Tips for Graduate Students

The 5 Keys for Self-publishing Success

Writing a novel, short story, or technical manual is on many of our “Bucket Lists.”  With the advent of Self-publishing through Amazon, Kobo, Barnes & Noble, Apple iBooks, or many other avenues it has become easier to self-publish.  Regardless of whether or not you plan to sell millions or just a few copies to achieve fulfillment and happiness, you need to follow these five important steps to be successful in book writing and publishing.

1) Use a content editing service

Find a friend, fan, or professional editor who will read your book for content.  This person should be familiar with the genre of your book and be able to help you by suggesting areas that need improvement.  Some areas that a content editor might be able to identify as needing work include character development, storyline flow, and historical (if appropriate) accuracy.  It is also important that your content editor make sure your story is unique.

2) Develop an eye-catching cover

The first thing a potential reader sees for your book is the cover.  As people scroll through eBooks or on bookshelves, the cover is what catches the eye.  If your cover telegraphs the content and excitement of your story then people will pick up a copy and start looking in more detail to determine if this is a story worth their time or money. Choose a designer wisely and budget for a good one. Elance is a good way to find freelancer designers, as is Behance.

3) Have a Table of Contents

With a Table of Contents, it is easy for people to see what your book offers.  Interesting chapter titles or descriptions of the technical chapters helps the reader immediately assess the value of your book.  In our fast-paced society, a book without a Table of Contents might be set aside because it would take to long to determine the value of the book.

4) Employ an excellent book editing service

If you have spent any time reading book reviews you will notice that many reviewers comment on spelling errors, typos, and poor grammar.  It is critical to the success of your work that you have the book edited.  A good book editor will find punctuation issues, spelling and grammatical errors, formatting problems, and he or she can help you keep readers happy and providing you with four and five star reviews.  Poorly edited books often receive one star reviews and this can absolutely stop any sales of your book.

5) Write a catchy book description

After the cover grabs the potential readers attention, your book description needs to convince them that your book is going to be a wonderful read.  You must tease the reader, activate his/her imagination, and capture his/her attention.  Often a beta reader or a book editor can help you write the book description.

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11 Steps in Writing a Publishable Scientific Research Paper


A rewarding yet difficult aspect of graduate work is writing that first scientific research paper to be published in a peer reviewed journal. The reward comes from knowing that you have the opportunity to tell a story (at least in part) relevant to your thesis or dissertation hypothesis. How to actually develop the paper and put your story into words, tables, and figures can be the difficult part.

It is important to remember that the peer reviewed scientific research paper may not be in the same format as your thesis or dissertation chapter. Your goal should be to get the scientific research paper published and then you can concern yourself with the necessary thesis editing and formatting to prepare this work for inclusion into your graduate thesis.

My first scientific paper draft consumed many hours with little or no success. I would write a few sentences, then edit, wordsmith, and check grammar so that every word was perfect. I lacked any idea of how to go about presenting my scientific data. Sure, I was experienced with writing essays and graduate research papers for class, but this was different. Now with over 30 peer reviewed papers published, I have a system that makes this process easier. Within three days of gathering the final pieces of data, I can have a draft document into the hands of my colleagues and this is how I succeed.

Know the preferred presentation style of your colleagues.

Take the time to read a few papers written by your major advisor and collaborators. Understand what styles and journals they most often choose and how they go about laying out the data and the story. If your work developed from a grant proposal, review that document and think about the hypothesis. In the beginning, your advisor and collaborators are going to use what is most familiar to them and you will have to prove yourself competent in writing peer reviewed scientific papers before you can develop your own style. Have the relevant literature easily accessible as you write.

Collect and present your data.

Often we want to start with the introduction. That is the wrong approach. Start with compiling your data and putting it all into tables, charts, and figures. Have your data in nicely formatted and easy to review “pictures.”

Write the Results section.

Once your data is presented nicely, write the results associated with each figure, table, or chart. Do not just reiterate what is presented, but help the reader understand the relevance and connectedness of the data. This is where you succeed in walking the reader through your data, just as you would tell a story.

Write the Materials and Methods.

