Finally, having formulated your research question and defined your aims, you might perhaps determine the topic of your writing.
In academic writing, establishing a clear focus and an interesting topic is a matter of utmost importance.
You should undoubtedly follow a line from broad to narrow. As you progress, you shall move from your topic to your thesis, which is your main idea, your statement of opinion.
It is not uncommon for writers to change their topic or question as they discover more information. The following table demonstrates narrowing one’s topic in order to generate a thesis with focused ideas and examples.
| Research problem | Commentary |
| 'Public transport in Scotland’ | This sets out your research field but does not frame a research problem because it is too general. You do not have time to study everything about a topic, so you should focus on an aspect that you are interested in. |
| ‘Examination of the influence of public transport links on new housing development in Western Scotland’ | This is a much better research problem as it establishes an argument. However, it is still quite general and could be improved by further focus. |
| ‘Investigation of the relationship between public transport links and the development of new areas of housing in Western Scotland: a comparison of local plans and building development since 1990’ | It is better as it shows the limits of the project. You will be investigating a complex subject (public transport in Scotland), but will be focusing on only one aspect of it (possible influence on new housing development). You will make this large subject manageable by focusing on a limited period of time (1990 onwards), and limited sources. |
(Adapted from University of Leicester Writing Resources @ https://www2.le.ac.uk)
Exercise 3 (B2/C1)
Analyse the following working titles and choose the one you think is preferable. Give your reasons.
1 a) Linguistic Ethnography as a Flow of Social Practices: The Case of Residential Child Care Institutions.
b) The Study of Residential Child Care Institutions.
2 a) Congressional Support for the President in Washington and at Home.
b) Listen to What I Say, Not How I Vote: Congressional Support for the President in Washington and at Home.
3 a) The Geopolitics of the Eastern Border of the European Union.
b) The Geopolitics of the Eastern Border of the European Union: The Case of Romania-Moldova-Ukraine.
4 a) A Comparison of the Progressive Era and the Depression Years: Societal Influences on Predictions of the Future of the Library, 1895-1940.
b) A Comparison of the Progressive Era and the Depression Years: Societal Influences on Predictions of the Future of the Library.
5 a) What are the ants doing? Vision-based tracking and reconstruction of control programs.
b) Wha t are the ants doing?
UNIT 3. TIME MANAGEMENT
A EXPLORING A TOPIC
I Expressing an opinion (B1/B2/C1)
1. Edward Hall, an American anthropologist, called time one of the key factors defining a type of culture. He singled out monochronic and polychronic time and, consequently, monochronic and poychronic cultures:
Monochronic time. M-Time, as E. Hall called it, means doing one thing at a time. It assumes careful planning and scheduling and is a familiar Western approach that appears in disciplines such as 'time management'. Monochronic people tend also to be low context (Time is highly organized. Product is more important than process. Low commitment to relationship. Task is more important than relationships).
Polychronic time. In Polychronic cultures, human interaction is valued over time and material things, leading to a lesser concern for 'getting things done' - they do get done, but more in their own time. Aboriginal and Native Americans have typical polychronic cultures, where 'talking stick' meetings can go on for as long as somebody has something to say. Polychronic people tend also to be high context (Time is open and flexible. Process is more important than product. High commitment to long-term relationships. Relationship is more important than task).
(Adapted from Hall's cultural factors at Changing Minds.org)
What attitude to time do you have? What type of culture do you belong to?
2. Define the term “Time Management”, using the following clues:
What is the definition of time management?
In a nutshell, time management is the ability to manage time using a range of skills, tools and techniques to effectively manage tasks, projects, goals and schedules. Time management is a skill and can be taught either in a classroom or through books and courses which when mastered can result in a person accomplishing more, accomplishing more in less time and making time for new projects and tasks or eliminating unessential ones (from Time Management Advisor atManagement Skills Resource Center).
Generally, time management refers to the development of processes and tools that increase efficiency and productivity. Personal time management is managing our time to waste less of it on doing the things we have to do so we have more to do the things we want to do. Personal time management skills include: goal setting; planning; prioritizing; decision-making; delegating; scheduling.
(Adapted from Time Management by Susan Ward)
II Related information (B1/B2/C1)
1. Define the meaning of the following terms: tertiary study environment, semester planning, procrastinate.
2. Read the tips Study and Time Management, prepared by Academic Skills Centre University of Canberra.
1) What is peculiar about tertiary study environment?
2) Single out key elements of semester planning.
3) What aspects of your life may affect your daily planning?
4) Summarize the key rules that help you in your studying (what to be aware of and what to do before, while an after it).