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Acknowledgements

I would like to thank the Open University Press-McGraw-Hill’s commissioning

editors, copy-editors, proofreaders and production staff for all their work in

producing this new edition.

I also want to thank the students and supervisors who gave me feedback,

including those who said this book helped them in one way or another, but

also those who said they did not ﬁ nd all of it useful – hearing both sets of

experiences keeps me thinking about thesis writing. Likewise, thanks to the

people who reviewed the second edition – they provided ideas and questions

that I took on board for this edition.

I am particularly grateful to the people who agreed to my request to

contribute to a new section: ‘How I used this book’. In fact, the idea for this

section came from a student – thank you Rosemary Sleith. Thanks also to the

students I have supervised over the years, who make me aware of the many

different ways in which a thesis comes to be written.

I must thank Christine Sinclair who generously let me read her chapter on

plagiarism in the second edition of her book Grammar: A Friendly Approach, as

I was revising my section on that subject – requested by reviewers – for this

book.

Finally, there would be no writing in my life without the sustaining support

of friends and home. Thank you all, especially Morag.

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Overview

In this book different chapters are written in different ways: for example,

Chapters 1 and 2 are long and discursive, teasing out ambiguities and potential

areas of confusion, in order to demystify the thesis writing process and deﬁ ne

the task. Chapter 8 is much more compact. It lists steps in a concentrated

writing process and has checklists and tasks instead of deﬁ nitions and

explanations. It is also more directive in style. You might want to use look at it

ﬁ rst, as it summarizes everything.

The ‘Introduction: How to write 1,000 words an hour’ is not about ‘more is

better’, but sets out the theory, practice and assumptions that underpin the

approaches to writing proposed in this book. It makes the case for making your

writing goals speciﬁ c – in terms of numbers of words – and monitoring your

outputs in different writing tasks.

Chapter 1 helps you think your way into the thesis writer role. Chapter 2 has

strategies to start writing right away, rather than waiting till you are sure of

what you want to say, using freewriting and generative writing. Chapter 3 is

about bringing structure to your writing. A thesis has conventions you can use

to shape and develop your thinking and writing.

Chapter 4 marks the ﬁ rst major milestone in thesis writing, the end of the

ﬁ rst phase. Reporting on your work, gauging your progress and trying to

publish are the priorities at this stage. Chapter 5 has strategies for regular,

incremental writing, for getting into the writing habit. A writers’ group is one

example. Chapter 6 marks the halfway point in your thesis-writing process:

time to move on to drafting chapters.

‘Fear and loathing’ was suggested as the title of Chapter 7 by a student who

had recently completed his thesis, because these two words convey what can

be a very frustrating – for students and supervisors – series of apparently

repetitive reﬁ nements to text, alongside what may feel like increasingly

‘nit-picking’ discussions. Strategies for revising are provided here.

Chapter 8 is either the introduction to the last phase or the condensed

version of the whole process, depending on your progress with your thesis and,

perhaps, on your approach to writing. It tells you how you can pack all the

writing into one full-time year or two part-time years.

Chapter 9 covers ways of making your thesis ‘good enough’ – while knowing

it can be improved – and deﬁ ning what that means for your thesis. Chapter 10

covers ways of talking about your writing convincingly during the viva, or oral

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