Topic outline
-
-
The 2025 Workshop Series will be advertised and open for registration end November 2024
The STEMM Thesis Writing Series is designed specifically for continuing research degree students working within science, technology, engineering, mathematics and medical sciences (STEMM) disciplines and methodologies. Continuing HDR students are those who have already submitted and had approved their research proposal. This series is not designed or recommended for students who are writing their research proposal. First year students writing their research proposal need to register for the Commencing STEMM Research Proposal Writing Series run by Dr Wendy Bastalich.
The workshops in the Thesis Writing Series includes an expert guest speaker from the Academic Units of STEM, ALH and CHS. The schedule of presenters in 2024 include to date: Dr Rosa Virgara (ALH); Dr Claire Aitchison (TIU and Research Writing); Assoc Prof Caroline Tiddy (FII STEM); Assoc Prof Sally Plush (CHS); Prof Saravana Kumar (ALH); Prof Susan Hillier (ALH); Assoc Prof Wolfgang Mayer (STEM).
Thesis Writing Workshop Series Fridays 10am-12.30pm July 5 - August 2
Workshop number
Activity Title
Mawson Lakes Fridays 10am - 12.30pm
1
Friday 5 July, GP2-31
2
Friday 12 July, GP2-31 3 Presenting Methods and Results Friday 19 July, GP2-31 - PLEASE NOTE WORKSHOP 3 WILL COMMENCE AT 9.00am and FINISH AT 11.30am 4 Discussion and Conclusion writing and linking with the Introduction/Literature Review Friday 26 July, GP2-31 5 Addressing thesis examination criteria and writing the Abstract Summary Friday 2 August, MC1-21 The Thesis Writing Workshop Series is offered across five x 2.5 hour workshops held at Mawson Lakes campus. Workshops involve a combination of facilitator and guest speaker-led presentations and activities, analysis of discipline examples, group or pair discussion of your research and research writing, feedback on writing, and individual writing and reviewing. Workshops build cumulatively and it is most beneficial to attend the first workshop in the block through to the last if you are able. Students are encouraged to bring along their laptops to each workshop in the series for note-taking and web-searching purposes.
If you will be a little late, or if you need to leave early, please let the facilitator know prior to the workshop commencing to prevent disruption to others.
If you are unable to attend a workshop, please de-register as soon as possible. This is important as facilitators plan workshops and make other important decisions affecting everyone in the group based on registration numbers.
-
ONLINE WORKSHOP RESOURCES
This section includes additional references and video links to presentations from each of the workshops in the journal article workshop writing series. Please note that the references and video presentations support the workshop content and are not to be considered as replacements for the workshops themselves.
THE ONLINE RESOURCES SECTION OF THIS PAGE IS CURRENTLY UNDER DEVELOPMENT
-
Thesis structures and styles and writing Introductions
Workshop 1 focuses on a number of issues:
- establishing guidelines for your thesis structure, including a thesis containing published research
- the ongoing process of refining the key argument of your thesis
- writing an Introduction chapter and Introduction sections in your thesis
Included in this online resource for Workshop 1 is video footage of a presentation by Dr Rosa Virgara, Research Associate: Alliance for Research in Exercise, Nutrition, and Activity (ARENA) group, UniSA Allied Health & Human Performance. Rosa discusses the design, development, writing and examination of her thesis containing published research titled The development of physical activity and screen time guidelines for outside school hours care. In 2022, Rosa was awarded the Ian Davey Research Thesis Prize for the most outstanding research thesis by a University of South Australia Higher Degree Research student leading to a Doctor of Philosophy degree.
The second video is a presentation by Associate Professor Caroline Tiddy, UniSA Future Industries Institute (FII) who talks about writing Introductions in a thesis.
PART 1: Designing and presenting a thesis with publications
Video 1: Dr Rosa Virgara, UniSA Allied Health & Human Performance
In the first section of the presentation, Rosa introduces herself in the context of her professional and research background and the motivations for undertaking a doctoral thesis containing published research. She then overviews her doctoral research focus and findings concerning the amount of screen time and the amount of physical time children spend across Australia in out-of-hours school care (OHSC).
VIDEO HERE (duration 4:51)
The importance of creating a publication plan at the beginning of candidature when undertaking a thesis containing published research is outlined in section two. Rosa then addresses the importance of developing a doctoral project timeline in the very early stages of candidature which schedules periods for the development, writing and submission of papers. She discusses how her publications were positioned within the thesis structure and 'bookended' by additional non-published chapters and elements within the thesis. Rosa also refers to her thesis Summary which, among other things, outlines the focus, function and format of each of the thesis chapters, and which of the chapters have been published.
