professional writing service for phd

professional writing service for phd

Effective Strategies for Professional Writing in PhD Studies

1. Introduction to Professional Writing in PhD Studies

There is an adage in business that “writing is a form of talking on paper and a complement to speaking.” In this sense, production and consumption of texts is both a means and an end of communication. In this algebrist view of professional writing, input is at least equal to output in the technique of pharmacy. It is obvious to most people that good communicators achieve more success in all areas of life and work than poor ones. Many very knowledgeable people lose standing in others’ esteem because they cannot communicate to express their ideas effectively. Few are tolerant of others when they waste their time reading a tough, hard to follow, poorly focused, or grammatically correct and riddled with terms and expressions that others must labor to understand.

This evidence cuts across other quarters. There are few of us who are not aware of the occurrence of a study’s outcomes because the message informing and promoting the study and its findings is a badly written article, hardly persuading readers to act upon, believe in, or practice the study’s subject. Most researchers pursue a career in an academic setting that requires them to produce good articles likely to be published in a high-impact journal. They are also aware that fluency in writing is part of the core skills of an academic. It is also no secret that doctoral students who have their research wrapped in paper [or a report] send it to an academic for review of an article or send it for publication before they have started writing it into a PhD thesis. This action is a strategy to further refine the report and to emerge emergent in communicating their study. Mastery of such a strategy would ensure a future academic executive edge in harnessing writing skills. Some people are intimately acquainted with the direst of pas that exist and are strenuously averted through one or more strategies before one sets pencil to parchment. Early in farming, learning to study is the focus, the very pinnacle of the PhD program.

2. Structuring and Organizing Academic Papers

Structuring your academic paper means you will have to decide on a number of aspects, such as what needs to be included in the introduction, the body of the paper, and the conclusion. Each section must follow logically from the one before it. For example, the introduction must carry the reader in a coherent way to the main argument and focus of the paper.

There is a general ‘rule of thumb’ for structuring your paper, depending on your field of study. As always in academic writing, this is important information, but since English for academic purposes is about writing in all academic fields of study, you should talk to your advisor about what is common practice in your field and what structures are acceptable for an academic paper in your field. The introduction, body, and conclusion are the main sections of an academic paper. The introduction is the nature of the topic you are writing about and why it is significant. This is followed by more specific paragraphs, including an outline of your arguments and ideas – a discussion of what the rest of the paper will ‘map out’. The introduction should be logical and keep to the point.

The body is divided into paragraphs, each on a specific aspect of your topic. The body proceeds in a clear and logical manner, and will usually be three or four sections, with each section connecting to the section that follows it. This is called a ‘logical progression’. The conclusion gives you the last opportunity to convince readers of your argument. It sums up the discussion and shows the reader how you have answered the question or addressed the topic. The conclusion is as important as the introduction. It leaves readers with a distinctive idea or a clear reminder of your opinion or argument.

3. Citing and Referencing Sources Properly

Citing and referencing sources properly is essential in academic writing. In-text citations, or parenthetical citations, are brief notes of a work that you have cited parenthetically in your PhD paper. An example of an in-text citation in APA style can be seen as follows: If Gottschalk is cited in the paper, it will appear in-text like this (Gottschalk, 1999). If we cite Hoffmann in the paper, it will appear in-text like this (Hoffmann, 2006).

References or bibliography at the end of the research paper must provide the following information in a specific order based on the referencing style being used. Each entry in the bibliography provides the first author’s last name, comma, initials, comma, initials, comma, year in bracket, title in italics, punctuation as set out below, and retrieval statement. An example of the last work cited or bibliography in an APA style: Hoffmann, J. P. (2006). Gender role attitudes of Christian fundamentalists. Social Forces, 85(4), 1385-1404. APA citation style an (Author-Date Method), in the year listed and sometimes in the interviewing, methodology research method GPA (M/W) and course scores and, for the sake of experiment, with complete bibliographic citations. In this paper, both the current GPA’s are listed after the brackets and the quoted materials are written in italics. Graziano (2013) discovered audio-typographical errors in instructional materials and construed the authors as intelligence to have done so. “In short, he believed the teaching standard the teacher added pointed to computer’s lacking a special device that a thinking reader could use in the face of a written discrepancy” (Graziano, 2013, p. 200). These and all related quotations appear in italics. Gover (1939/2014) invented the simple domains that students are expected to maintain humanitarian principles.

