2. Examination of the thesis

Read the text and be ready to discuss the process of thesis preparing at different stages.

Having completed the investigation a research student must submit the thesis with the obtained results for preliminary evaluation to get the permission for the preliminary defense (predefence). He has to submit the thesis, even if he thinks that one of the chapters needs one more draft or some other refinement. However, it is impossible to make the thesis text perfect in a finite time. A research student should be aware of the fact that each thesis contains things that could have been done better.

The experts who are seriously doing research in just that area must competently assess the thesis quality. Inevitably, they will notice some typos or other faults that need correcting. Nevertheless, their task is not only to show how thoroughly they have read the work and found some examples of improvements. They evaluate the relevance of the thesis subject and content to its title and the discipline, as well as the degree of the author’s personal participation in obtaining research results, the degree of validity of the scientific findings, and the author’s propositions and conclusions. The experts focus their attention on the practical value of the thesis, and, if satisfied, they recommend the dissertation for defense. If not, and the experts notice some outright errors, they may challenge it.

The preliminary defense looks like the Thesis Oral Examination in English speaking countries. The purpose of the oral defense is threefold. First, it provides the opportunity for academic conversation among peers. The research student is expected to provide authoritative insight into previously uncharted or contested issues; hence, he should be well prepared to present information persuasively and articulately. Secondly, the predefense allows the candidate student to formulate and disseminate his research findings and to contribute to the enhancement of knowledge within his field. Answering questions, the postgraduate proves his deep awareness of how he carried out the research. Finally, the predefense signals the closure of the research doctoral programme.

If the thesis fits a specific field and specialties within it, the members of the specialized Dissertation Council make the next stage of the preliminary evaluation. Currently there are two Dissertation Councils at Siberian State University of Railway Engineering. Dissertation Council ДМ 218.012.01 accepts theses for defense for the degree of Candidate of Science in Design and Engineering of Motor roads, underground railways, aerodromes, bridges and transport tunnels. Dissertation Council ДМ 218.012.06 accepts theses for defense for the degree of Candidate of Science in Economics in the following two specialties: Economics in Transport Industry and National Economy Management.

The Dissertation Council once again considers the thesis quality, as well as its completeness, and author’s publications presented the thesis. If satisfied, and a candidate for a degree submits a reference demonstrating the importance of the obtained results provided by the leading organization, the Dissertation Council appoints two official opponents, who must write a reference on the thesis and participate in person in the defense process.

The defense of the thesis, which is undertaken in public, implies a scientific debate. A candidate for a degree should be mentally prepared to come out of a sticky situation. He explains the thesis subject and the research relevance, reports the obtained data and results, proves the degree of validity of the scientific findings and the proposed hypothesis, emphasizes propositions, conclusions and the points for further investigation, answers the questions and defend the originality of his ideas.

Having completed the procedure of thesis defense, the members of the Dissertation Council start the next procedure of voting on whether or not to confer the Candidate of Science degree. The voting is made by secret ballot, and if the result is positive, the Dissertation Council must submit the applicant’s documents to the Higher Certification Commission within thirty days.

Exercise 4.2.1

The process of thesis writing includes looking through the first drafts of thesis chapters and paying attention to accuracy and brevity. Complement this pattern with your experience of writing scientific text.

A thesis is a long piece of writing which is based on one’s own research. Research students perform different experiments and other scientific procedures to test their hypotheses or make a discovery. The obtained data must be described in scientific journals or in collected papers and articles.

Writing scientific articles, papers and thesis chapters requires some particular skills. Three strategies used in the writing of scientific texts – free writing, generative writing and structured writing – are often undervalued, underused and underdeveloped.

I have realized that scientific writing is a difficult art for me, and it takes a while to learn this art because my scientific adviser (research supervisor) often covers my texts with his suggestions and comments. To build my confidence in writing and become proficient in my area of science I have read the clearly explained, explicit theses. Currently they are stored in a digital form as pdf files on a server of many universities.

Before I submit a draft to my adviser, I try to make the text clear and a little formal, check for grammatical failings, and run a spell check so that make the thesis easier to read. I use short, simple phrases and words though I also use some lengthy technical words when they are necessary. On the other hand, when the idea is complicated I have to use complicated sentences. I submit only thoroughly revised versions, so that my research supervisor does not waste time correcting my grammar, spelling and poor constructions.

Each comment of my adviser tells me a way in which I can improve the text and make my work much better. My adviser is deeply convinced that writing is the activity that should be developed throughout the whole research process. He decorates my text with his scribbles teaching me to present information and arguments as a series of numbered points. He also warns me against misusing scientific terms or using absolute statements like “always” and “never” in science writing, and demands each claim to be supported by evidence.

I try to avoid of long and awkward paragraphs and sometimes I have to rewrite some parts of the text to make it clear what I did. I pay due attention to the appearance but first I improve the content. Finally, my text becomes a connected and convincing argument. Additionally, I develop a host of skills in problem solving, balancing priorities, time management, writing scientific papers in a clear professional style and presenting them.

Exercise 4.2.2

Work in groups of two. Make up a dialogue relying on the questions below. Practice the dialogue with your partner.

1. What problem is your research trying to solve?

2. Why did you decide to investigate that problem?

3. Why is this research and your findings important?

4. What is the scope of your study - a general problem, or something specific?

5. How did you conduct your research? What did you use?

6. What unanswered question or untried method in existing research does your experiment address?

7. What is your main claim or argument?

8. What have you observed?

9. What does your observation mean?

10. What have you found out?

11. Do the results agree, contradict, or are they exceptions to the rule?

12. What do your results mean?

13. What findings of others are you challenging or extending?

14. What solution (or step toward a solution) do you propose?

15. What answer have you reached from your research?

16. Has your hypothesis or argument been supported?

17. What conclusions can you draw?

18. Did the study achieve the goal (resolve the problem, answer the question, support the hypothesis) presented in the Introduction?