Once you have the data presented in the Results, it is time to write the Materials and Methods. Describe how you performed the experiments. Refer to previous literature and be succinct. In your thesis or dissertation writing, you can add extra details.

Draft five or ten key points about your work.

Put into words the key ideas you are hoping to present with this paper. These do not need to be lengthy paragraphs but rather statements that summarize the crucial elements of your work.

Share the paper with your collaborators.

Now is the time to have collaborators, your advisor, or knowledgeable friends review this work to see if everyone agrees on the selected data and the key points. Ask for quick feedback and select the scientific journal you will submit your work to for publication.

Revise based on collaborator suggestions.

With collaborator suggestions, you can then perform some research paper editing. Edit the document to address the issues or ideas brought up by your collaborators. With your target journal in mind, this is the time to go back and make sure your tables, figures, and charts are in the proper format as specified by the journal.

Write your Discussion.

After you have edited the Results and Materials and Methods sections based on collaborator input, write your Discussion. You can use the five or 10 points you developed earlier as the basis for the discussion.

Write your Introduction.

With the rest of the document prepared, write your Introduction.

Put together your References Section.

Finally, format your references per the guidelines of the target journal.

To Be Certain of its Excellence, Hire an Editing Service for a Final Check.

Once all the above is completed, you must now make sure all the collaborators and your advisor read and comment. Edit and make necessary changes as suggested by the rest of the team and then write the abstract. If you’re not 100% confident in your paper’s excellence, employ a professional editing service staffed by PhDs in your discipline to go through it one more time for you. Edit911 has edited over 1200 scientific papers for publication.

How To Use Quotations In Dissertations

Using quotations in a Dissertation

Dissertations serve a two-fold purpose.  They are the final projects for doctoral candidates, the last step before degree conferral, in which these individuals may show their knowledge of their specific areas of interest and of their ability to identify and propose solutions to problems within their fields.  Dissertations are simultaneously the transition from students to contributors within their fields by engaging in original research and adding to the body of knowledge.

In writing dissertations, authors must demonstrate their thorough understanding of their particular areas of study.  One way to show that understanding is through the use of quotations garnered from previously written works in their field or in related areas.  However, overuse or inappropriate use of quotations may have the opposite effect, suggesting a lack of understanding.  Therefore, authors must use quotations judiciously.

The number and length of quotations may vary from one academic field to another.  For example, students examining Shakespeare’s use of figurative language in his various plays will need to include specific quotations from the plays for each type of figurative language discussed.  Such quotations may range from one word to several lines.  Students conducting qualitative studies based on extensive interviews of research participants will also need to use numerous quotations from those interviews to support whatever themes they discover through their analysis of those data.  However, inclusion of quotations from other experts in the field of study should be handled differently.

In the proposal, concept paper, and the final dissertation, candidates must demonstrate their familiarity with the research in their field.  This is the primary purpose of chapter 2 in most dissertations.  Some of that background material is also revealed in the first chapter to set up the problem and to show the significance of the study.  Additional background material is revealed in chapter 3 to show an understanding of the chosen research methodology and its appropriateness for the study in question.

In these chapters, authors are not only giving information pertinent to their studies but also showing their ability to grasp ideas, analyze material for its strengths and weaknesses, and synthesize material from various sources to create the foundation for their particular study.  Therefore, quotations should be used only when that is the best and clearest way to provide information to the reader.

Consider the following two examples:

Example 1:  According to John Smith, “The best thing about this concept is that it is easy to understand compared with other concepts in this field.”  He went on to say that “scientists will be able to use this new knowledge to create new technology for this field” and that “people will embrace this technology very quickly.”  Therefore, “companies that wish to increase their profitability” should begin investing in “this new scientific venture” so that they “will not lose out” on this “golden opportunity.”

Example 2:  According to John Smith, this new concept is easier to understand compared to others in the same field.  Because of this, new technology will be forthcoming, which people will be eager to purchase.  Therefore, he advises businesses to invest in this research as soon as possible.  Failure to do so may result in their decreased profitability.

