DISABLED/DISABILITY ACTORS

DISABLED/DISABILITY ACTORS

THE GUIDELINE INSTRUCTIONS  FOR BOTH;

CW2 Dissertation Draft (8,000 words) Deadline: 6rd April 2017

CW2: Dissertation (8,000 words) 80%. Deadline: 9th of  May 2017.

 

An 8,000-word dissertation will account for 80% of the overall mark for this module. It must be submitted electronically on May 9th 2017.  Students should include a cover page with title, an abstract, a table of contents, an acknowledgments section (if appropriate), a statement that this is your own work (see next paragraph), an introduction, a literature review, a case study, a conclusion, a bibliography that includes works that you have referenced in the text of your dissertation, and an appendix if there is additional research material that you wish to present.

 

The statement of originality can run: I certify that this dissertation, and the research to which it refers, are the product of my own work, and that any ideas or quotations from the work of other people, published or otherwise, are fully acknowledged in accordance with the standard referencing practices of the discipline. You are also free to write an equivalent statement.

 

Assessment criteria for the task:

 

 

  • Evidence of familiarity with relevant literature with a range of sources
  • Understanding of topic and key areas of research
  • Clarity of argument with a logical development of ideas
  • Evidence of independent thinking and an original perspective on topic of investigation
  • The dissertation is well-structured and addresses given requirements and assessment criteria
  • The dissertation is compliant with conventions of scholarly citation
  • The dissertation demonstrates knowledge of effective writing styles with appropriate use of vocabulary, sentence structure, punctuation and grammar
  • Materials used are well-integrated within the dissertation.

 

 

Structuring your dissertation

 

Dissertations can assume many different forms, but the approach recommended here is for students to develop their dissertation into four main sections including an introduction and a conclusion.

 

The introduction should provide a summary of the core idea of the dissertation. It should include a discussion of the rationale of the dissertation: a summary of why you have chosen the area of investigation and why it is important. You may also detail your enquiry question, what lies within the scope of your investigation (and what lies outside it) and indicate the trajectory the dissertation will follow, areas that you seek to investigate and key ideas that you seek to test.

 

The next section is written as a Literature Review and surveys existing literature published on the topic that you wish to research. The review should summarise key arguments and be analysed within a critical framework, demonstrating the relevance of key ideas and theories to your overarching concerns. This is an opportunity for you to show your understanding of relevant theory and discuss your understandings to show your critical engagement and appreciation of key ideas. The literature review should also draw attention to some of the limits of existing research.

 

This review leads to the next main section of the dissertation, which is the case study. Through your case study you will attempt to develop a focused exploration of a specific area that relates to the broader field in which the case study is grounded. The case study draws on primary source material. The case study presents this material in an organised way that also connects to the literature review.

 

The conclusion brings together the results of your enquiry, key findings from you case study and a summary of your learning. It is an opportunity to synthesise different ideas and relate them to your starting points: your enquiry question and the concerns that prompted your research. You can draw on your understandings of reflective practice to: demonstrate areas of learning, evaluate your working methods, raise questions about different aspects of the study and how you might address them in future work. Where appropriate, you may identify how your findings have added to existing theory and knowledge of the field and indicate areas for further research. Additional material (including transcriptions of interviews) can be included in appendices at the end of the dissertation.

 

N.b. This is a summary of dissertation content. It is expected that students will develop and apply a detailed understanding of dissertation structure through independent reading of relevant core literature.

 

Conventions for presentation and submission

 

Above all other pieces of coursework, it is vital that referencing on the dissertation is exemplary. See Cite Them Right for more guidance on correct protocols and practices if you are not already sure of them.

 

Because there is a significant emphasis on distinguishing between existing research and the originality of your own work, it is also vital that the dissertation clearly demarcates the use of secondary materials (that is, the use of words, concepts and data that are not your own).

 

Cases of plagiarism, whether accidental or intentional, will be treated seriously. Poor referencing will also be judged to be a serious matter.

 

In accordance with UEL’s Environmental Sustainability policy, students are required to submit only ONE copy of each piece of coursework. In addition, dissertations must:

 

  • Be typed.
  • Use double or one-and-a-half spacing.
  • Use a minimum font size that is legible, such as Arial 12 or Times 12.
  • Include a left margin that is at least 3 centimetres wide.
  • Number pages consecutively.
  • Be legible.
  • Use consistent page design and formatting throughout.
  • Follow accepted academic conventions (as set out in Cite Them Right, etc.)

