Hi pohlron10,

Thanks for accepting to help me.I want you to rewrite my ebook for me I hope you will do a
great job for me.Here is the clew of what to do.

My e-book targeted the university students in final year level who want to write their final
year project.

Therefore the write-up should target the university students globally.But the MOST targeted
audience should be the Nigerian University students, giving them the step-by-step guide to....
as the title of the e-book goes...CHECK BELOW.

The keyword is universityprojectwriting".In fact do every neccessory thing you feel that will
give the e-book value and professionalism.

I want you to resaerch and then re-write every portions of the book.Try to rewite the
examples given in the ebook.Write with simple and correct English that student with half
brain can understand.Regards from,kelvinkez.

BELOW IS THE E-BOOK:

How To Successfully Write First-Class Degree Honor In University Project

Guarantee…….Even If You Have Carry Over That Have Nicknamed You Mr. carry Over

Discover The Best Way To Successfully Write University Project With Ease Even If You
Are Fake And Failed English In Your School Cert Exam.

Introduction.

Welcome to How to Successfully Write First Class Honor Degree In University Project. This
e-book was designed by me to assist students write quality project. Writing a quality project
is a big challenge facing students in many higher institutions across the world. I know what
students in primary and post primary institutions undergo in order to successfully graduate. I
know how students run helter-skelter during project writing session in order to pass-out in
flying colors and with special marks/grades. I feel you and I have what it takes to solve
YOUR problem.

In this book you will not only learn a great deal about writing good project, you’ll also
discover what I believe to be the easiest and most successful ways of achieving a high mark.
At this book you are going to the class of degree to pursue and:

Know the advantages of project writing.

How to choose a topic, where to source your ideas.

Things to avoid while writing your project report.

Guideline of what to include in the write-up.

What the examiners requires from you.

Writing good thesis that the thesis committees needed.

Useful points to consider when writing.

How to transfer relevant materials from you brain to paper at the point of drafting your
project.

How good research can far help.

Where the chapters will come up and the arrangement of the pages.

How you can write well.

Teach you the kind of reference best for project writing.

Teach you how to show credit to the source of the ideas you used…the authors.

Many more information that will be beneficial for your project.

What is University Projects?

It is a pieces of work assigned to all university students to do an obligatory independent

research which applies the knowledge obtained during the previous years of study which
must be submitted in the semester before graduation and usually takes a significant number of
points.

Writing project offers many other advantages: it develops students’ ability to think explicitly
about how to organize and express their thoughts, feelings and ideas, it provides time for
them to process meaning, in this way reducing the anxiety which is often present in oral
production, and it allows for creativity, it is an important way to make students overcome
academic challenges.

Types of Degree.

Students studies in higher institutions for a degree. For that, undergoing a course in
colleges/universities is to acquire a degree. Therefore, degree is the qualification obtained by
students who successfully complete a university or college course and this degree is of types:

BACHELOR DEGREES

ASSOCIATE DEGREES

MASTER DEGREES

CERTIFICATE PROGRAMS
DEPLOMAS

DOCTORATE DEGREES

Classes of Degree.

Most universities award a class of degree based on the average mark of the assessed work a
candidate has completed. We have degree awarded with or without Honor which is made
with distinction. The biggest distinction made is whether the degree is awarded with or
without Honors. This day, nearly all candidates sit for honors; a Pass Degree (i.e. a degree
without honors) is usually awarded to a candidate who marginally fails the honors
examination, or significant parts of it. A candidate who fails badly is usually allowed to
retake the examination for a pass degree; most universities prohibit such a student from
receiving honors.

The classifications of these degrees include:

•First Class Honors (First or 1st)

•Upper Second Class Honors (2:1)

•Lower Second Class Honors (2:2)

•Third Class Honors (Third or 3rd)

•Pass without honors (Pass) (sometimes known as an 'Ordinary' degree)

•Fail (no degree is awarded)

The system does allow for a small amount of discretion and candidates may be elevated up to
the next degree class if their average mark is close and they have submitted many pieces of
work worthy of the higher class. However, they may be demoted a class if they fail to pass all
parts of the course even if they have a high average.

In Nigeria, Honors degrees are differentiated only on the basis of performance. Honors
degrees include the first class degree, second class degrees (upper and lower) and the third
class degree but not the pass. All university students must do an obligatory independent
research project which applies the knowledge obtained during the previous years of study.

The project work must be submitted in the semester before graduation and usually takes a
significant number of points. Further course works are not precluded during the project work
but are fewer courses but of advanced nature.

Project works are orally defended before the faculty and peers. In the sciences and
engineering a demonstration of the project is usually required. The exceptions are theoretical
works where an oral defense alone suffices.

First Class Honors

First class honors in most universities, are the highest honors which can be achieved, with
about 10% of candidates achieving a First nationally. First-class honors degrees are the
highest level of degree awarded and are taken to indicate high academic achievement and
ability. Many holders of first class degrees go on to further academic study, becoming
researchers, academics and (professors).

Second Class Honors.

The bulk of university graduates fall into Second Class Honors, which is sub-divided into
Upper Second Class Honors and Lower Second Class Honors. These divisions are commonly
abbreviated to 2:1 (pronounced two-one) and 2:2 (pronounced two-two) respectively. Despite
2:1s and 2:2s just being subdivisions of the same class (though a large one), the perceived
difference between them is high (employers usually only make the distinction between
graduates with 2:1s and above or 2:2s and below). Many Universities and employers
nevertheless consider graduates with class 2:2 degrees.
a. Second-Class Honors (Upper division).

The bulk of university graduates fall into Second-class honors, which is usually divided into
Upper and Lower divisions. The first of these is commonly abbreviated to 2:1 (pronounced
''two-one''). This is often known as a "Bezza".

b. Second-Class Honors (Lower division).

This is the second division of second class degrees and is abbreviated as 2:2 (pronounced
''two-two'').

Third Class Honors

Third Class Honors is the lowest honors classification in most modern universities). Few
third class degrees are in fact awarded: this is because the candidate must average a Third,
but eschew failing too many parts of the course (as many universities will not allow a
candidate to receive an honors degree if they have failed some, or sometimes any, modules).
It is therefore rare for a graduating class to include more than a small handful of Thirds.