Although not taken directly from actual dissertations, the formats of these two examples shows what edits often find in dissertations.  Both examples deal with the same topic and make the same essential points.  Yet the second one clearly shows the writer understands the material drawn from John Smith’s work; the first does not.  The first one is simply a copy of John Smith’s words interspersed with innocuous connecting phrases.  The writer in the first example has not attempted to analyze, synthesize, or summarize the meaning of Smith’s words.  Instead, the writer has found material that fits the topic being discussed and quotes from that material, expecting the reader to figure out what it all means.  Unfortunately, many candidates use this type of format.  Variations include inserting block quote after block quote, often from the same source, and quoting single words that, in and of themselves, hold no special significance.

Authors who use quotes judiciously reduce verbiage and redundancy, demonstrate their thorough grasp of the material, and often show the connection of their original research to the rest of the field more clearly.  If they include quotations at all, they do so to emphasis a particular point.  Using quotations in this way is ultimately more powerful.

After deciding to include quotations, authors must also handle them correctly.  The following points are not all inclusive but represent some of the more common problems editors find in dissertations.

1.     Introduce most quotations.  Seldom should a paragraph begin with a direct quotation.  Many university style guides require authors to introduce quotations, although there are exceptions.  However, when in doubt, error on the side of introducing the quotation to prevent any misinterpretation of the material.  Use one of the following constructions:

    1. a full sentence with the quotation placed after a colon;
    2. a short introductory phrase such as “according to” followed by the person’s name, a comma, and the quotation (e.g., According to Smith, “Businesses must take advantage of this golden opportunity”);
    3. the person’s name, an appropriate verb such as “stated,” and the quotation (e.g., David stated, “I am hungry”).

 

2.     Reproduce the quotation accurately.  The quotation should be written the same way it is written in the source from which it is being taken.  However, there are exceptions to this rule, depending on the style guide candidates are required to follow.  For example, writers may correct minor grammatical problems within a quotation as long as those corrections do not change the meaning or are not needed to demonstrate a particular point.  This avoids overuse of [sic] to show that the author knows the errors are there and makes it easier for the reader to follow.  It also acknowledges that the errors may or may not have been in the original quotation but are the result of transcription by a third party.

 

3.     Alter the capitalization of the first word of the quotation to fit the syntax of the sentence in which it is placed.  Generally, if the quotation follows direct attribution, the first word is capitalized (e.g., David said, “He goes to my school”).  However, if the word that is included, the first word is not capitalized unless it is a proper noun (e.g., David said that he goes to my school).  If the quotation is a block quotation and comes after a colon, capitalize the first word (see Example 1).  If it is a block quotation used as a continuation of the sentence, do not capitalize the first word unless it is a proper noun (see Example 2).

Example 1.

He recited the Gettysburg Address:

Fourscore and seven years ago our fathers brought forth on this continent a new nation conceived in liberty and dedicated to the proposition that all men are created equal.

 

Example 2. 

The new law states that

any person entering another individual’s domicile without the express permission of that individual is trespassing and is subject to the fines and levies as defined in Section 3 subsection 1 paragraph 1.

 

4.     Use appropriate punctuation.  Be sure to punctuation the quotation correctly as it is used within the dissertation.

  1. All run-in quotations must begin and end with quotation marks.  Block quotations are not placed within quotation marks.
  2. Periods and commas always go inside the closing quotation marks (e.g., Patty bought “The Isle of Man,” the bestselling mystery novel).
  3. Other forms of punctuation go outside the closing quotation marks unless they are part of the actual quotation (e.g., Did he just say, “I’m going home”?  I asked, “What do you have for lunch?”)
  4. If a quotation contains a quotation, be sure to enclose the secondary quotation in single quotation marks (e.g., He stated, “I have just read the story, ‘The Scarlet Ibis,’ for the tenth time”).  Note that in block quotations, secondary quotations are punctuated with double quotation marks, not single, because the doubles are not used to define the beginning and ending of the major quotation.

 

5.     Use ellipses correctly.  Ellipses (. . .) are used to show the omission of wording from a quotation.  However, ellipses are not needed if an author chooses to delete the first portion of a sentence being quoted or the last part of a sentence being quoted.  Only material deleted from the middle of a quotation is noted by an ellipsis.