VIDEO HERE (duration 6:24)
Section three focuses on the key elements that constitute each of Rosa's published thesis chapters. She also shows an example of the short introductory page provided at the beginning of each publication chapter and how this functions to overview the format and aims of the publication chapter and the citation.
VIDEO HERE (duration 2:52)
In the fourth and final section, Rosa identifies the process of selecting journals to publish in during her candidature and how issues of authorship were decided upon with her supervisory team at the very beginning of her doctoral degree. She then elaborates on the examination process of her thesis containing publications and the oral defense. Rosa concludes with a summary of the key take-home-points from her presentation.
VIDEO HERE (duration 6:13)
PART 2: Writing IntroductionsVideo 2: Associate Professor Caroline Tiddy, UniSA STEM
This presentation is divided into six sections and delivered by Associate Professor Caroline Tiddy, Associate Professor in Geosciences in the MinEX Cooperative Research Centre (CRC), Future Industries Institute (FII). Caroline discusses the purposes, functions and possible structures of an introduction to a paper with a focus on the typical elements (or moves) within introductions.
In the first section of her presentation, Caroline introduces her work in the Future Industries Institue CRC MinEX to give context to her talk in relation to her disciplinary background and research focus.
VIDEO HERE (duration 2:15)
In the second section Caroline overviews the purpose and key elements of an Introduction.
VIDEO HERE (duration 4:11)
The third section presents tips and tricks for writing an introduction. It asks authors of articles to consider issues such as the audience(s) they are pitching their paper to, the Introduction structure, approximate word-length and writing style.
VIDEO HERE (duration 6:14)
The fourth section focuses on the first key element of writing an introduction which is to make your claim in relation: 1) inciting audiences to read your paper, 2) highlighting the significance of your research, and 3) introducing the broader problem in which the research positions itself. Caroline draws on two examples to illustrate her point. Drawing on the first paragraph from the introductions of two articles in her field of research, Caroline shows how he first paragraph in each of the Introductions embed the three points involved in making your claim, and how each sentence has a particular function.
VIDEO HERE (duration 5:34)
Section five focuses on the second key element of writing an Introduction. This element, which Caroline names 'Review', is to provide the reader with broad background knowledge in order to understand what research has already been done in the area and what gap in the literature exists that the project seeks to address. Drawing on the second paragraph from the introductions of two articles in her field of research, Caroline shows how each of the sentences in the second paragraph strategically function to highlight a gap in knowledge which is a problem that needs to be addressed through further research.
VIDEO HERE (duration 2:49)
Section six looks at the final key element of an Introduction which is outlining the agenda or structure of your paper. Caroline recommends breaking the agenda into three parts. The first part states what the paper is going to do which is directly related to the gap in knowledge you identify in paragraph two 'Review'. The second part identifies how you do this in the form of a very brief methodology which you elaborate on in the main body of your article. The third part outlines key points you will discuss in the paper (in chronological order) which has wider implications for future research, practice, etc.
VIDEO HERE (duration 2:57)
-
Evaluating and working with research literatures in the thesis
Evaluating and working with research literature in a thesis addresses strategies for identifying relevant literature in your particular area of research and working with the literature to identify the What? Why? and How? of your project. It explores ways of working with literature to:- demonstrate a knowledge and critical evaluation of research in the field and the studies most relevant to the research project
- establish the research niche (via the existing 'gap' or 'gaps' in knowledge)
- demonstrate the contributions and implications of the research project to knowledge/policy/practice etc.
- your thesis argument/statement within the story that your thesis tells
Video 1: Professor Saravana Kumar, UniSA Allied Health & Human Performance
In the first video, Professor Saravana Kumar, Professorial Lead: UniSA Allied Health & Human Performance, discusses ... (to be filmed 2024).
VIDEO HERE (duration 38:10)The second video presented by Professor Susan Hiller, Professorial Lead: UniSA Allied Health & Human Performance, considers different types of review papers with a particular focus on scoping reviews and systematic reviews and writing introductions for review papers. Susan's presentation is divided into five sections.
Video 2: Professor Susan Hillier, UniSA Allied Health & Human Performance
In the first section of her presentation, Susan overviews the key elements of a journal manuscript in relation to the questions of Why?, What?, How? and So What? to which quality research articles respond. The significance of the wording of the title of a journal article is addressed.