Ordinary Degree.

An ordinary degree is a pass degree without honors. A number of universities offer ordinary
degree courses to students, but most students enroll in honors degree courses. Some honors
courses permit students who fail the first year by a small margin (around 10%) to transfer to
the Ordinary degree. Ordinary degrees are sometimes awarded to honors degree students who
do not complete an Honors degree course to the very end but complete enough of it to earn a
pass.

Scottish universities offer ordinary degree courses lasting three years as well as an honors
degree over four years. This is in contrast to English universities that have honors degree with
three years of study, though a similar program in Scotland is not unheard-of, provided a high
entrance grade is achieved. An ordinary degree from a Scottish university is sufficient to
study a post graduate course.

Aegrotat degrees.

A candidate who is unable to take his or her exams because of illness can sometimes be
awarded an aegrotat degree; this is an honors degree without classification, awarded on the
understanding that had the candidate been well, he or she would have passed.

How to Write a University Project

The steps involved are as follows:

1. Choose a Topic

Choosing a topic often seems to be the chief problem faced by many students when
they receive a project writing assignment. In most cases the teacher can assist students by
offering broad topics as possible ideas, but even then it is still up to the student to go from the
general to the specific, and that leads to the next point, the helpful hints that can help students
get ideas for writing: these includes:

Use your own initiative or experience.

Use people’s ideas or experiences.

Radio and TV is also a great medium to generate topic.

Use diary record you kept.

You can choose a topic via news paper or magazine.

After chosen the title, it’s time to introduce the topic to be discussed within the paragraph.
Every other sentence in the paragraph should be related to the topic sentence. It is usually
found at the beginning of the paragraph because closely its aim is to clearly state the main
point of the paper before going on to develop it.

However, in a longer composition the position of the topic sentence can be alternated in the
middle or even the end of the paragraph in order to avoid the monotony of having the topic
sentence at the beginning of every paragraph. The important thing is that there are good
supporting sentences to develop the topic sentence, whatever its position in the paragraph.
Therefore, I will bring to the knowledge of the students that when writing university project
you don't end a paragraph with a : and you don't use ;'s like : Neither do you have one
sentence in a paragraph; to make a paragraph you need at least two sentences. And when you
reference a paper that you found on the internet, you still need the original journal name, not
just the URL to ACM.

All these things really surprise me to see, but I guess that either people are not as concerned
with little things like I am (it is called perfectionism,) or perhaps they don't realize how
important details are to the understanding of a project report. But as the reader you stumble
every time you find little grammar mistakes, no space between sentences (for some reason I
find a lot of those) and inconsistencies of how to spell something. It makes the report difficult
to read.

Especially when you are not writing in your mother tongue level of understanding on the part
of the reader become hard. And in the case of these project reports, the only readers are often
the two people who will grade the student.

2. Do Proper Research.

Before writing a project you must chose a topic or title as described above. In whichever
topic or title you have chosen you must do your research proper. In writing project it’s
necessary to set up a planned piece of work that is designed to find information about a title,
and come up with a good proposal. Most students and beginning researchers do not fully
understand what a research proposal means, nor do they understand its importance.

Try to conduct a careful study of the subject title, discover new facts or information about it
to produce interesting findings. To put it bluntly, one's research is only as a good as one's
proposal. A badly planned proposal destroys the project even if it somehow gets through the
Thesis Supervisory Committee.

A high quality proposal, on the other hand, not only promises success for the project, but also
impresses your Thesis Committee about your potential as a researcher. A researcher’s hope is
to make findings and "research I say brings result; Result is an achievement or success to a
work done". Therefore, it is necessary you do research before embark on project writing.
Why do you need to research before handling your project writing?

To ensure coherent, practical and vital information and recommendation.

To bring together findings, obtain answers to the requested information, and identify the key
success factor that will land you at having good result over your academic career.

Results:

Obviously you do not have results at the proposal stage. However, you need to have some
idea about what kind of data you will be collecting, and what statistical procedures will be
used in order to answer your research question or test you hypothesis.

3. Setting A High Quality Proposal.

A research proposal is planned to convince others that you have a worthwhile research
project and that you have the competence and the work-plan to complete it. Generally, a
research proposal should contain all the key elements involved in the research process.

The quality of your research proposal depends not only on the quality of your proposed
project, but also on the quality of your proposal writing. Therefore, it pays if your writing is
coherent, clear and compelling, and includes sufficient information for the readers to evaluate
the proposed study. A good research project may run the risk of rejection simply because the
proposal is poorly written.

Common Mistakes in Proposal Writing.

1. Unable to stay focused on the research question.

2. Failure to cite landmark studies.

3. Too much detail on minor issues, but not adequate detail on major issues.

4. Failure to develop a coherent and persuasive argument for the proposed research.

5. Failure to accurately present the theoretical and empirical contributions by other

researchers.

6. Slopping writing.

7. Too long or too short.

8. Failure to decide what the limits of the boundary conditions for your research.

9. Too many citation lapses and incorrect references.

10. Unable to provide the proper context to frame the research question.

11. Incoherent – writing long and confused without a clear sense of direction. The best
proposals move forward with ease and grace like a seamless rive.

12. Failing to follow the APA style.

4. Develop A Thesis.

Once the students have chosen a suitable topic, their next step is to develop a Thesis.

It is a piece of writing as part of university degree which should be base on their

0wn research.
Thesis statement.

This is a sentence or two stating exactly what problem you are addressing and how your
project will solve that problem. All chapters spring forth from your thesis statement. Once
you have got your thesis statement fine-tune, you have built your foundation. From that
foundation, your project will grow, chapter by chapter. Your thesis will keep you focused
while you write your project.

Bear in mined that all chapters must support your thesis statement. If they don’t, they don’t
belong in your project. For instance, your thesis statement could read: we have all
experienced why you fail your final year exams and I’ve come up with……..proven
techniques and method to give you a better night sleep. After that before you start to write
make sure there is a good reason to write your project. Ask yourself some question in this
form:

Does this topic or title currently present useful and relevant information?