Exercise 4.2.3

Phrasal verbs consist of a verb and an adverbial or a prepositional particle. They cannot be translated literally and therefore they are difficult to learn. They are used to convey a special meaning. To find their meanings you should keep in mind that the same verb followed by different particles conveys different meanings. Use dictionaries to understand the meaning of the phrasal verbs in the following tasks:

Table 8

A. Match the phrasal verbs with their meanings and then translate them

Phrasal verbs	Meaning	Translation
1. to be about	a) to like a lot
2. to be down	b) to be depressed
3. to be into	c) to concern
4. to be off	d) to finish
5. to be over	e) to be rotten

B. Fill the gaps using phrasal verbs in the correct form

1. What was the lecture ___ ?

2. I’m ___ both classical music and jazz.

3. What time will the meeting be ___ ?

4. This cheese always smells strong. Don’t worry. It’s not ___ .

5. I am normally a bit ___ at this season.

6. What kind of reading are you ___ ?

7. The conference was ___ on Friday afternoon.

8. Peter failed his driving test. That’s why he’s ___ at the moment.

C. Now make up some examples of your own.

Table 9

A. Match the phrasal verbs with their meanings and then translate them

Phrasal verbs	Meaning	Translation
1. to get off with	a) to connect with by phone
2. to get on	b) to have good relations with
3. to get on with	c) board
4. to get through	d) get out of bed
5. to get up	e) have a romantic encounter with

B. Fill the gaps using phrasal verbs in the correct form

1. Eve got ____ with Sam at the office party.

2. When I got ___ the bus, it was full and I had to stand up.

3. My collegues are easygoing persons. We get ___ quite well.

4. Is there something wrong with your mobile? I couldn’t get ___ .

5. We have to get___ early tomorrow.)

6. She doesn’t have to get ___ until ten.

7. I don’t get ___ his parents.

8. We’ try to get ___ with you the day after tomorrow.

C. Now make up some examples of your own.

Table 10

A. Join the phrasal verbs with their meaning and then translate them

Phrasal verbs	Meaning	Translation
1. to give away	a) distribute
2. to give back	b) surrender
3. to give in	c) return smth
4. to give out	d) give for free
5. to give up (1)	e) stop doing smth
6. to give up (2)	f) stop trying

B. Fill the gaps using phrasal verbs in the correct form

1. Give me ___ my flash drive. You’ve been taking my things for ages!!! (away / back)

2. Don’t give ___. Keep trying and conduct your experiment. (away / up)

3. Alan didn’t want to participate in our meeting so we all tried to persuade him and he gave ___ . (away / in)

4. It’s difficult to give ___ bad habits. (away / up)

5. The reaction gave ___ a tremendous heat. (away / out)

6. It was very difficult problem. In the end I gave ___ and found somebody to help me. (away / up)

7. Our former chief was mean. He never gave ___ anything. (away / up)

8. Can you answer the question or do you give ___ ? (away / up)

9. I’ve got a small oil heater but it doesn’t give ___ much heat. (away / out)

10. We spent all morning giving ___ information leaflets about the meeting. (up / out)

C. Now make up some examples of your own.

Table 11

A. Match the phrasal verbs with their meanings and then translate them

Phrasal verbs	Meaning	Translation
1. to take after	a) start a new hobby
2. to take back	b) take control of a company
3. to take in	c) remove
4. to take off (1)	d) absorb information
5. to take off (2)	e) resemble a relative
6 .to take over	f) return to the shop
7. to take up	g) leave the ground

B. Fill the gaps using phrasal verbs in the correct form

1. I’ve just taken ___ swimming.

2. The lecture was complicated but I managed to take ___ most of it.

3. My brother really takes ___ our mother.

4. She normally takes ___ her gloves before shaking hands with her collegues.

5. The new director will be taking ___ next week.

6. Many people take ___ English to make their careers.)

7. He spoke so fast that I couldn’t take ___ a word he said.

8. What time does your plane take ___ ?

9. I’m going to take this book ___ because it’s not relevant to my subject.

10. If it’s faulty, we’ll take it ___ and exchange it for another one.

C. Now make up some examples of your own.

Table 12

A. Match the phrasal verbs with their meanings and then translate them

Phrasal verbs	Meaning	Translation
1. to turn down	a) reject
2. to turn into	b) switch off
3. to turn off	c) start up
4. to turn on	d) result
5. to turn out	e) transform
6 .to turn up	f) attend, increase the volume

B. Fill the gaps using phrasal verbs in the correct form

1. George was offered a new job but he turned it ___.

2. I often forget to turn ___the alarm clock on a Sunday.

3. So it turns out, the inertia, which governs angular motion, scales as a fifth power of R.

4. I can’t hear that news. Can you turn the radio ___ , please?

5. They turned me ___ for the new position.

6. Turning ___ a computer involves three different steps.

7. Turn ___ the new version of Google presentations.

8. You should see a doctor about that cough in case it turns ___ something more serious.

C. Now make up some examples of your own.

Part V Communicating at on-line international scientific conferences

The best conferences for beginning researchers are small intimate workshops with informal contact where they can start talking to others. Such sessions can be more effective than crowded meetings with the most famous speakers and hundreds of participants. Participating in scientific conferences and presenting research reports will develop verbal and written communicating. Starting with an “elevator speech” in English, answer the most common questions you will get at a conference “What is your research about? What do you do?” You will look much more professional if you do not stumble explaining your research and answering these questions in a 30-second speech (8 - 10 sentences). Speaking publically will develop your confidence .