Hey Wally, this is a hilarious thread! But this bit is reaaaallly funny....

'2 star = Pathetic Wannabe - like someone's mum trying to sing Barbara Cartland songs whilst blind drunk in a pub. They try hard but don't have what it takes.'

So does that mean they sing the text of Cartland novellas such as 'My Life Changing Hay-Stack Romps With a Macho Man While Dressed in a Pink Frilly Dress' (1982)? Or did you mean Streisand? ;-)

Hi Jojo, Making comparisons between case studies isn't such a central issue for my research, rather my analysis of the films, and their degree of relevance to core issues and concepts, so I don't spend too many words on comparisons in the case study chapters. Instead, I draw attention to things which will illuminate the case studis in the chapter at hand, and the conclusion is where most of my comparative work willl be. Maybe you could use a similar model, with some relatively brief directional comments in the case study chapters which are later picked up on and expanded in the conclusion. The content of these discussions and your method of presenting them would be sign-posted in the introduction.

Hi Jojo, I have three case study chapters, each looking at two films by a single film maker. My method so far is to make comparisons only between case studies I have already written about, and, thus, build the layers of connections as the chapters progress; then ultimately pull all the strings together in the conclusion. So in the first case study chapter there are no comparisons with the other case studies; with the second case study discussions I make comparissons with the first; and in the final one I make comarisons between it and the previous two case studies. The emergent themes are framed in the introduction and conclusion.

The only time my sup has said about it was once when I re-jigged the order of the case study chapters at the last minute, but forgot to remove comparisons between case study films from what had then become the first chapter. He just commented 'we're not there yet'; and I agree, in my thesis at least, it's nigh on impossible to do justice in a discussion of a case study without its full contextual information; and, IMO, doing so renders the flow of writing confusing and disjointed.

I won't hassle you for a star; i'm, not that shallow. However, the helpful user button is just on the right had corner of my post. :-)

I knew it! I knew the fame would go to your head. Well, you'll always be Wally to me... Don't mind if I nick a few canapes do you? Just subsidising my meagre three star existence.

I think it's first years who are the real problem in this respect. Really, my second and third years are great (although I can think of one second year who gave me nightmares last year!); first years seem to need settling in, and they need to get used to the idea of working as an undergraduate, ie, not being spoon fed and using their brains independently.

Hi all,

I finished my referencing and most of the citiations, with a few cites left to insert; I also printed the outline out on Monday and have red penned th re-draft for most of it.

After work tomorrow and over the weekend I will:

1. Finished penning in the re-draft.
2. Type in the necessary alterations.
3. Put all citations in place.
4. Final check the references.
5. Print out the third draft.

Tonight I feel wiped out, as I have done all day, so I am doing nothing. However! Writing this down made me feel a it more productive and focussed...

Walminski! You are scaling the heady heights; I only hope you remeber us mere mortals when you hit the top.

Hi Catalin, My instinct is usually to stick to the word limit, but 250 words is very short, so I can see why you are having problems. If you really can't cut it any shorter, how about asking them if they'll accept a slightly longer piece? I've never run a conference so I'm not sure how strict organisers are about these things, hence I'm not advising you to send it as it is. Someone else might know better.

Hi Jinkim, Yeah, personally, I think the use of lots of complicated words can come across as pretentious. I also think it can hault the flow of your writing: yes, it's wonderful to be succinct and expressive, but if your language is so obscure that readers have to stop and reach for a dictionary very couple of minutes, then I think that's distracting; although I do think the odd interesting unusual word is stimulating when used deftly (although I still don't really manage that in my work!). You could speak to your supervisor about it and see what they think - maybe the odd clever word would spice things up. Having said that, my supervisor is at the top of his feild and he writes in pretty much plain English - he doesn't use fancy words.

Good Luck (up)

Hi all, this has been an interesting thread discussion. Yeah, I agree about students wanting value for money, I understand their frustrations about that completley, which is why I put so much into the sessions. Howevr, I do think there is a culture whichhas been emerging for a few years whereby some students think that as 'consumers' they can just turn up and 'buy' a degree. ie we do it for them, ie they never have to visit a library, think of an essay topic or actually do any work. I mean I'm a self funded PhD and I expect value for money, but I also work like hell myself because I am paying for it; it just doesn't make sense to me that they'd spend so much money on something and then just squander it.

Hi Kean Bean, My group are having a problem with using the library too. I set them homework of going to the library and acquiring 3 pieces of literature which are relevant to their chosen essay topics, and then we'd disucss how to approach books in the session. My first years last year ad no prolem with it, but only two out of 25 managed it this year!!!! I mean arts undergraduates who can't use a blooming library. And they behave as if I'e asked them to invent time travel, and as if being able to use the library has no relevance to doing a degree...

I will not be writing out nice handouts for them on how to use the library, I think as undergraduates they should be able to go there and find out for themselves. But yeah, they're little ninnys, lightweights etc etc. No-one ever gave me guidance on how too approach a book or on how to wrte an essay. rrrrrhhhhhaaarrrr.

Yeah, it's good to know other people feel that way too. I have a group of first years some of whom don't do the work I ask of them and saying things like 'well, why should I bring something in as requested you know what one looks like' and pulling faces. I realy could throttle them at times, especially because they are draining my energy away from teaching and there are some excellent students in the group. If I were teaching in a school I would be tempted to throw them out into the corridor so the head could have word; or better still send 'em for the slipper! (which is whatt happened at my junior school). I've put so much into helping them with their essays, and sessions are planned out to equip them with the necessary skills, far more guidance than I ever got. Ungrateful little b*****s; they make me feel like a sargeant major, I thinkk I'll start the next session byy saying 'right you 'orrible lot' and make 'em do a hundred press ups.

I gave you both stars; thanks for the commaraderie.

Does anyone else think undergraduate students are becoming more and more demanding, petulant and rude? I'm finding that as the years pass some of them increasingly seem to think that their courses and teachers should be perfect, while they do not have to complete the required work to get a degree. I et the feeling, judging by my first years this year that universities are becoming more like secondary schools: students feeling they hold all the cards and can treat their teachers like dirt. Of course, some students are fabulous, but I just get the feeling things are moving that way.

Is anyone else sensing this?

The discussion on the 'advice for those entering an academic career' between Gibson and Wali inspired me to write this.

Hi Maria, I'd say something like:

'X has the ability and aptitude to perform at the highest (or whatever you think appropriate) level; he/she has always shown high levels of intelligence, good character, tenacity and determinatition. X has been an excellent student.'

I'm not sure how appropriate it is to mention their personal difficulties, some people can be prejudiced about these things and may think the student's problems still exist; although I can see how it is hard to leave out such heroic efforts. I think the important thing is to get across how bright and hardworking the student is, and that it wasn't his/her fault that they didn't reach their full potential.

Hi Maria, I'd say something like:

'X has the ability and aptitude to perform at the highest (or whatever you think appropriate) level; he/she has always shown high levels of intelligence, good character, tenacity and determinatition. X has been an excellent student.'

I'm not sure how appropriate it is to mention their personal difficulties, some people can be prejudiced about these things and may think the student's problems still exist; although I can see how it is hard to leave out such heroic efforts. I think the important thing is to get across how bright and hardworking the student is, and that it wasn't his/her fault that they didn't reach their full potential.