Writing the Thesis

(Is there always a literature review?

a. Separate section on re­sults?). Look, too, at the approximate proportions of different sections (how much analysis of theory, for example, and how much description of fieldwork or methods?). Besides their use­fulness as guides, these theses can also give you some reassur­ance. They demonstrate that other students have succeeded in overcoming the same hazards that you now face.

b. Write frequently. Do not postpone all your writing until the last stage when you have become so out of practice that writing is extremely difficult. You may find you have little choice in this matter. Many supervisors demand regular progress reports; and where they don't, we have already suggested that you pro­vide them anyway. You may be asked to write a literature re­view at an early stage (which can be revised later for inclusionin your thesis). You may be encouraged to write up parts of your fieldwork or experimentation as you go, or to write papers for joint publication with your supervisor.

In our university we have conducted a survey of supervisors about the process of thesis writing. The point most frequently stressed in their com­ments was that students should `practise writing' throughout their programme. They suggested writing short summaries, articles, papers, drafts chapters, event short stories. We have ourselves earlier recommended keeping a private record of work-in-progress.

c. Talk about your work to anyone in the department who will lis­ten. Through discussion you can often clarify ideas and gain new insights. Talking can be an important preparatory stage on the path to more systematic structuring of ideas through writ­ing.

Also, discuss with your supervisor and fellow students any problems you are having with writing. Do not try to hide the fact that you find writing in English difficult. Some students avoid showing draft chapters to their supervisor. As one Thai student commented: `Most overseas students who have over­riding problems with English will feel reluctant and ashamed to submit their works to the supervisor.

Yet if you act in this way, you cut off the chance for early assistance. Worse, you can create the possibility that your supervisor may not recog­nize your weakness until the final writing stage - when it is extremely difficult to do much about it.

d. Use your strength in your own first language to compensate for any weakness in English. Though your thesis must finally be