 |
Chapter contents. Writing up. A basic structure
|
|
|
|
CHAPTER CONTENTS
· Introduction 162
· Writing Up 162
¡ A basic structure 163
¡ Guiding principles 165
¡ Data presentation 169
· Oral Presentations 169
· Visual and Virtual Turns: Contemporary Forms of Presentation
in Criminological Research 170
· Top Tips 171
· Summary and Review 173
· Study Questions and Activities for Students 174
· Suggestions for Further Reading 174
· References 175
GLOSSARY TERMS
literature review methodology summarizing rehearsing
visual criminology virtual ethnography
WRITING UP AND PRESENTING CRIMINOLOGICAL RESEARCH
Alexandra Hall
INTRODUCTION
The final stage of any criminological research project is writing up and presenting findings. However, writing up, which follows a number of phases through formula- tion, data collection and analysis, is not just a technical exercise but also a space for the further development of the research. It is the opportunity to bring the distinct elements of the research together, to re-read the notes, literature review and data sets, to further analyse and theorize, and to begin to make a clear and sophisticated argument. Successfully writing up and presenting your research can be a very reward- ing experience that brings with it a great feeling of accomplishment. It can also be a demanding, frustrating, nerve-wracking and, at times, tedious task.
Forms of reporting available to social researchers today include conventional and alternative possibilities, all of which involve particular processes requiring careful consideration and planning in terms of structure and style (Thody, 2006). Written and oral presentation remain the most common forms of dissemination in the social sciences, both of which comprise conventional and unconventional styles. In recent years, however, new methods of dissemination have begun to appear. In criminology, for instance, the recent ‘visual turn’ has paved the way for an increased use of images in criminological research, with photographs (see Carrabine, 2012), illustrations (e. g. Stephens Griffin, 2015) and documentary film (e. g. Redmon, 2005) growing in popularity.
|
|
|
This chapter focuses on writing up and presenting criminological research. While the primary focus is on writing up, the chapter also explores various other dissemina- tion techniques. The chapter begins with writing up, outlining the traditional method and structure that can be followed by university students writing up a dissertation/ thesis or research report. This is followed by discussions of oral presentations and emerging visual and virtual forms of presentation. It finishes by offering some ‘top tips’ that might be of help during the process.
WRITING UP
This section focuses on the process of writing up criminological research. As Matthews and Ross suggest, ‘[a]ll academic writing starts with the same thing – planning’ (2010: 436, original italics). Essentially, the plan should set out the purpose of the piece of academic writing and break it down into manageable sections. One of the first decisions to make before writing up is which particular sequence these sections should follow. Jotting down an initial plan with a list of headings can help with this process. Although a number of sequential formats exist and the chosen format may change during the process, particularly if an alternative presentation style is chosen, laying out a basic structure that orders the sections in a typical sequence can still be worthwhile, especially during the initial planning phases of writing.
A basic structure
The following is an indicative structure for a university dissertation/thesis or research report with a brief description of what should be included in each section:
1. Title page
This page includes the title of the study alongside the writer’s name and the date. The title should include the most applicable keywords that reflect the main purpose and findings of the research. The writer should choose keywords that can be easily searched for online. Researchers regularly include a subtitle to clarify the basic pur- pose of the research. It is often a good idea to revise and finalize the title and subtitle at the very end of a research project.
2. Abstract
The abstract follows the title to summarize the overall content of the research and the researcher’s basic argument. It should be no more than 250 words in length and include an introduction to the research problem, key findings and conclusion. It is often best to write the abstract at the end of the writing-up process.
3. Introduction
The introduction outlines the field of study and the research question to be investi- gated before summarizing the content and structure of the dissertation and its main arguments. It is also important to include a contents page and a list of tables and figures between the abstract and the introduction. This should be done at the very end and not in the initial planning stages because the order of the contents may change a number of times in the process of writing up.
|
|
|
4. Literature review
The literature review provides the context for the dissertation and evidences the researcher’s background knowledge of the field. It can comprise one chapter or a number of chapters. The aim is to review and critically discuss existing work in the field that is relevant to the study. It should also include a discussion of the main theo- ries and concepts that will eventually frame and attempt to explain findings. Depending on the nature of the research, some dissertations also include a separate chapter in which the theoretical framework will be established and explained in detail.
5. Methodology
The methodology section includes an account of how the researcher aims to answer the research question/hypothesis. This involves outlining and justifying the appropriateness
of the chosen methods of investigation, as well as their limitations. The section should discuss both theoretical and practical methodological issues – from epistemological and ontological considerations to sampling and access. Research ethics are also an essen- tial part of the discussion in this section.
6. Findings
This section presents a discussion of the main findings of your research. Findings and the relevant data on which they are based can be presented in various ways that depend on the methodological approach (see discussion below). This section might take up more than one chapter and, depending on the chosen approach and struc- ture, can overlap with the discussion section.
7. Discussion
In this section, the researcher weaves together the data and the theory, relating the main findings to the theoretical and/or policy discussion in the literature review. This should include a critical evaluation of the findings and how well they answer the research question. The discussion should answer the following questions:
· Has the research question been adequately answered?
· Have the aims and objectives of the research been fulfilled?
· How has the research filled gaps in the current literature?
8. Conclusion
The conclusion is an opportunity for a succinct summary of what the researcher has found, an outline of the main points and arguments and a brief discussion of their implications for the field of study, which might be theoretical, methodological, policy oriented or some permutation of the three. The section can include specific policy recommendations that are supported by the research findings. The section often finishes with suggestions for further research.
9. Appendices
The appendices should include any supplementary material that is important to the research but which was too detailed to include in the main body of the text. This can include raw data, drawings, supplementary evidence relating to research participants, graphs and maps. Researchers should be sure to signpost and reference appendices correctly in the text.
10. Bibliography
The bibliography is a list of all of the sources referred to in all the previous sections. References should be included and correctly matched in the text (in-text citation)
and the final bibliography. There are different ways to reference; therefore, it is important to use the accepted style. Follow university guidelines and, if necessary, refer to the booklet Cite Them Right (Pears and Shields, 2016).
|
|
|
