Showing posts with label Academic writing. Show all posts
Showing posts with label Academic writing. Show all posts

Wednesday 15 February 2023

Dissertation Writing


Research Project Writing: Dissertation Writing

Course Objectives:

The learning objectives for writing a dissertation can be organized using Bloom's Taxonomy, which categorizes educational goals into six levels:

1.       Remembering: recall relevant information from memory, such as key concepts and theories related to the dissertation topic.

2.       Understanding: comprehend the meaning of the information and how it relates to the dissertation topic.

3.       Applying: use the information to solve problems or make decisions relevant to the dissertation topic.

4.       Analyzing: break down the information into component parts and understand how they relate to each other and to the dissertation topic as a whole.

5.       Evaluating: make judgments about the value or quality of the information and its relevance to the dissertation topic.

6.       Creating: use the information to generate new ideas, designs or theories related to the dissertation topic.

For example, a dissertation on the impact of social media on political participation, the learning objectives could be:

1.       Remembering key theories of political participation

2.       Understanding how social media affects political participation

3.       Applying data analysis techniques to study the relationship between social media and political participation

4.       Analyzing the impact of social media on different groups' political participation

5.       Evaluating the strengths and limitations of existing studies on the topic

6.       Creating new hypotheses or theories about the relationship between social media and political participation.

For more examples, visit study material website >



Marks: 70 | Hours: 60 | Credit - 4


  • The dissertation of 75 to 100 pages or 20,000 to 25,000 words shall be submitted to the University.

  • The format of writing dissertation shall be as given below:

    • Font Size: 16 - Main Title of the Chapter > 14 Sub-titles within the chapter > 12 for main content.

    • Line Space: 1.5 line space.

    • Print: On both sides of the pages

    • Bind: Spiral 

    • The dissertation shall be approved by the Department teacher/s and duly forwarded through the Head of the Department.

The evaluation of the dissertations shall be done by internal and external examiners similar to that of answer books of MA – English programme.

Internal evaluation in form of presentation shall be carried out at the Department in presence of the Head of the Department and/or concerned teacher / supervisor. 


Continuous Internal Evaluation

Presentation - 25 Marks

Seminar / attendance - 05 Marks

Written Test - 00 Marks


Integration of ICT for blog, presentation, video resources will be integral part of CIA. All works produced by the students for internal evaluation shall be presented as digital portfolio.

Course Specific Learning Outcome:

1.   Remember: Students will be able to recall key concepts, theories, and research methods related to dissertation writing.

2.   Understand: Students will be able to explain the purpose and significance of their research topic, as well as the research methods they plan to use.

3.   Apply: Students will be able to use appropriate research methods to collect and analyze data for their dissertation.

4.   Analyze: Students will be able to critically evaluate and interpret their data, and integrate it with existing literature to make original conclusions and recommendations.

5.   Evaluate: Students will be able to assess the limitations and implications of their research, and consider potential future directions for further study.

6.   Create: Students will be able to compose a well-written, coherent dissertation that effectively communicates their research findings and conclusions.

These course-specific learning outcomes focus on the cognitive process of dissertation writing and how students will be able to demonstrate their understanding of the subject matter, and the skills they've acquired by the end of the course.

Suggesting Reading List:

Saturday 13 November 2021

Academic Writing - Essay Type Descriptive Answers

 Academic Writing in English for Examination Purpose

In this post, you will find two videos. These videos are prepared for the students of English Studies. These students are supposed to write descriptive essay type answers in their term-end university examinations. With an objective to improve the quality of their essay type descriptive answers, these guidelines from suggested.

Video 1: Qualitative Error Analysis and Suggestions to Improve the Quality of Writing Essay Type Descriptive Answers

In this video, teachers are discussing common errors made by students in writing essay type descriptive answers. 