Does this topic answer those important and meaningful questions?

Is your topic dynamic and will grab the reader’s attention?

If you access these, and you can answer yes to those questions, you can feel confident about
the potential of your project. Then, I bet you, you must score the First-class grade/mark.

Another vital step is to figure out who your topic is targeting at. Which group of people will
you be writing to, will the group dictate many element of my project? Such as style, tone,
diction, and even length. The more you can pin down your targeted audience; the easier it
will be to write you project successfully.

The works of thesis:

It helps the writer arrange his material and helping the reader to follow the writer’s train of
thought, keeping boot of them on track.

It gives guideline for what should and should not be include in the write up.

Thesis state what the topic is all about and would show the writer’s aim.

Point to Note When Writing a Thesis.

Thesis sentence should be somewhat open to argument, rather than a Self-evident fact (e.g.
Fast-food chains offer nutritious meals at convenient, Low prices - rather than: Many people
eat at fast-food chains = known fact and too broad,

Use a complete declarative sentence that reflects a point of view - don’t write the thesis
statement in the form of a question, phrase or word;

The thesis statement should be limited in scope - it should cover only what the writer wants
to discuss in his composition (e.g. Fish make terrific pets. This is too broad; instead use:
Goldfish are terrific, east-to-care-for pets).

The thesis sentence should be somewhat open to argument, rather than a simple statement of
personal preference or observation with which no one can disagree (e.g. any teenager who’s
ever been in love will enjoy ‘Romeo and Juliet’ - rather than: I loved the play ‘Romeo and
Juliet’);

What the Projects Supervisors /Examiners Require from You To Score High Mark/Grade.

There are what the examiners are looking for which you might not know. The secret has been
kept within the supervisors / the examiners that vowed never and never in their life to review
such secret because if they do, there will be penalize by the authority. I am able to break the
code because I use this tactics I am about to disclose to you to get their secret to enable you
achieve upper degree. Relax, obtaining First Class Honor Degree is so easy by the time I will
show you the steps to follow. This can be achieving through writing a good report.

If you wish to secure a good mark for your project, it is absolutely influential that you write a
good report. And why is the report important? It is the report which is marked, not the
program or anything else you might have constructed during the project period. No matter
how significant your achievements, if you do not write up your work, and write it up well,
you will obtain a poor mark.

Write A Good Project Report.

It is vital to understand that the report will be read and marked by a number of examiners
normally TWO-FOUR, only one of whom - your supervisor - will have any familiarity with
the work which the report describes. Examiners are not mind-readers, and cannot give credit
for work which you have done but not included in the report.

Each project report is marked initially by two examiners, one of whom is the supervisor.
Each examiner fills in a “mark sheet”, giving marks for various aspects of the report and an
overall mark. Studying the mark sheet will give you a good idea of what aspects of the report
are important. The notes to examiners which accompany the mark sheet use the terms
"perfect", "quite good", "abysmal" and so on to describe the attributes of a particular
numerical mark (e.g. 5 is "satisfactory").

There is a separate document which goes into great detail about what precisely "satisfactory"
means in particular contexts, but I'm not sure that these definitions are widely used: most
examiners believe that they have an accurate and objective understanding of what is
"satisfactory".

Note that supervisors might specify on the mark sheet that a particular aspect of the project is
to be assessed - for example, a review of the project area - even if that area is not covered in
the project report. Decisions on what is to be assessed are the supervisor's responsibility, but
you should be aware of the standard headings, think carefully about what you present (or do
not present) under each, and discuss and agree it with your supervisor.
Remember that your report is an academic dissertation, not a popular article or commercial
proposal. For example, rather than describing only a series of events and a final product, try
to establish criteria, present arguments, derive principles, pose and answer questions, measure
success, analyze alternatives and so on.

Where a project has been undertaken with industrial support, the significance of that support
for the project, and the relevance of the project to the supporting industry, should be
discussed.

In order to put it clearer to you these are some useful points to consider when writing a good
report:

1. Consider attitude towards the topic - how do you feel about the topic - do you
agree/disagree, are you sympathetic/detached, amused/outraged?

2.The style must not escape your memory- this refers to the way the paper is written, as
opposed to what is written about (HOW vs. WHAT)

3. You must remember purpose - what do you want to accomplish by writing the project:

a. To present factual information.

b. To entertain.

c. To persuade readers.

d. To give your opinion.

4. Think about audience - keep in mind who might read the paper - teacher, classmates, etc.,
so that the text is written in language (terms) that they will understand.

5. Bear in mind that the tone of the writing will be established by the type of words and the
sentence structure sue register.

Different types of register are used for different text types. Generally the division is the
following:

I. Formal.

ii. Neutral/informal.

iii. Colloquial.

6. You need to know that the length and structure of sentences should vary so that the writing
style is more effective (same sentence patterns = monotony).

7. Think about the use of vocabulary which should be specific and concrete. A word that is
long, hard to pronounce and understand is not necessarily the right choice. Use word quality
than word quantity. Vary the vocabulary used but make sure that the chosen word is the one
that conveys the meaning it is intended to convey. (This point can also refer to the register - it
won’t sound impressive, but it will sound pretentious and confusing).

8. Don’t apply or use clichés – a phrase or an idea that has been used so often that no longer
has much meaning and is not interesting. Therefore the use of clichés illustrates a lack of
originality!

9. Be consistence.

Instant Brain- Recall Strategy of Writing.

The problem you have to solve is this: to transfer your own experiences of doing the project,
and the knowledge you have gained, from your brain onto paper in a coherent, logical and
correct form.

There are several ways of achieving this. Different authors have different techniques. My
own method, which I think is quite common among technical authors, is to write as quickly
as I can, without regard for coherency, structure or order, until I have written down (or rather,
typed in) all the points I can think of.

If my brain is running faster than my fingers and a thought pops into my head which belongs
in another part of the document, I skip to the end of the page and insert a few words there to
remind me to expand that point later, then resume where I was. The aim is to transfer as much
relevant material from brain to paper as quickly as possible. This method is what I called the
"Instant Brain-Recall Strategy of Writing". It is practiced, I think, by some writers of fiction
as well as by technical authors.

