Title: Dissertation Copy Writing.
How to turn your dissertation from a 2:2 to a 2:1
When you receive your first piece of coursework as an undergraduate, you are also given (or should be) a copy of the marking conditions which is applied whenever your work is assessed. Although by enough time you reach the idea of writing a dissertation you'll be approaching the culmination of a course of study, the same basic judgements will be made. Of course, there is always a margin allowed for tutors and lecturers to apply their own judgement, it is never just a 'numbers game', and the dissertation you present will always be marked by several person, but basically the same conditions will be employed at whatever level you will work.
So, how do you increase your dissertation from the mediocrity which is represented by way of a 2:2, to the degree of excellence represented by the 2:1? Essentially, the difference in terms of actual marks is often minute: a 2:2 would normally be the consequence of a mark between 50% and 59%, whereas a 2:1 represents a mark between 60% and 69%. Go through the borders here, not the utmost of each: the difference between a 2:2 and a 2:1 could be as little as 2%. In reality, however, this is rarely the case. Your work will be marked interpretively and therefore in order to be sure of upping that grade, you need a comfortable difference not really a borderline one.
Approach this logically and you will see that you'll require to consider how your projects can be improved in each one of the applicable criteria to be able to raise your grade and you should look at this from the outset. Before you commence your dissertation, look carefully at the marking standards and note where in fact the distinctions between a 2:2 and a 2:1 lie. You'll observe that the requirements for either a 2:2 or 2:1, requires the next:
- Understanding of the question
- Identifying the major themes
- The ability to build up a well-structured argument
- The inclusion of supplementary evidence from primary texts, effectively referenced
- A strong conclusion
- A bibliography using the referencing design of your academic institution.
Having probably been in academic life for quite a while before attempting a dissertation you should be thinking 'this is all pretty standard' - of course, if you aren't, then that 2:1 is just a dream because the best way to turn a 2:2 into a 2:1 is down to your ability to discover just where each one of these basic requirements must be expanded.
In general, the key variations between a 2:2 and a 2:1 exist in the depth of research and the grade of analysis. That being the truth you should concentrate on your level of research as well as your analytical ability to improve your grade. Also, this ability to analyze and analyse must be linked seamlessly to your argument. To earn a 2:1 you must make your points cogently and show to have expanded your reading beyond the merely required towards the comprehensive. A good way of doing this is to look at the bibliographies of any primary text because you'll then be by using a credible source to develop your research base. From here, you can commence to analyse, i. e. literally disassemble and comment critically on the evidence such that it informs your dissertation argument rather than at any point appears separate from the central themes.
A 2:1 dissertation reflects a much deeper level of thought than a 2:2, which explains why it's the minimum requirement of esteemed universities to be able to carry out post-graduate research. However, even within the 2 2:1 there are divisions which you should be aware in order that you're sure of your 2:1, rather than hoping just to scrape through. In other words, you should be aiming for a mark around 65% to 69%. To achieve this, you need to show:
- that you can not only develop an argument but as anticipated some of the possible challenges to it
- that your reading goes beyond the essential in both collation and coherence
- that your analysis has put into your argument and developed your thinking
- that you have produced a conclusion that does more than just summarise your argument but also provides a genuine synthesis of wide-ranging yet focussed thought.
Remember, that the award of a 2:1 grade reflects on the amount of excellence of the academic institution to which you belong up to you so that it will never be given lightly but that, of course, is why is it worth having, isn't it?
How to carefully turn your dissertation from a 2:1 to an initial Class
In order to preserve their quality benchmark, most universities strictly limit the amount of HIGH GRADE degrees that they award and this is reflected in the assessment of a First Class dissertation. When you see it, you wouldn't really want it every other way because the expansion of the number would devalue the inherent status that achieving a First Class degree carries and the main element to the is the capability to research and write an initial Class dissertation. Because of this, if for no other, you need to work not only harder to attain an initial Class dissertation grade but also in a very specific way. Let's examine precisely how by firmly taking the structuring of an initial Class dissertation detail by detail.
You will have at your disposal a marking scheme with which by the stage in your academic career when you are required to write a dissertation, you ought to be very familiar. You will need, now, to look at this more closely, even analytically, than you have ever done before, so that you isolate the features which separate the wider excellence of the two 2:1 from the specific excellence of the First. Looking closely at the marking levels, you will instantly see that it would be theoretically possible to accomplish a First Class dissertation grade by gaining a mark that is anything over 70%. In practice, however, you will generally be literally competing for an initial against your fellow students because the university might often decide in abstract how many Firsts it finally intends to award as well as your dissertation is an essential part of the. Therefore, you must be sure that your dissertation stands out from the others and rather than just edging into the 70s reaches nearer to 80%.