VIDEO HERE (duration 4:48)
In the second section, Susan discusses the significance of clearly stating your research problem in your manuscript and convincing the reader that your research question is worth asking. She goes on to illustrate this process simplistically and in visual format and in so doing. represents three key elements of an Introduction to a paper. Susan first shows an image of a baby which represents the research focus or research issue/population/object you care about; secondly there is an image of a werewolf which represents the threat or problem which the research project seeks to address; and finally there is a solution to the problem which is represented in an image of a silver bullet.
VIDEO HERE (duration 3:52)
Section three of the video goes into a more depth discussion of how a paper needs to convince the reader that your research is worthwhile through a clear identification of the background to the problem based on the literature and the address of a series of questions that she lists in a PowerPoint slide.
VIDEO HERE (duration 4:49)
In the fourth section of her presentation, Susan identifies the importance of undertaking a wide and inclusive review of the relevant literature directly related to your research question/problem. She discusses how the literature review is crucial for justifying your research focus and ensuring that you do not replicate a research project or paper already undertaken by another individual or group. Susan also briefly overviews the difference between systematic reviews and scoping reviews and poses the question of how the potential impacts of your research are justified.
VIDEO HERE (5:07)
Section five discusses the process of creating measurable questions for your research in the context of the research aims and objectives, the research questions and research hypotheses.
VIDEO HERE (duration 2.51)
Articles referred to in Video 2 by Professor Susan Hillier
Nagpal, Anjali; Milte, Rachel, Kim, Susan W.; Hillier, Susan; Hamilton-Bruce, Monica A.; Ratcliffe, Julie; Koblar, Simon, A. (2019), 'Economic Evaluation of Stem Cell Therapies in Neurological Diseases: A Systematic Review', Value in Health, vol. 22 (2), pp. 254-262.
Fryer, Caroline E ; Luker, Julie A ; McDonnell, Michelle N ; Hillier, Susan L. ( 2016), 'Self-Management Programs for Quality of Life in People with Stroke', Cochrane Database of Systematic Reviews, vol.47 (12), p.e266-e267.Hillier, Susan ; Immink, Maarten ; Thewlis, Dominic (2015) 'Assessing Proprioception: A Systematic Review of Possibilities', Neurorehabilitation and Neural Repair, vol.29 (10), pp.933-949. -
Presenting data and results
Workshop 3 explores how the methods and results sections of a thesis work together to justify the thesis' approach to research and the presentation of results. It does so through the identification of typical elements in methods and results sections and the justification of research methods, an examination of examples of results sections in the context of the function of results sections and how they can be structured, and the difference between 'description' and 'analysis' of results.
Included in this online resource for Workshop 2 is video footage of a presentation by Associate Professor Sally Plush, Professorial Lead UniSA Clinical & Health Sciences who talks about strategies for preparing and writing a combined results and discussion section of a thesis (as opposed to a thesis with separate results and discussion chapters).
The second video is a presentation on writing about methods and methodology and the effective use of visuals by Associate Professor Caroline Tiddy, Professorial Lead UniSA Future Industries Institute (FII).
Video: Associate Professor Sally Plush, UniSA Clinical & Health Sciences
In the first section of the presentation, Sally introduces herself in the context of her research background as a synthetic chemist working across chemistry and biology. She then goes on to discuss the different writing styles between chemists (who write their results and discussion together) and biologists (who have a separate results section/chapter and discussion section/chapter). She distinguishes the difference between a results section and a discussion section, before talking about why chemists frequently present a combined results and discussion section/chapter in their thesis. This video concludes with an overview of what makes a good combined results and discussion (R&D) in terms of its function and flexible structure.
VIDEO HERE (duration 5:20)
Section two of the presentation focuses on starting a results and discussion section and setting the scene about what you have done so far in relation to previous chapters in your thesis.
VIDEO HERE (duration 2:34)
Section three outlines how to write the results and discussion section in relation to five key questions:
- Why did you perform the analysis?
- How did you perform the analysis?
- What did you find? Analyse and explain the data
- Why do your findings matter? Summarise the results
- What do your findings mean? Relate them to your research aims and the literature
VIDEO HERE (duration 15:00)
In the fourth section of Sally's presentation, she talks about considerations and strategies when presenting data in visual format in the context of tables, graphs and charts.