After three hours of writing, I might have Instant Brain-Recall Strategy of Writing four or
five pages of disorganized text. I then spend perhaps six hours putting the text into order and
tightening up the style of writing, after which I might have three pages of good-quality prose.
This method of writing is an iterative process, with periods of Brain-Recall Strategy of
Writing, alternating with periods of tidying-up.

At the rate of three pages of polished text every nine hours, a typical 60-page PR3 project
report will take you about four weeks to complete, working full-time. You must allow time to
prepare the appendices (e.g. program listings) and illustrations. Good-quality illustrations, in
particular, take a long time to prepare. You should therefore allow at least six weeks writing
the report. If you kept a note-book during the project period, you will find the writing-up
process much easier.

How To Write A Technical University Project

Every university graduate student has to write a project in his or her final year. Students
reading a technical or scientific course have to understand that writing a technical university
project has to follow the approved standards of scientific papers and reports.
A technical university project usually has the following basic format: Abstract, introduction,
materials and methods, results, discussions and references. The success of your university
project depends on how well you treat and write out each of these chapters of your project.

The abstract and introduction is where you catch the attention of whoever will read your
project. In this instance we are more concerned about your supervisor and external
examiners. Your introduction should give a good explanation of why the work is done. The
problem to be addressed should be clearly stated. Relevant background material on your
project topic should also be included.

The materials and methods chapter is where you discuss the actual process of your project.
This is a very crucial chapter in writing a technical university project. Here you describe how
you conducted the project work. Write a summary of the materials used and their importance
in the experiment.

After the materials and method comes the chapter on results. This is where you explain the
discoveries you made after conducting the experiment. You might have to present your
results with the aid of graphs, tables and other diagrams. Label and write a little explanation
below each diagram to explain what it represents. Make it easy for anyone reading your
project to be able to connect the diagrams with the results.

In the discussion chapter, your aim is to provide answers to the questions and hypothesis that
you raised at the chapter on introduction. It is in this discussion chapter that you prove the
worth of your university project. You should state the success or otherwise of the
experiments. The difficulties and limitations that were faced. Make mention of and compare
your work with one or two results obtained in similar works on record.

A technical university project is a scientific paper as earlier mentioned. You must write out a
complete list of works of other scientist that you referenced. The standard method of citation
should be followed.

Writing A First-Class Degree Honor Project Report.

It is important to note that writing is a thinking process which consists of several stages. The
stages comprise the chapters and as we proceed you will be able to understand them.
Regardless of your research area and the methodology you choose, all research proposals
must address the following questions: What you plan to accomplish, why you want to do it
and how you are going to do it.

The proposal should have sufficient information to convince your readers that you have an
important research idea, that you have a good grasp of the relevant literature and the major
issues, and that your methodology is sound.

It should be concise and descriptive. For example, the phrase, "An investigation of . . ." could
be omitted. Often titles are stated in terms of a functional relationship, because such titles
clearly indicate the independent and dependent variables. However, if possible, think of an
informative but catchy title. An effective title not only pricks the reader's interest, but also
predisposes him/her favorably towards the proposal.

Abstract:

It is a brief summary of approximately 300 words. It should include the research question, the
rationale for the study, the hypothesis (if any), the method and the main findings.
Descriptions of the method may include the design, procedures, the sample and any
instruments that will be used.

Introduction:

At this stage will form the chapter one of your project. Its main purposes of the introduction
are to provide the necessary background or context for your research problem. How to frame
the research problem is perhaps the biggest problem in proposal writing.

If the research problem is framed in the context of a general, confuse literature review, and
then the research question may appear not important and uninteresting. However, if the same
question is placed in the context of a very focused and current research area, its significance
will become evident.
Unfortunately, there are no hard and fast rules on how to frame your research question just as
there is no suggestion on how to write an interesting and informative opening paragraph.
Several of them depend on your creativity, your ability to think clearly and the depth of your
understanding of problem areas.

However, strive to place your research question in the context of either a current "hot" area,
or an older area that remains viable.

Secondly, you need to provide a brief but appropriate historical backdrop.

Thirdly, provide the contemporary context in which your proposed research question
occupies the central stage. Finally, identify "key players" and refer to the most relevant and
representative publications. In short, try to paint your research question in broad brushes and
at the same time bring out its significance.

The introduction typically begins with a general statement of the problem area, with a focus
on a specific research problem, to be followed by the rational or justification for the proposed
study.

The introduction generally covers the following elements:

1. Identify the key independent and dependent variables of your experiment. Alternatively,
specify the phenomenon you want to study.

2. Set the delimitation or boundaries of your proposed research in order to provide a clear
focus.

3. Present the rationale of your proposed study and clearly indicate why it is worth doing.

4. State the research problem, which is often referred to as the aim of the study.
5. Briefly describe the major issues and sub-problems to be addressed by your research.

6. State your hypothesis or theory, if any. For exploratory or phenomenological research, you
may not have any hypotheses. (Please do not confuse the hypothesis with the statistical null
hypothesis.)

Literature Review:

Here comes the chapter two of your project. In moat cases the literature review is
incorporated into the introduction section. However, most professors prefer a separate
section, which allows a more thorough review of the literature.

The literature review serves several important functions:

1. Convinces your reader that your proposed research will make a significant and substantial
contribution to the literature (i.e., resolving an important theoretical issue or filling a major
gap in the literature).

2. Shows your ability to critically evaluate relevant literature information.

3. Ensures that you are not wasting time creating work that already exist and work well.

4. Gives credits to those who have laid the groundwork for your research.

5. Demonstrates your understanding of the theoretical and research issues related to your
research question.

6. Demonstrates your knowledge of the research problem.

7. Indicates your ability to integrate and synthesize the existing literature.

8. Provides new theoretical insights or develops a new model as the conceptual framework
for your research.

Most students' literature reviews suffer from the following problems:

A .Being repetitive and verbose.

B .Failing to cite influential papers.

C .Lacking organization and structure.

D .Lacking focuses unity and coherence.