Following topics are discussed in this session:

Error Analysis & Suggestions to improve the quality of Essay Type Descriptive Answers. 1. Correctness of English Language: (i) No grammar errors. (ii) No spelling errors. (iii) Apt vocabulary. (iv) Apt sentence structure. (v) Apt punctuation marks 2. Content of the Answer (i) Quotes from original text. (ii) Quotes from critics. (iii) Apt illustrations from the text. (iv) Do not write summary 3. Organisation of the Answer (i) The question is properly justified and exemplified. (ii) The trajectory of the answer is very well worked out. (iii) The arguments are well justified with illustrations from the text. (iv) Logical sequence is maintained. Introduction to conclusion – all well synced. (v) Apt connectors used for the ease of flow of thoughts from one para to another. 4. Handwriting (i) Cursive, larger, clearly visible, clean and tidy. (ii) Legible. No difficulty in identifying alphabets.

Chapterization of Video 1:

0:00 Introduction 4:35 Vaidehi Hariyani 26:30 Dilip Barad 1:16:09 Suggestions to Improve the Quality of Writing

Video 2: Quantitative Analysis: How Much Shall I Write in Essay Type Descriptive Answers?

Quite often, the students come with the question - How much are we supposed to write in essay type descriptive answers? or - How many words shall an essay type answer consist of? or - In how many pages an essay type answer is supposed to be written?

In this video, we have reviewed several guidelines and have suggested a sort of 'golden mean'.

Chapterization of Video 2:

0:00 Introduction 2:18 The Context - Students' anxiety - How much shall we write? 5:26 Quality matters . . . so also quantity. 6:48 Murray and Orii's Automatic Essay Scoring 8:22 Perelman criticized over-privileging length of answer 10:04 Average speech of hand-writing 12:48 Length of answer does have some association with marks 17:35 Calcutta Uni - Pattern 18:40 Students' sample write-ups 22:55 Final Outcome and Recommendations 34:35 Conclusion 35:30 Students responses
Following points are taken into consideration in this video:

Tom Benton [Cambridge Assessment, Research Division]: “I remember this question being asked by someone in the class nearly every time… Despite the ubiquity of the question, clear answers are hard to come by.”
Previous research has shown that the length of responses does have some association with achievement and also provided some norms around the possible writing speed.
Tom Benton’s study shows that –
“Nearly all responses of fewer than 200 words resulted in a grade U, suggesting that whilst very long answers are not necessary for a good mark, candidates must write enough to make sure that the examiner can recognize their knowledge at all.”
With this in mind it would be a good advice for all candidates, even those who are not expecting to achieve the highest grades, to ensure that they write at least a significant number of pages in response to an English Literature exam question allowing 30 minutes to write descriptive answer.
But exactly how long shall a student write?
How many words shall an answer consist of?
How many pages or lines shall be produced in writing descriptive answer?


It is expected that these videos will help students in qualitative as well as quantitative analysis of their academic writing for the purpose of essay-type-descriptive answers. If students will work on the guidelines and suggestions discussed in these videos, we are hopeful that our learning objective i.e. improve the quality of answers and academic writing, shall be achieved.

Video recording of live session: 8 Dec '23

Video recording of live session: 23 April '23

Work submission form:

After watching the instructions in above given video, submit your work in this online form:

Monday 17 February 2020



ClĂ©ment Ndoricimpa, Dilip P. Barad, "Construing criticality in essay genre in English literature", International Journal of English Learning and Teaching Skills; Vol. 2, No. 1; ISSN : 2639-7412 (Print) ISSN : 2638-5546 (Online)


Criticality is established as one of most important characteristics of university essay genre. Students are required to demonstrate their critical thinking in their writing. However, criticality is a concept, which is less understood among students and tutors. Further, there is a little agreement among researchers on how to investigate the linguistic features associated with enacting critical stance. Therefore, this paper demonstrates how criticality is achieved in essay genre in the discipline of English literature. The argument in this paper is that the linguistic features traditionally associated with enacting criticality interact with other linguistic features to achieve critical stance in a written text. A systemic functional analysis of essays in English literature drawn from British Academic Writing English (BAWE) corpus demonstrates this interaction. Specifically, the findings show that the linguistic resources for the creation of ideational meaning interact with those for critical positioning to achieve critical thinking in university essays. These findings have implication for teaching academic writing in the discipline of English literature. 

Keywords: Academic writing, criticality, essay genre, stance