| |
| |
| |
| Procrastination | |
| |
| |
| |
| Impatience | |
| |
| |
| |
| Depression And Dysphoria | |
| |
| |
| |
| Group Exercises For Overcoming Writer's Block | |
| |
| |
| |
| The Role Of Revision | |
| |
| |
| |
| Revision At the Organizational Level | |
| |
| |
| |
| Revision At the Content Level | |
| |
| |
| |
| Group Exercises For Revision | |
| |
| |
| Epilogue And Enjoying the Journey | |
| |
| |
| |
| Elements of Humanities Research | |
| |
| |
| |
| Elements of Social Science Research | |
| |
| |
| Bibliography | |
| |
| |
| Index | |