STUDY SKILLS - 7 STRUCTURAL MODELS FOR ACADEMIC WRITING
This information is taken from:
McWillan and Weyers (2011): 5: Planning for dissertations.
These models can be used to structure the main section of your report. However please note that the chronological model is likely to produce a purely descriptive piece of writing which is not suitable at degree level, where analysis, synthesis and evaluation are important BA learning outcomes.
McWillan and Weyers (2011): 5: Planning for dissertations.
These models can be used to structure the main section of your report. However please note that the chronological model is likely to produce a purely descriptive piece of writing which is not suitable at degree level, where analysis, synthesis and evaluation are important BA learning outcomes.
The 7 structural models for academic writing:
1. CHRONOLOGICAL = description of a process or sequence
describing a developmental process ... This kind of writing is most likely to be entirely descriptive ...
2. CLASSIFICATION = categorising objects or ideas
to discuss transport by subdividing your text into land, sea and air modes of travel. Each of these could be further subdivided ... Such classifications are, to some extent, subjective, but the approach provides a means of describing each category at each level in a way that allows some contrast ... sympathetic to the approach of starting from a broad generalisation to the more specific ...
3. COMMON DENOMINATOR = identifying a common characteristic or theme
useful in contexts where a single element can be identified as a common factor in the analysis of a situation. For example, in considering levels of high infant mortality in developing countries the common denominator is lack or deficiency ...
4. PHASED = identifying short-/medium-/long-term aspects
might be research into the impact of water shortage on flora fauna along river banks ...
5. ANALYTICAL = examining an issue in depth (Situation - Problem - Solution - Evaluation -Recommendation - SPSER)
might be useful for complex issues ... potential solutions to the problem of 'identity theft' ...
6. THEMATIC = commenting on a theme in each aspect
similar to the phased approach ...
7. COMPARATIVE/CONTRASTIVE = comparing and contrasting (often within a theme or themes)
a derivative of the themed approach ... positive and negative aspects ...
8. ANOTHER METHOD TO HELP YOU ORGANISE INFORMATION = SPSER (SITUATION - PROBLEM - SOLUTION - EVALUATION - RECOMMENDATION)
The 'SPSER method' is particularly helpful in the construction of dissertations, projects and case studies. It is also useful whenever you feel that you cannot identify themes or trends ...
5 STAGES OF SPSER:
SITUATION = context and brief history
PROBLEM = the problem
SOLUTION = possible solutions
EVALUATION = positive and negatives for each solution with reasons
RECOMMENDATION = identify the best solution in your opinion
9. REMEMBER!
You may need to adapt your approach in different sections, or 'nest' models by incorporating one within another. (McMillan and Weyers, 2011, pp.46-48).
- Chronological
- Classification
- Common denominator
- Phased
- Analytical
- Thematic
- Comparative/contrastive
1. CHRONOLOGICAL = description of a process or sequence
describing a developmental process ... This kind of writing is most likely to be entirely descriptive ...
2. CLASSIFICATION = categorising objects or ideas
to discuss transport by subdividing your text into land, sea and air modes of travel. Each of these could be further subdivided ... Such classifications are, to some extent, subjective, but the approach provides a means of describing each category at each level in a way that allows some contrast ... sympathetic to the approach of starting from a broad generalisation to the more specific ...
3. COMMON DENOMINATOR = identifying a common characteristic or theme
useful in contexts where a single element can be identified as a common factor in the analysis of a situation. For example, in considering levels of high infant mortality in developing countries the common denominator is lack or deficiency ...
- Lack of primary health care
- Lack of health education
- Lack of literacy ...
4. PHASED = identifying short-/medium-/long-term aspects
might be research into the impact of water shortage on flora fauna along river banks ...
- Short-term factors ... drying out of the river bed
- Medium-term factors ... damage to oxygenating plant life
- Long-term ... the effect on the water table ...
5. ANALYTICAL = examining an issue in depth (Situation - Problem - Solution - Evaluation -Recommendation - SPSER)
might be useful for complex issues ... potential solutions to the problem of 'identity theft' ...
- Define identity theft
- Explain why identity theft is difficult to control
- Outline legal and practical solutions
- Weigh up the advantages and disadvantages of each
- State which solution(s) you would favour and why ...
6. THEMATIC = commenting on a theme in each aspect
similar to the phased approach ...
- social, economic or political factors
- age, income and health considerations
- gas, electricity, oil water and wind power ...
7. COMPARATIVE/CONTRASTIVE = comparing and contrasting (often within a theme or themes)
a derivative of the themed approach ... positive and negative aspects ...
8. ANOTHER METHOD TO HELP YOU ORGANISE INFORMATION = SPSER (SITUATION - PROBLEM - SOLUTION - EVALUATION - RECOMMENDATION)
The 'SPSER method' is particularly helpful in the construction of dissertations, projects and case studies. It is also useful whenever you feel that you cannot identify themes or trends ...
5 STAGES OF SPSER:
- Situation
- Problem
- Solution
- Evaluation
SITUATION = context and brief history
PROBLEM = the problem
SOLUTION = possible solutions
EVALUATION = positive and negatives for each solution with reasons
RECOMMENDATION = identify the best solution in your opinion
9. REMEMBER!
You may need to adapt your approach in different sections, or 'nest' models by incorporating one within another. (McMillan and Weyers, 2011, pp.46-48).
REFERENCE
McMillan, K. and Weyers, J. (2011) How to write dissertations and project reports. Harlow: Pearson.
McMillan, K. and Weyers, J. (2011) How to write dissertations and project reports. Harlow: Pearson.
