Diane Bennett Durkin - Writing Strategies for the Education Dissertation
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It uses writing to help students invent, think through, write, rethink, and rewrite as they develop and present their innovations. The book opens with this mindset and with the purposes of the task (adding to knowledge); it helps define a researchable topic, and provides advice on invention (brainstorming). It then addresses each of the key sections of the dissertation, from Problem Statement, through Literature Review and Methods, to Findings and Conclusions, while underscoring the iterative nature of this writing. For each chapter, the book provides advice on invention, argument, and arrangement (organization) rhetorical elements that are seldom fully addressed in textbooks. Each chapter also looks at possible missteps, offers examples of student writing and revisions, and suggests alternatives, not rules. The text concludes with an inventive approach of its own, addressing style (clarity, economy, and coherence) as persuasion.
This book is suitable for all doctoral students of education and others looking for tips and advice on the best dissertation writing.
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Writing Strategies for the Education Dissertation offers a unique take on doctoral writing. It uses composition and rhetoric strategies to identify key activities for generating thought to keep students writing. It de-mythologizes the view of writing as a mere skill and promotes the view of writing as thinking.
It uses writing to help students invent, think through, write, rethink, and rewrite as they develop and present their innovations. The book opens with this mindset and with the purposes of the task (adding to knowledge); it helps define a researchable topic, and provides advice on invention (brainstorming). It then addresses each of the key sections of the dissertation, from Problem Statement, through Literature Review and Methods, to Findings and Conclusions, while underscoring the iterative nature of this writing. For each chapter, the book provides advice on invention, argument, and arrangement (organization) rhetorical elements that are seldom fully addressed in textbooks. Each chapter also looks at possible missteps, offers examples of student writing and revisions, and suggests alternatives, not rules. The text concludes with an inventive approach of its own, addressing style (clarity, economy, and coherence) as persuasion.
This book is suitable for all doctoral students of education and others looking for tips and advice on the best dissertation writing.
Diane Bennett Durkin has taught critical thinking and writing at UCLA for over 30 years, publishing textbooks that merge disciplines, and helping education doctoral students understand and use writing processes to generate, organize, and communicate their ideas.
Diane Bennett Durkin
First published 2021
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
52 Vanderbilt Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
2021 Diane Bennett Durkin
The right of Diane Bennett Durkin to be identified as author of this work has been asserted by her in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Names: Durkin, Diane Bennett, author.
Title: Writing strategies for the education dissertation/Diane Bennett Durkin.
Identifiers: LCCN 2020032315 (print) | LCCN 2020032316 (ebook) |
ISBN 9780367627034 (Hardback) | ISBN 9780367627058 (Paperback) |
ISBN 9781003110439 (eBook)
Subjects: LCSH: Dissertations, AcademicAuthorshipHandbooks,
manuals, etc. | EducationResearchMethodologyHandbooks, manuals, etc. |
Proposal writing in educational research. | Doctor of education
degreeHandbooks, manuals, etc.
Classification: LCC LB2369 .D88 2021 (print) |
LCC LB2369 (ebook) | DDC 808.06/6378dc23
LC record available at https://lccn.loc.gov/2020032315
LC ebook record available at https://lccn.loc.gov/2020032316
ISBN: 978-0-367-62703-4 (hbk)
ISBN: 978-0-367-62705-8 (pbk)
ISBN: 978-1-003-11043-9 (ebk)
Typeset in Palatino
by Newgen Publishing UK
To Michael, my partner in life in every project undertaken, every new craft mastered, every new adventure imagined
First and foremost, this book needs to acknowledge the incredible support from my family my husband, Michael, and my daughter, Celia. They believed that this book needed to be written and that I should be the one to write it.
Some key colleagues shared that belief and further encouraged me: Cindy Kratzer, Jim Stigler, and Mark Hansen were initial and long-term supporters. Along the way, others contributed to the books progress and placement, including Mike Rose and Tina Christie, both of whom helped me at crucial junctures.
My editors at Routledge were stellar, smoothing the way and communicating well: I owe much to Hannah Shakespeare and Matthew Bickerton, who were enthusiastic and insightful from beginning to completion. They could not have been more helpful. My production team, including Ting Baker and Kawiya Bakthavatchalam, was also excellent, offering alternatives and good advice for every key decision.
Finally, I want to thank my students, who are ever on my mind. It is their work and their journey that drove this book. They have been open about their struggles, and given me access to the kinds of writing blocks they face, allowing me the chance to help future students surmount such obstacles more easily.
This book is a writing and rhetoric specialists approach to producing the doctoral dissertation. It emphasizes using writing as thinking to wrap ones mind around something new and to use rhetoric as persuasion. As a composition and rhetoric specialist in UCLAs Graduate School of Education, my advice differs from other dissertation guides. Having shepherded hundreds of Ed.D. students through the dissertation process, and taught Ph.D. writing courses, I use writing strategies, processes, barriers, and interventions to help students conceptualize and present their work. So, while the goal of this guide is similar to that of other guides, to help students finish, the advice and approach differ. And while the examples draw from education practitioner dissertations (mostly empirical studies), the advice applies to education dissertations generally.
Most texts on dissertation writing try to soft-peddle the process, making it seem like no big deal all one needs are timelines, organization strategies, a standardized format, and step-by-step strategies. One text even suggests that if doctoral students write 15 minutes a day, they can finish the dissertation easily. Another calls the dissertation a machine. The advice from these texts is meant to reassure, to simplify, and to mechanize. In reality, such advice sugarcoats the challenges, blockages, decision-making, and writing skills that characterize the creation of original research. This book takes seriously the challenges, tries to avoid mechanization, and offers ways to use writing to produce content that is new. It assumes that any creative research endeavor, by doctoral student or faculty member, is complex and multifaceted. As these endeavors are also part of a social and political setting, admittedly the advice here is tentative and context dependent.
The book focuses on the three demands that challenge new researchers the most: (1) creating the initial proposal (Problem Statement; Literature Review; Methodology), (2) writing up findings (which includes writing strategies for collecting adequate data, for analyzing data, and for presenting data), and (3) interpreting data for a meaningful
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