VIDEO HERE (duration 13:28)
The fifth and final section identifies what 'bad figures' and poor visual images look like and 'what not to do'.
VIDEO HERE (duration 3:50)Video 2: Associate Professor Caroline Tiddy, UniSA Future Industries Institute
(to be filmed 2024)
-
Linking introduction/literature review and discussion/conclusion sections with focus on the Discussion and Conclusion
Workshop 4 identifies and explores the functions and connections between the first chapters (introduction and literature review) and the last chapters (discussion and conclusion) of a thesis. It identifies the typical elements of these four chapters through the examination of thesis examples and considers the possible variation and options for your discussion and conclusion chapters. The workshop also discusses the language of making claims and when to consider the use of tentative language.
Included in this online resource for Workshop 3 is video footage of a presentation by Professor Saravana Kumar, Professor of Physiotherapy in UniSA Allied Health & Human Performance. Saravana considers the question 'what is a thesis?' and talks about research writing and thesis styles, before moving into an exploration of the discussion section of a thesis and its key elements. Within his presentation, he mentions the different functions of a results section and discussion section in a thesis, identifies 'what not to do' when writing the discussion and presents a typical structure for a discussion section. He also talks about the key elements and functions of the conclusion section of a thesis, issues and strategies for writing the conclusion chapter, as well as conclusion sections of publications included in a thesis. Saravana refers to both traditional thesis structures, and thesis with publications structures before referring to actual thesis examples.
Video 1: Professor Saravana Kumar: UniSA Allied Health & Human Performance
In the first section of the presentation, Saravana considers and explores the question 'What is a thesis?' and poses a number of responses to this in the context of a thesis as argument. He discusses the benefits of writing a thesis and the different types of thesis styles.
VIDEO HERE (duration 7:43)
Section two of the presentation focuses closely on the discussion section of a thesis and its context in the broader thesis manuscript. He overviews the key differences between the functions of a results section and a discussion section and explains how the discussion section works to answer the question 'So what?' - that is, now you have collected and presented your research data, what does it mean and why is it significant? What not to do when writing a discussion is also identified.
VIDEO HERE (duration 8:59)
Section three presents the typical structure of a discussion as an inverted pyramid or funnel. It presents some strategies for moving from a broad opening in a discussion as it relates to your research question, to the more focused and explicit take-home messages that emerge from the critical analysis of your findings in relation to the literature. The implications of your research for theory, practice and/or policy as it emerges from your critical analysis of the findings is also presented as a key element in a discussion section and the research limitations. Saravana introduces the key elements and functions of a conclusion section of a thesis.
VIDEO HERE (duration 10:42)
The Conclusion chapter. In the fourth section of Saravana's presentation, there is a close focus on the conclusion section to a thesis and strategies for writing it. The significance of a conclusion for identifying recommendations for practice and future research as they emerge from the critical analysis of your thesis findings is identified. The difference between a thesis, a manuscript and a publication is elaborated.
VIDEO HERE (duration 6:11)
The fifth and final section includes an example of a thesis with publications that used a mixed qualitative/quantitative methods approach. Saravana showcases chapters from the thesis and how the actual publications are presented alongside chapters in the thesis with citation details.
VIDEO HERE (duration 19:33) -
Writing the Abstract Summary and Addressing thesis examination criteria (and what doctoral examiners look for)
Workshop 5 is divided into Part 1 and Part 2.
Part 1 discusses considerations and strategies for writing the thesis Abstract Summary. Part 2 identifies and explores the criteria by which the Doctor of Philosophy degree is examined, with a focus on STEM disciplines.
PART 1: Writing the thesis 500-word Abstract Summary
This presentation is by Associate Professor Wolfgang Mayer, UniSA STEM. Wolfgang talks about issues and strategies for writing a thesis Abstract Summary with focus on key elements, function and possible structures. She highlights the crucial significance of the abstract summary in a thesis, and draws on different abstract summaries as examples. (TO BE FILMED 2024)
PART 2: Addressing thesis examination criteria
There are three video presentations that accompany this workshop.
The first presentation is of Associate Professor Wolfgang Mayer, UniSA STEM. Wolfgang's presentation builds on and expands the discussions above that are focused on addressing thesis examination criteria and what examiners look for.
