How To Write A Dissertation Prospectus

How To Write A Dissertation Prospectus-7
Dissertation, is a written plan for the research the student intends to complete. Entering the conversation, or facilitating a new one, is the key, and having questions to ask, if not answers you hope to find. level, students must defend the prospectus in an oral examination after passing the Ph. Your stance and voice dominate the entire discussion, including the literature review.

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Introduction: Literature Review: Much of the prospectus should review the scholarly literature, whether divided into topical / thematic sections or as an ongoing discussion from theory to application, specific analyses to general reception, historical contexts to specific texts, or another organizational structure.

Length: 20 – 25 pages of text, including a working bibliography, chapter outline, and timeline for completing the work.

The prospectus is prepared in consultation with the sponsor(s) who, in turn, determines when the document is ready to proceed to its defense.

Students are responsible for ascertaining with their department/program whether there are additional requirements for the prospectus.

Plan to explain these in a 15- or 20-minute presentation during the prospectus defense.

How To Write A Dissertation Prospectus

A tentative writing schedule will be discussed so that the committee knows how the project will proceed and who will read which sections.

This chapter and all the subsequent chapters are driven by specific research questions that have data collection tools associated with them.

Here’s where we find a specific statement of what the writer is planning to find, stated as hypotheses that will tested and proven by the data collected: I believe these questions will lead me to find that graduate students develop the ability to reflexively reflect on teaching practices when they have a tutoring background and that teaching informs tutoring practices as tutoring informs teaching practices.

Further, this study seeks to establish that a greater depth of professional development occurs when graduate students embody spaces of teaching and tutoring, as opposed to embodying one or the other throughout their graduate experience.

Finally, the data collected will, theoretically, illustrate that a greater understanding of composition theory and pedagogy occurs when graduate students also act as tutors and also that a greater understanding of practitioner-researcher methodology occurs when graduate students function as both teacher and tutor during the graduate experience.

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