E. Failing to critically evaluate cited papers.

F. Depending too much on secondary sources.

G. Citing irrelevant or trivial references.

H. Failing to keep up with recent developments.

Your scholarship and research competence will be questioned if any of the above applies to
your proposal.

There are several ways to organize your literature review.

Make use of subheadings to bring order and coherence to your review. For instance, having
established the importance of your research area and its current state of development, you
may devote several subsections on related issues as: theoretical models, measuring
instruments, cross-cultural and gender differences, etc.

It is also helpful to keep in mind that you are telling a story to an audience. Try to tell it in a
stimulating and engaging manner. Do not bore them, because it may lead to rejection of your
worthy proposal. (Remember: Professors and scientists are human beings too.)

Methodology.

This stage forms the chapter three of your project. The Method section is very important
because it tells your Research Committee how you plan to tackle your research problem. It
will provide your work plan and describe the activities necessary for the completion of your
project.

The guiding principle for writing the Method section is that it should contain sufficient
information for the reader to determine whether methodology is sound. Some even argue that
a good proposal should contain sufficient details for another qualified researcher to
implement the study.

You need to demonstrate your knowledge of alternative methods and make the case that your
approach is the most appropriate and most valid way to address your research question.

Please note that your research question may be best answered by qualitative research.
However, since most mainstream psychologists are still biased against qualitative research,
especially the phenomenological variety, you may need to justify your qualitative method.

Furthermore, since there are no well-established and widely accepted canons in qualitative
analysis, your method section needs to be more elaborate than what is required for traditional
quantitative research. More importantly, the data collection process in qualitative research
has a far greater impact on the results as compared to quantitative research. That is another
reason for greater care in describing how you will collect and analyze your data.

For quantitative studies, the method section typically consists of the following sections:
Design -Is it a questionnaire study or a laboratory experiment? What kind of design do you
choose?

Subjects or participants - Who will take part in your study. What kind of sampling procedure
do you use?

Instruments - What kind of measuring instruments or questionnaires do you use? Why do you
choose them? Are they valid and reliable?

Procedure - How do you plan to carry out your study? What activities are involved? How
long does it take?

Discussion:

This stage forms the chapter four of your project. You need to communicate a sense of
enthusiasm and confidence without exaggerating the merits of your proposal. Because of that
it is essential to convince your reader of the potential impact of your proposed research. That
is why you also need to mention the limitations and weaknesses of the proposed research,
which may be justified by time and financial constraints as well as by the early
developmental stage of your research area.

Summary .

This stage forms the chapter five of your project .This refers to the last sentence/s and its
purpose is to summarize the ideas of the paragraph. At this stage it is important to note that
no new ideas are introduced in the concluding sentence/s because they cannot be
subsequently developed. Summarizing may sound the same as paraphrasing but is actually
very different.

When you paraphrase you express someone else's ideas in your own language. Summarizing
is an attempt to distil only the most essential points of someone else's work. When you
summarize a passage, you first need to absorb the meaning of the passage and then capture in
your own words the most important elements from the original passage.

Jerry Plot nick (2002) provides a good example of summarizing from a large passage from
"An Anthropologist on Mars":
In "An Anthropologist on Mars," Sacks notes that although there is little disagreement on the
chief characteristics of autism, researchers have differed considerably on its causes. As he
points out, Asperger saw the condition as an innate defect in the child's ability to connect
with the external world, whereas Kanner regarded it as a consequence of harmful child
rearing practices (247-48).

References .

A typical PR3 project report might contain about one page of important references, if the
initial research period was well spent. Do not include references which you have not read, no
matter how relevant you think they might be. If you refer to standard material which is
covered by a large number of text-books, choose one or two really good ones and cite those,
and must be relevant rather than a long list of mediocre texts.

There are many styles. I will show you many tactics for citing references. Although strict
standards (e.g. British Standards) for citing references exist, my advice is not to bother with
them; instead, find a reputable journal in the library and copy its style. Alternatively, copy the
example below. It's important to be consistent, complete and unambiguous; beyond that, it
doesn't matter much what you do.

Example of citation style:

Example citation style:

Citations in text:

Mander, in ``Notes on a system specification method'' [Mander 1983], gives the following ...

... as described by Briggs [1983a] ...

Thimbleby's guidelines [Thimbleby 1983] suggest that ...

Different methodologies have been examined [Tully 1983].

Several recent publications in this field [Wand 1980d, ACM 1971] have been very
influential.

List of references at end of report:

References

ACM 1971. Association for Computing Machinery, Second symposium on problems in the
optimization of data communication systems, ACM (1971).

Briggs 1983a. J.S. Briggs, ``The design of AIR and its use in Ada separate compilation'', in
SERC workshop on Ada software tools interfaces, ed. P.J. Wallis, University of Bath (1983).

Downes 1982. V.A. Downes, S.J. Goldsack, Programming embedded systems with Ada,
Prentice-Hall (1982).

Mander 1983. K.C. Mander, Notes on a system specification method, York Computer
Science report no. 61, University of York (1983).

Thimbleby 1983. H.W. Thimbleby, ``Guidelines for `manipulative' text editing'', Behaviour
and Information Technology, 2, 127 - 161 (1983).

If you adopt this style, when you cite a reference, you need not repeat the author's name or
authors' names ("Jones and Sanderson (1999) have shown ..."). Write instead:"Jones and
Sanderson (1999) have shown ...”, and list the reference as" Jones & Sanderson 1999".

Alternatively, a system of numbered references, such as the default format produced by the
Unix refer tool in conjunction with troff, is acceptable. I myself much prefer numbered
citation styles, which I find much less obtrusive and easier on the eye; e.g. "Jones and
Sanderson 1 have shown ...” or "Jones and Sanderson [1] have shown ...". These forms,
which are allowed by the regulations in the Handbook, seem to be the two dominant citation
styles in academic journals.

You may wish to refer to electronic sources, particularly material found on the World-Wide
Web. It is not enough to put "found on WWW" in place of a citation. The web page
"Bibliographic Formats for Citing Electronic Information " gives advice on citing on-line
sources.

If possible, avoid citing unpublished literature. It is however acceptable to cite university

reports, such as this Department's YCS series, and PhD theses (although getting hold of the
latter can be almost impossible).