The basics should not need to be explained if you are aiming at the highest level with your dissertation so let's take it has read that you'll write well, argue coherently, reference appropriately and appropriately and offer a convincing conclusion; even to get a 2:2 you'll need many of these to be present. Therefore, it is not on that you should focus for an initial but on other factors, not called for in the lower levels, even the two 2:1: this extra something is rooted in the demonstration of research talents beyond the apparent and the capability to find the initial in the familiar. Quite simply, an initial Class dissertation will display not only wide reading but also an progressive approach to both the interpretation of the study and its application. Your ideas need to be both critical and original and whilst the to begin these may be familiar, the next will be less so because most probably you will not have been required to display originality until now. Indeed, you may have been actively discouraged from allowing your own thoughts to enter your work, as most academic work encourages one to take a target view rather than a subjective one. You now need to forget that somewhat and begin to allow your personal perspective to enter your projects. Of course, you still need to present a balanced argument, well supported by strong evidence in the form of wide yet focussed reading, nevertheless, you must now also increase this the evident ability to detect and develop a nuance so that it becomes a uniquely significant imperative in your work that separates it from the work of others. Above all, to secure a HIGH GRADE grade for your dissertation, you need to display a scholarly approach, as well as an individualistic but grounded and viable methodology which include proof innovation and independent thinking.
This is of course an extremely difficult task, particularly if you will work in an exceedingly familiar field. Most of the original lines of approach can happen to own been developed already but this will never be the case. There isn't an individual topic on which the final word has been said and if you can find and develop an original type of thought which you can support with a solid argument and comprehensive research, then that prized First Class dissertation is within your grasp, all you have to do is do it now!
How to turn your dissertation from a First Class with an Upper First Class
The one word with that you need to engage in order to achieve an Upper HIGH GRADE dissertation is originality. Everything else that you need to perform should be second nature for you at this level and what you would like now is to show how your thinking will enhance the body of thought about them. Indeed, the development of an initial Class dissertation with an Upper First Class dissertation may be said to rest if nearly solely then certainly heavily upon this facet of your work. Among the main known reasons for this, is the fact that the vast majority of Upper HIGH GRADE dissertations are later developed into theses for post graduate research, may indeed already be part of it, so that the excellence of the university's research, from its staff as well as students, is how it is finally judged in the academic world, it is clear that grade will never be freely awarded. Therefore, if you are hoping to achieve this level, you will need considerable intellectual insight coupled with an ground breaking approach.
Clearly, the essential basis of an Upper First Class dissertation is far reaching research but you should approach this from the first with an eye to discovering a fresh approach, something that is not explored before which further research will help to develop into a significant contribution to this issue you are studying. This is both challenging and exciting as you have the chance to contribute to a topic that your attraction has been demonstrated by your having chosen to study it in the first place and reached the level that you have got. Also, as has already been mentioned, what you identify as areas of possible future research in this dissertation may well be the basis for even more study and you should incorporate this into your dissertation as a simple part of its structure throughout, if you are going to achieve an Upper First Class grade, which in most cases will demand you to get over 80% as your final mark.
As research is so vital at this level, it will probably be worth taking a little time to explain how you should go about this while preparing your Upper First Class dissertation. Much like the research for lower grades, you should, of course, first consult the principal sources. Every field has its experts and in your seek out innovation, you ought not forget the established. However, when you are assembling evidence from what has been said, top of the HIGH GRADE dissertation student will be looking equally vitally for what has been omitted. Consider the following as you read:
- What is this expert saying?
- Does this expert cover this issue comprehensively?
- Are there any regions of particular interest to me which are absent?
- Can my research develop this further?
- Has other people covered the thinking that i believe to be original?
By wearing down your quest into this critical approach, you are beginning to work in the way that is required to obtain an Upper HIGH GRADE grade for your dissertation.
It should also be remarked that the level of fluid and cohesive argument that you will need to produce in order to achieve an Upper HIGH GRADE grade for your dissertation must be beyond reproach. There must, of course, be no errors in either the presentation or the structure and careful proof-reading is vital. Also, you must by no means sacrifice the logical and reasoned coherence of your argument to the quest for originality. You can find little point in exploring a nuance you have discovered if your basic argument is flawed. Therefore, before you expand your writing and research make sure that you have covered the fundamentals of the topic. Remember that eventually what is required to achieve an Upper HIGH GRADE grade for your dissertation is progressive thought in conjunction with a well-argued central discussion. The conclusions you draw are also a simple part of any Upper First Class dissertation as is a comprehensive bibliography so don't leave either your conclusion or your bibliography before last second. Give both the importance they deserve in your dissertation and you'll leave your assessor with the desired impression: they have read an Upper HIGH GRADE piece of work which is, of course, just what you want and which, by third, brief guide, you will have every chance of achieving.