  1. Correct: He began reciting the Gettysburg address:  “Four score and seven years ago . . . perish from the earth.”
  2. Incorrect: He began reciting: “. . . and dedicated to the proposition that all men are created equal . . . .”

 

6.     Use attributions correctly. Here, attributions refer to the verbs used to indicate how the speaker is speaking (e.g., said, stated, noted, etc.).  Be sure the verb used is possible.  For example, a person can shout words but cannot grimace words.  In dissertations, stick with simple verbs that allow the reader to move into the quotation as quickly as possible without having to consider if the verb makes sense.

 

7.     Cite, cite, cite. Citations are attributions of a different kind.  Be sure that each quotation is cited accurately.  Citations should include the author of the source, the year of publication, and the page number in the source on which the wording may be found.  Although it is possible that a quotation may split between two contiguous pages (e.g., pp. 9–10), seldom will a quotation span more than two pages unless it is an extremely long block quotation.  (If it is, see the previous discussion about appropriate use of quotations.)

 

8.     Avoid single word quotations.  Generally, these are terms and should be italicized in their first use in text and not punctuated at all in subsequent use in the paper.  If a word was coined by the author of the source being quoted, incorporate a phrase or a sentence in which the word appears as a quote rather than using the single word.  This assists in eliminating the tendency to place the term in quotation marks every time it is used in the paper.

 

Finally, remember that overuse of almost anything minimizes its effectiveness.  This is as true with quotations as with any other writing technique.  Use quotations sparingly.  Be sure that the information cannot be conveyed as effectively or as accurately through paraphrasing, summarizing, or synthesizing it with other material.  Be accurate, use appropriate punctuation, and cite the source properly. If you’re in need of assistance, consider hiring an excellent dissertation editing service, such as Edit911, to check everything for you.

 

6 Tips for Using an Academic Editing Style Guide

In performing any academic editing, such as dissertation editing or thesis editing, you will usually need to use two style guides.  The first is provided by your university and may or may not be combined with the policies and procedures for dissertations and degree conferral.  The second is a professional style manual.

One Style Does Not Fit All

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Some schools use one professional style manual for all departments; others allow each department to choose its own manual. The most common of these are the Publication Manual of the American Psychological Association (APA), The Chicago Manual of Style (CMS), and the MLA Handbook (MLA).  Some departments use A Manual for Writers of Research Papers, Theses, and Dissertations (Turabian).  Other manuals are used less commonly in the writing of dissertations and theses.

Go Right to the Source and Ask the Horse

You can determine which style manual you are required to use by checking the university style and formatting guide or asking your advisor.  Ideally, the professors for your courses leading up to the dissertation process will expect you to use the required professional manual for their assignments.  In that way, you will begin to build the skills needed in the dissertation or thesis process.

Learn & Apply Its Rules

Professional style manuals include information related to the technical aspects of writing your dissertation, including the requirements of formal language, and to the publication of articles and books.  Some manuals are narrow in focus; others try to anticipate as many situations as possible that writers may confront.  Most typically include information related to the following:

  • Grammar
  • Punctuation (including use of italics)
  • Capitalization
  • Preferred spelling (including hyphenation)
  • Use of numbers
  • Use of abbreviations
  • Use of scientific terminology
  • Formats for tables, charts, and other graphics
  • Reference list or bibliography entry requirements by type of source
  • Internal citation formats
  • Footnote and end note formats
  • Levels and formats for headings and subheadings
  • Elimination of bias in writing (including gender bias and preferred terminology for racial and ethnic groups)

Pay Attention to the Edition

When you locate the specific professional style manual for your department, be sure to note which edition the university requires.  These manuals undergo continual revision, with new editions being published as often as every three years.  Typically, universities will update their requirements to include the most recent manual editions.  However, students who begin the dissertation process under one manual edition are not usually required to change as long as they complete their dissertations in a timely manner.

Be Wary of the Guides’ Limitations and Contradictions!