The second video presentation is delivered by Emeritus Professor Hans Griesser who is a Professor of Biomaterials Interface Science in the Future Industries Institute. In this presentation, Hans discusses thesis criteria and what they mean, effective strategies that HDR students in the fields of science, technology, engineering and mathematics (STEM) can draw on to 'fire-proof' their thesis before submission for examination, and thesis submission 'do's' and 'don'ts'.
The third presentation is a video of Lecturer: Research Education Dr Cassandra Loeser in conversation with Emeritus Professor Hans Griesser. The conversation focuses on some of the key elements that doctoral examiners look for when assessing the written component of a doctoral thesis in STEM disciplines, or more specifically, the field of biomaterials interface science.
NOTE: If you have questions emerging from the videos regarding your thesis content, structure, presentation and/or the examination process, speak to your supervisory panel. Your supervisory panel are the experts in your thesis disciplinary field/s and area of research and must always be consulted in the planning, developing and writing of your research.
Video 1: Professor Wolfgang Mayer, UniSA STEM (to be filmed 2024)Video 2: Emeritus Professor Hans Griesser, Emeritus Professor Future Industries Institute
In this presentation, Hans talks about the key elements of a doctoral thesis including scientific merit and the demonstration of the intellectual abilities of the student commensurate with expectations at PhD level. He addresses the skills you must convince the examiners you have acquired during your research degree candidature. Hans also draws attention to the significance of the research writing, the presentation of visual images, thesis length, formatting and the overall presentation of the thesis. The presentation concludes with Hans imparting important advice about thesis content.
VIDEO HERE (duration 41:38)
Video 3: Emeritus Professor Hans Griesser, Emeritus Professor Future Industries Institute and Dr Cassandra Loeser, Research Education
In this video Hans and Cassandra draw on their varying experience and knowledge of the doctoral examination process of the written thesis component in the context of their disciplinary backgrounds and areas of research expertise. Their discussion is guided by the seven questions listed below. Each question links directly to the video component responding to that question:
- How do you go about the process of examination?
- Is there anything you look for specifically?
- What are the fundamental qualities of an outstanding thesis?
- What do you particularly dislike?
- How important is the presentation of visual images, diagrams and tables?
- What level of importance do you attach to ethics and academic integrity and how do you examine this?
- How much importance do you attach to existing or potential publications by the candidate?
Additional note: In 2022, a university-wide workshop was run at UniSA titled THESIS/EXEGESIS COMPLETION AND SUBMISSION WHAT DOCTORAL EXAMINERS LOOK FOR. The target audience included UniSA staff new to supervision and continuing and completing higher degree by research candidates.
The interactive workshop focused on the doctoral thesis/exegesis completion and submission process and the affiliated institutional guidelines and procedures. It also explored what examiners look for in both the written component and oral defence.The workshop commenced with a presentation by a member of the Exams and Results Team from Student and Academic Services about the administrative practices and procedures concerning thesis completion, submission and examination. A panel of experienced supervisors and examiners from different academic units then discussed their experience of the higher degree by research examination process and what they look for when assessing a doctoral thesis or exegesis.
The film footage of the workshop is available for your perusal below.
VIDEO RESOURCES for THESIS/EXEGESIS COMPLETION AND SUBMISSION
PART ONE: POLICIES, PROCEDURES AND PROCESSES
1. In this video, Mrs Rachel Bageas Business Analyst: Exams and Results, Student and Academic Services, presents on the topic of the Thesis and Exegesis Submission and Examination Process. Her presentation addresses the following points:
- UniSA research degree policies and procedures
- thesis presentation requirements
- thesis submission requirements
- nomination of examiners
- the examination process
- the Oral Defence
- final submission requirements
- conferral and graduation
- useful web links
VIDEO AVAILABLE HERE (duration 53:55)PART TWO: THE PANEL DISCUSSION2. A panel of experienced supervisors and examiners from different Academic Units discuss their experience of the higher degree by research examination process and what they look for when assessing a doctoral thesis or exegesis.Examiner panel: Professor Simon Biggs UniSA Creative, Associate Professor David Evans UnisA Clinical & Health Sciences, Dr. Deborah Price Education Futures, Associate Professor Wolfgang Mayer UniSA STEM. Graduate speaker: Dr. Sarah McDonald Education Futures.
VIDEO AVAILABLE HERE (duration 1:37:43)
-
Video 1: Professor Saravana Kumar, UniSA Allied Health & Human Performance 
Video: Associate Professor Sally Plush, UniSA Clinical & Health Sciences
Video 1: Professor Saravana Kumar: UniSA Allied Health & Human Performance