References are always cited in the text. Other works you've made use of but not cited should
be listed in a section called "Bibliography".
Note that "et al." requires a period after the abbreviation “al." (for" alia"). It means “and
others'', and may be used only to refer to people, typically in lists of references. It is the
animate form of "etc.", which also requires a period.

How to write well.

Many students appear not to realize how difficult it is to write well. Any type of writing
(except perhaps advertising copy) is difficult, but technical writing is particularly hard.

There are many books which address the subject of good technical writing. By far the best
among those which I have seen is Scientists Must Write by Robert Barras (1982). Though
published over twenty years ago, this superb little book is still in print. There are several
copies in the J.B. Morrell library, but since it costs only £11.19 (from the Internet Bookshop),
you would be well advised to buy a copy and to read it from cover to cover.

1. Precision.

When you write, you must strive first to be absolutely precise it’s not sufficient that you
know what you mean; neither is it sufficient that your writing admits of the meaning which
you intend: it must admit of no other meaning. What you write must not be capable of
misinterpretation. Do not, for example, write “optimum “if you mean “good".” Approximate”
means “close ", so “very approximate " means " very close " - which is not what many people
seem to think it means. So take exceptional care to choose the right word for the occasion.

2. Vigour.

This is much harder to achieve and should be precision in writing. I mean taking sufficient
care. Good writing is not only precise, however, it is vigorous. It helps if you have read
widely, especially novels. Here are some hints which might help you to write forcefully and
vigorously.
Prefer short sentences to long sentences. Prefer short words to long words, provided the short
word that has the meaning you need. Terseness is a great virtue in technical writing. (But
don't go too far; remember Horace's observation: "Brevis esse laboro, obscurus fio".) Avoid
circumlocutions. "In almost all sectors of the computing marketplace" can be replaced in
most contexts by "almost everywhere".

The question of whether to use the passive voice in technical writing is a thorny one. Most
older writers still write "a program was written ..." rather than "I wrote a program ...". Many
of your examiners might share this preference for, or prejudice in favor of, the passive voice,
but this style is passing out of favor in all technical writing, and I advise you not to use it.
Whatever you do, do not use the "royal we" ("we wrote a program" when you mean "I wrote
a program").

There is general agreement that Latin phrases are best avoided in technical writing (but the
occasional Latin quotation might lend a spurious air of erudition!) Nevertheless, many careful
writers have their own favorite Latin phrases which find occasional use.

The best rule is that a Latin phrase is acceptable if it abbreviates a circumlocution English
phrase. Mutatis mutandis, for example, one of my own favorites, is permissible in place of
"making the appropriate changes", since any English gloss seems to be ugly and unwieldy. "
ie." (Note the roman font and punctuation) is often useful in place of "in other words" or "that
is", and is widely understood. Quite often, however, "X, i.e., Y" can be replaced by “Y ",
because the writers realized while writing X that Y said the same, only better.”E.g." is
overused and best used sparingly; prefer "for instance" or "for example".

3. Spelling and grammar.

Poor spelling is a distraction to the proficient reader If poor spelling is a distraction which
impedes understanding, poor grammar is more so. In most cases there is very little excuse
nowadays for spelling errors; there are many excellent spell-checker programs which make a
good job of finding the errors for you, and excellent (paper) dictionaries which will tell you
what the correct spelling is. You must take exceptional care to spell correctly.

Be especially careful with words whose common miss-spelling is a correct spelling of a

different word, in particular the following pairs: lead/led; loose/lose; affect/effect. It is
dangerous to allow the spell-checker to “correct” a mis-spelling by itself; many such hilarious
"corrections" have been reported, for example recently in New Scientist. If you have a
medical condition which makes it difficult for you to spell correctly, make sure that your
supervisor knows about it, so that it can be taken into account by the examiners

Believe the spell-checker. Very many people, for instance, on finding that the spell-checker
questions "idiosyncrasy" (sic) say to themselves " it must be missing from the dictionary
file", and leave the word alone. It is - for a good reason. There are so many potential
grammatical solecisms that it would be inappropriate to attempt to list them here.

Read Fowler's Modern English Usage for guidance. This book has been revised several times
since its first publication in 1926. The most recent (1998) edition is probably the best to use,
not because its recommendations are more permissive or up-to-date, but because it draws
attention to traps which it would not have occurred to Fowler in 1926 that anyone could fall
into. The original 1926 edition is famous for its vigorous, fiery language, which has been
successively watered down in later revisions.

Take care with apostrophes. Historically, the apostrophe denoted the omission of one or more
letters: don't = do not, kelvinkez's book = kelvinkez his book. For this reason, careful writers
of British English restrict the possessive use of the apostrophe to animate possessors. You
may write kelvinkez's book, but not "the program's function", since (so the argument goes)
one cannot write "the program his function": you must write "the function of the program"
instead. This rule is being steadily eroded under American influence, and will probably soon
be obsolete.

I mention the "animate possessor" rule in order to illustrate and to explain a very common
blunder. Never use an apostrophe with a possessive pronoun. "It's" means " it is" (the letter
that's omitted is an " I "), not " it his ", which is plain silly. One never sees spurious
apostrophes in his, hers, ours, yours, theirs; so why does one so often see " it's " in place of "
its ", which is the correct possessive pronoun?

The brain of the experienced reader, on seeing “it’s”, performs a lexical-level macro-
expansion, replacing “it’s " by " it is ". This then fails to make syntactic sense in the context,
necessitating a backtracking and re-parsing operation, and conscious expenditure of effort. It
really does slow down, and consequently annoy, the reader.

This crass and ignorant mistake probably does more to distract and to impede the reader of
students' reports than any other grammatical solecism.
Summary: “it’s” = “it is “(needed rarely, if at all, in formal writing).” It’s “is the pronoun
(This is my program. Its purpose is to ....) You almost certainly mean “its ".

Even if you yourself do not place a strong emphasis on good spelling and good grammar,
most of your examiners do, some fanatically. Most examiners will be irritated by poor
spelling and poor grammar. It is always worth doing whatever you can, short of bribery, to
put your examiner in a good mood. Write well and spell well, for this reason if for no other!