You should also be aware of the limitations of these professional guides.  For example, APA and MLA are geared specifically to the sciences and language and literature, respectively.  CMS is much broader in scope and is generally used in the social sciences.  When APA and MLA do not contain specific information, editors often rely on CMS to determine correct form and required information.  They then adjust the formatting to meet APA or MLA requirements.

You may also find that information in the professional guides contradicts information in your university dissertation style and format guide.  Remember, the university guide always trumps the professional guide.

Consider Using an Editing Service

If you’re stumped or just want to be sure, you may want to hire an editing service to check everything for you. Be sure to tell your academic editor not only the specific style manual required but also the specific edition.  Editors often have multiple editions of these manuals to use as resources.  Knowing which one you must follow is imperative to ensuring an accurate edit of your paper.

 

 

15 Tips on How to Survive an Online Class

Students occasionally have difficulty adjusting to online formats, especially if they are accustomed to being in a classroom with ‘real’ people and a ‘real’ instructor. When instructors design online classes, we work under mandates to align them as closely as possible to their on-ground counterparts as far as material covered. Although this is true, the dissonance arises because students may feel alone, hanging on the periphery of the educational arena, attached only by a rectangular screen.

It doesn’t have to be that way, however. Online is not an abyss; it is merely a new way of communicating. The majority of online courses provides a venue for discussion and encourages interaction with your instructor and your classmates, ‘bonding’ if you will. In the best online classes, students ‘get it’ and sustain productive dialogue. Thus, the primary difference between online and on-ground courses lies with you and has to do with self-motivation, self-discipline, time management, and sticktuitiveness, all qualities that will put you ahead, not only in academia but also in the world of work.

Whether you are a first timer or a seasoned pro in the virtual world, there follows a list of suggestions that can aid your online success.

  1. Download and read the syllabus. Be aware of when modules or discussion boards will change or close.
  2. Transfer all due dates to a planner or calendar. Monthly ones work best because they allow you to see ‘what’s ahead.’
  3. Avoid procrastination! Just because there are ending due dates does not mean you should put off the assignment. In an on ground class, there are constant reminders; in an online class, these may not be as evident.
  4. Check email at least daily. Most online instructors use this form of communication and many will send periodic reminders of due dates along with other information. [Email will go to your university address].
  5. Frequently, check the course home page for announcements.
  6. Check the To Do or Assignment List in each module. They will clearly spell out the expectations for the week or partial week of the course.
  7. Do NOT be afraid to contact your instructor. If you have a question, chances are good others do as well.
  8. Note the instructor’s posted response time on the syllabus. If you do not receive an answer within that specified period, send another email. Technology is miraculous but, occasionally, things do fall into a virtual black hole.
  9. On the point above … your classmates may be clever and bright and terribly together but asking them questions about assignments is often less informative than asking the instructor.
  10. A little known fact … your instructor can monitor your time on the computer. If an accrediting board or board of regents mandates x number of contact hours per course [in Tennessee, it is 45 for a three hour credit class] and your report shows that you have been online for four hours, your grade may reflect that deficit even if you have submitted all the academic work. Even downloading or printing the modules takes a certain amount of time, which will show in your report.
  11. Perhaps the most important thing to remember is that you enrolled in the class. That may sound odd but it happens … if you have been absent in an on-ground class, your instructor may say ‘welcome back’ or ask where you’ve been or remind you that attendance is important. In an online class, the instructor may send an inquiry by email but, without a response, we may assume you have dropped or are merely disinterested.
  12. Please adhere to correct formatting on your papers … instructors appreciate a readable 12-pt font and double spacing. Put your name on everything and use it in your document tags [e.g., Save As … Paper 2 Your Name]
  13. Please adhere to the rules of grammar and spelling [even in your discussion board postings and responses].
  14. Learn and use APA documentation … if you have doubts, purchase the book, access http://owl.english.purdue.edu/owl/resource/560/01/, or ask your instructor. [Important: If you cannot write a paragraph explaining the difference between plagiarism and paraphrasing, please contact your instructor before submitting work].
  15. Save your documents in an accessible format, preferably .doc or .docx … do not submit papers marked “Read Only,” which prohibits corrections.

To review: show up, communicate, discuss, dissect, and analyze. Don’t procrastinate.

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