Citation acknowledges other people’s work. Just as you would never cut edge somebody else’s work and avoid quoting from something unless you cite it, so also you may not lift a quotation or summary from a source and drop it into a research essay without acknowledging the source. Don’t paraphrase from a source without citing it. You do not need to cite the source document when stating generally acknowledged knowledge or when using your own material. According to ASA regulations, PhD research journals do not require citations for such results; thus, a citing would not apply. In its July 2013 report, the US National Library of Medicine published the following information. The writing has also been greatly altered in this instance to get to the point faster. Please, let us know if you want me to rewrite this entire part of the report. The transcript of the reporting RDF. The purpose of the reporting activities is to produce a statement from the transcript that can be used as a dependent trainer for the emerging RDF extraction model.

4. Enhancing Clarity and Coherence in Writing

When it comes to scholarly work, clarity is essential. Communication of an idea, no matter how intricate, should be done in clear and precise language. By focusing on clear and precise sentence structure, greater coherence can be achieved. Paragraph structure is also critical for ease of understanding. Using a clear topic sentence to lead into that paragraph’s main idea, the remaining sentences should be variations on relevant themes, supporting and/or relating to the main topic. This helps create a univocal idea in each paragraph. Transitional devices – words or phrases like ‘and,’ ‘because,’ ‘however,’ ‘if,’ ‘example,’ ‘but’ – should be used to create ease in reading. They signal for added comprehension, continue a thought, define, demonstrate or contrast, and help guide the reader from paragraph to paragraph.

Making a plan is a good first step for enhancing coherence. From that plan, making an outline is a way of enabling that blueprint to emerge. It can be a tool prior to initial drafting to organize thoughts and source materials. This can be an ongoing part of the writing process. Following an idea will often invite more ideas, supporting or otherwise, which will contribute to fleshing out the work. Then the reverse is true – where we find logical inconsistencies or incoherences bubbling to the surface, we backtrack to implement the requisite changes. Developing writing style to create works with appropriate style ideas is the step that comes after reaching our coherence goals. Using topic sentences, details need to be added, reordered, or supplemented with additional evidence. Consideration should be given to the highlighted points and examples offered within supporting sentences – are they truly connected to the topic sentence in service to its themes?

5. Editing and Proofreading Techniques

Editing and Proofreading

Proofreading is the final stage in the writing process and should be done when your text is otherwise complete. It is distinct from editing and is concerned primarily with mistakes rather than improvement of content or structure. Proofreading involves fine detail in terms of punctuation, grammar, spelling, layout, citation and presentation issues, as well as crosschecking between citations, their sources and reference lists. Editors also take care to check that the document follows the particular style guide for the field – e.g. in terms of referencing, which varies between disciplines. Effective writers are aware of the types of errors they are susceptible to and can scan their work for these.

Strategies to proofread: • Proofread after a break from writing or a change in work—particularly if rewriting substantial portions of text. • Revise in manageable stages: first in depth, and then for broader issues. • Print your work so you can read from a different, paper background. • Read your work slowly, scanning for one type of error at a time. • Be aware of common stylistic and grammatical problems in your writing, such as passive voice, lack of parallelism, correct citation and reference lists. • Leave plenty of time to proofread, and do not rush the process as mistakes may be overlooked. • Ask colleagues, peers or your supervisor to have a look at the text, recognizing that fresh eyes are sometimes more accurate than your own to see the errors in text. • Read your work aloud, either to yourself or a critical friend, as speech presents a different version of text and thus may highlight cultural or colloquial terms or repeated structures.