4. Typography.

In preparing your final-year project report, write it with pen and paper and went forth to type
them in computer. You must be familiar both with the formal requirements set out in the
Students' Handbook (restricting the number of pages, type size, width of margins, and so on)
and with the rudiments of typography. You will not be penalized severely, if at all, if you
violate typographical conventions, but good typography creates a subliminal impression akin
to that of good proportion in a painting, and is desirable for that reason.

Since it is a matter of simply learning and following the rules, you should try to do so. You
should learn at least enough (for example) to know the difference between the hyphen, minus,
en-dash and em-dash, and when to use each of them.

The best and most famous typographical reference book is Rules for compositors and readers
at the University Press, Oxford by Horace Hart, known colloquially and universally as "Hart's
Rules". It is a small book which you should probably read from cover to cover, but you may
skip the section on Russian orthography if your report contains no Russian words.

This book, like Fowler, has been revised continually since its first publication (in 1904,
though it was in use within the O.U.P. since 1893). The latest edition is dated 1983. It is still
in print, almost a century after its first publication, and at £8.79 (from the Internet Bookshop),
well worth buying.

5. Illustrations.

When you are illustrating ask yourself if the illustration helps the reader to understand the
text. Your report should generally contain illustrations (figures or diagrams), but they must be
relevant. If the text is readily comprehensible without the illustration, delete the illustration. If
it is not, it is usually better to make the text clearer than to add a diagram.

All illustrations should be prepared by an appropriate program, such as pic, xfig or grasp.
They should not be hand-drawn. The only common exception to this rule is circuit diagrams:
given the current state of the art in schematic-entry packages, a hand-drawn circuit diagram is
usually preferable to a computer-drawn one.

If possible, include figures close to the text which refers to them, rather than all together in an
appendix. Circuit diagrams are, again, a possible exception to this rule. It is normal to list
tables and figures at the beginning of the report, after the table of contents.

5.1 Structure.

To write well you need to organize the structure. This consists of top-level structure and
lower-level structure.

a. Top-level structure

At the top level, a typical report is organized in the following way.

1. Abstract. (This is a couple of paragraphs - no more - which summarizes the content of the
report. It must be comprehensible to someone who has not read the rest of the report.)

2. Introduction. (The scope of the project, setting the scene for the remainder of the report.)

3. Previous work. (One or more review chapters, describing the research you did at the
beginning of the project period.)

4. Several chapters describing what you have done, focusing on the novel aspects of your
own work.
5. Further work. (A chapter describing possible ways in which your work could be continued
or developed. Be imaginative but realistic.)

6. Conclusions. (This is similar to the abstract. The difference is that you should assume here
that the reader of the conclusions has read the rest of the report.)

7. References and appendices.

b. Lower-level structure.

Structure is a recursive concept. A well-structured report has its top-level sections well
ordered, and it is easy to get this right; but each section must in itself be well ordered, and
that is more difficult. Most paper documents, and many on-line documents, are read linearly
from beginning to end. This is certainly true of an examiner reading a project report.
Consequently, the writer of a well-structured document avoids forward references wherever
possible.

In the old days, re-ordering text entailed "cutting and pasting" with real scissors and real
paste. These days, the word-processor has made these operations so easy that there is no
excuse for slovenly structure. Take your time, and keep rearranging words or phrases within
sentences, sentences within paragraphs, paragraphs within sections and sections within the
whole report until you have got it right. Aim for a logical progression from beginning to end,
with each sentence building on the previous ones.

If the chapters are numbered 1, 2, 3... Then the sections within (say) chapter 1 will be
numbered 1.1, 1.2 ... It is permissible to sub-divide a section: the sub-sections within section
1.1 will be numbered 1.1.1, 1.1.2 ... Do not however nest sub-sections to more than four
levels: sub-sub-section 1.2.3.4 is acceptable, but 1.2.3.4.5 is not. It is quite possible, with
care, to write even a large and complex book without using more than three levels.

6. The role of artifacts in projects.

Deep down, all students seem to believe that their project is “to write a program" (or, “to
build a circuit "). They believe that they will be judged by how much their program does.
They are amazed when their supervisor is unconcerned about the inclusion or non-inclusion
of a listing in the report. They fear that they will be penalized if their program is small-scale
or if they do not make grandiose claims for its power and functionality.

This leads to reports heavy with code and assertions about code, but light on reasoning.
Students omit the reasoning because they are short of time and think the code more
important, and thereby they lose credit they could have had. It leads also to the omission of
testing. Hence there are assertions about the extent of implementation, but no evidence (in the
form of records of testing) to back them up.

In summary, credit for the implementation is not the whole story; you should not feel under
pressure to make claims that you cannot support. Your reports should clearly separate
specification, design, implementation and testing. “The program does X “should more
honestly be “I wanted the program to do X; I designed it to do nearly-X; I implemented it to
do most-of-X; my testing shows that it did some-of-X (and here is the evidence of that)''.
Taking this advice into account can much improve your mark.

7. You and your supervisor.

Writing is a solitary pursuit. Whereas your supervisor will guide you through the early stages
of your project work, you must write the report on your own. It is a University assessment,
and the rules on plagiarism and collusion (do consult the Students' Handbook!), and the
conventions which restrict the amount of help a supervisor can give, apply.

Nevertheless, most supervisors will be happy to read and to comment on drafts of sections of
your project report before you hand it in, if you give them enough time to do so. It's also a
good idea to ask your supervisor to suggest some high-quality past projects in a similar field
to yours, and to look them up in the departmental library. This will give you an idea of what
is required.

Using Quotes to Attract High Marks.

When you begin writing your assignment/project report you must give credit to the sources
for the ideas you are using. There are standard ways to properly integrate sources into your
assignment and you will be awarded high mark. They include:
I. Direct Quotes: This is when you place an excerpt from your source word-for-word into
your paper. The source must be cited, giving credit to the original author.

ii. Paraphrasing: This means to restate a passage from your source in your own words. The
source and author of the passage you paraphrase must be cited.

iii. Summarizing: When you summarize the key concept or main idea from someone else's
work in your own words, you must give credit for summarized ideas to the original source.

Direct Quotes.

Memorable and relevant quotations can be used to embellish your assignment, but in general
an assignment should be written in your own words. It is important not to use too many
quotations, but rather to explain things in your own words, demonstrating your understanding
of the topic. An assignment which consists largely of one quotation after another is unlikely
to achieve a high mark.

Many problems in presenting assignments are related to the misuse of quotations from
secondary sources (i.e. material presenting critical interpretations of primary texts). It is
acceptable to refer to secondary material to gain knowledge or find different interpretations
that may stimulate your own thinking and, sometimes, confirm ideas you already hold.

Here are some examples of how to quote correctly:

When you need to show a quote within a quote, use double quotation marks inside the single
ones. For example:

Greene (1993, p. 108) also notes that "according to Garp, "completeness and finality” were
out of the question where editing was concerned and the potential for rapid change was
great."
If a quotation is short, from a couple of words to approximately three lines, it should be
marked by single quotation marks and incorporated as part of the sentence. For example:

Dennis Lawton (1994 p. 90) argues that these proposals "have much in common with John
White's idea of a friendly interface".

A quotation over three lines in length should be separated from the sentence that supports it
by indenting the quoted passage. For example:

Developments have been rapid or as Ed Krol (1992, p. 19) says:

"The information resources that visionaries talked about in the early 80s are not just "research
realities" that a few advanced thinkers can play with in some lab - they're "real life" realities
that you can tap into from your home. Once you're connected to the Internet, you have instant
access to an almost indescribable wealth of information."

For more information and examples go to

http://www.utas.edu.au/library/assist/gpoa/gpoa2.html#ahquot

ii. Paraphrasing

Like a direct quotation, a paraphrase is the use of another's ideas to enhance your own work.
For this reason, a paraphrase, just like a quotation, must be cited. The difference in
paraphrasing is that you rewrite in your own words the ideas taken from the source, so a
paraphrase is not set within quotation marks. While you may be borrowing the ideas it is
essential that your writing be entirely original. Just changing a few words here or there or
rearranging words or sentences is not paraphrasing.

A good example of appropriate paraphrasing is:

"Werner Sollors, in Beyond Ethnicity, argues that..."

This form of paraphrasing is useful because it does not rely heavily on the use of quotations
and it shows that you have understood the argument of the source author.

When paraphrasing is used correctly it is usually more concise than the original and always
has a different sentence structure and word choice. Remember, no matter how different from
the original, a paraphrase must always be cited, because its content is not original to the
author of the paraphrase.

Quick Tips On Writing University Projects.

Writing your university project could be overwhelming. Sometimes you are simply confused
about how to go about the whole process. If you are at odds about how to go about writing a
good university project, this article will help you with some quick tips on how to do a good
job and make the best of the resources at your disposal.

Start by doing a study on the topic of your university project. Learn as much as you can on
the issue to be researched. If there are former graduates in your department that have done
projects on similar topics, get them also to add to your reading list. As you read, jot down
what you can use for the main points of your project. You can search for resources online and
in public libraries.

Write out an outline for your project. Let your structure be well defined. Let each idea be
clearly organized and written out. Get as much proof for each of your ideas as possible.
Itemizing these details will greatly enhance the readability of your research work.

Your outline should follow the approved university project outline for your department. For
example, project outline for technical courses could be different for arts etc. Generally, a
university project will consist of abstract, introduction, literature review, research design and
methodology, data collection, major findings and conclusions.

Start with a rough draft of your university project. Someone rightly said, 90% of writing is
re-writing. Therefore expect to do a lot of re-writing. The rough draft is the way to start, and
then you can start making improvements as you get more information. Write with simple
English grammar. Your university project is not the place to show off how well you can
speak grammar. Use short sentences and keep your paragraphs short too. Do proper proof
reading and check for spelling errors before you print out the final draft.

Following these tips will help you to reduce the overwhelming effect of your university
project and you might even end up enjoying the process.
University Project Writing - Key Points.

A university project should not be a difficult task. The reverse, however is the case for a lot
of graduating students. A lot of students are overwhelmed by this last important task of their
undergraduate career. If you are amongst this number, then read on. This book will give you
the key points that will help you to write a university project that will impress your supervisor
and examiners and get you the good marks that you desire.

Do a good work on the abstract and introduction. Make them crisp and compelling. As the
saying goes, first impressions matter most. Write a catchy abstract and introduction to catch
the reader’s attention immediately. The mistake most students make is to write dull
introductions. Bright, short and sharp introductions set a good pace for your entire university
project work. Most examiners start thinking about the mark they will award after reading
your abstract and introduction.

Do proper and in-depth research for your topic. Ask your supervisor for the best materials for
your project. Go out of your way to get as much materials as you can. You could search
online, visit public libraries etc. University project writing is easier when there is an
abundance of resources at your disposal.

Request for and obtain the outline for projects in your university department. Working with
this outline will help you to do a better work. Define the scope and structure of your project
from the start. Stay very close to the main idea as much as you can. Do not allow unnecessary
digression.

Make proper and detailed observations in your research. If you are conducting experiments,
follow standard scientific practices. In the chapter on discussions, define meanings and
clarify ideas. Make good comparisons with previous works in the literature review. Provide
enough evidence that proves the validity of your university project.
Proof read carefully. Mistakes in grammar and misspelling only make your supervisor to
consider you as a careless student. You can enlist friends and family. Let them read through,
criticize and offer suggestions.

Using the strategies I’ve laid out throughout this powerful e-book, you should easily be able
to successfully write university projects in any filed. If not read it again and again. The only
way you can fail your project text is if you do not follow the steeps outlined in this guide is
truly great. I hope you have enjoyed and benefited from this. Be yourself and don’t be fake,
dull and lazy student. Recommend this e-book to your friends. I wish you success.

Disclaimer: Every effort has been made to accurately represent our product and it's potential.
The examples used are exceptional results, and don’t apply to the average purchaser and are
not intended to represent or guarantee that anyone will achieve the same or similar results.
Each indiv