 

 

 

 

Penalties for failure to comply with word counts

 

Students should attempt to adhere to the requested quota. However, it is accepted practice that a student will not be penalised if the work is 10% over or 10% under the requirement.

 

 

 

 

NOTE 1.

 

 

  1. Construct a new literature review or reworking and re-positioning a literature review from the CW1 Dissertation Proposal, as it need to be expand in details.
  2. Show consolidated command of conventions of scholarly writing and citation

 

Thinking skills

 

  1. Identify and apply appropriate research methodologies
  2. Critically reflect on data produced
  3. Critically reflect on the ethical considerations of their chosen research topic

 

Subject-based practical skills

 

  1. Employ the skills of close reading of texts
  2. Evaluate a selected object of study (case study) in its appropriate historical context.

 

 

 

  1. Construct and implement a realistic research.

 

 

 

 

note 2A. VERY IMPORTANT TO BEAR IN MIND: THE TEXT COMMENT OR FEEDBACK FROM 2000 DISSerTATION PROPOSAL CW1, STATED BELOW.

 

 

 

it is important to look at ways to develop your argument. this can be achieved by;

 

  • being very specific about the areas you want to address.

 

  • avoid making very sweeping claims and judgements that are not based on evidence.

 

  • develop your discussion by interpretation of your references. you reference widely, but do no discuss…. WHY THESE SOURCES are relevant. demonstrating how these theorists illuminate the issues you have identified is really important and will allow you to make more connections in your writing and structure your work.

 

  • a case study is missing from your proposal. more detailed observations, quotes from disabled people would greatly help your discussion.

 

  • at times your writing style is really clear, elsewhere less so.

 

 

 

NOTE 2B: PLEASE, REMEMBER, THE CW2 8000 DISSERTATION WORDS-IS BASE ON…CHALLENGES DISABLED/DISABILITY ACTORS ENCOUNTER IN THEATRE, TELEVISION, FILM INDUSTRY. AND HOW THOSE ISSUES…. ARE BEEN ADDRESSED BY THE RESEARCH PRACTISED, AS WELL AS, DEVELOPING THEORY THAT WILL OVERCOME OR THAT WILL ADDRESS THE POSSISIBILITY OF RESOLUTION…WITH THE ONGOING PROBLEM.

 

 

Note 3: It is essential to have specific companies in UK or somebody work, as case studies. The strength and the originality of this dissertation…. Should be able to highpoints…. more than two practices in UK. Also the chosen case studies for this dissertation…… should be able to help the writer to come up…. with theory that will improve or that will address the resolution for the ongoing issues facing Disabled/Disability actors in entertainment industry.

 

 

Note 4: methodology…should be based on (research practice. In terms of making enquiry). Also, it is very important to look into (Research and Evaluation Methods in Special Education book by Donna M. Mertens and John A. McLaughlin, 2004, p. 97). This book highlights on Types and Examples of Qualitative Research Approaches. Furthermore…. I think some of the ideas from subheadings in page 97…will be suitable for CW2 dissertation, such headings are stated below;

 

 

 

  • PHENOMENOLOGY: A phenomenological study focuses on the essence or structure of an experience (phenomenon). It is an attempt to be able to describe the meaning of an experience from the perspective of the person who experiences it.

 

  • GROUNDED THEORY: The main differentiating characteristic for the grounded theory approach is that the researcher’s goal is to develop a theory that is grounded in the data collected using qualitative methods (see Glaser and Strauss, 1967; Strauss & Corbin, 1998).

 

 

 

 

 

NOTE 5, PLEASE READ AND FOLLOW: GUIDELINE FROM GREETHAM, B. (2013) HOW TO WRITE YOUR UNDERGRADUATE DISSERTATION– BASINGSTOKE: PALGRAVE MACMILLAN (PP. 267-287) DEVELOPING CONSISTENT ARGUMENT 1: THE COMPONENTS

 

THE CLARITY OF WRITING DEPENDS UPON…. HOW CLEARLY AND CONSISTENT THE WRITER THINK;

 

CHECK THE THREE ELEMENTS I.E. ARGUMENTS, EVIDENCE AND LANGUAGE;

 

THE DIFFERENCES BETWEEN INDUCTIVE AND DEDUCTIVE THINKING, AND VALIDITY AND TRUTH;

 

HOW TO CHECK THE COMPONENTS OF ARGUMENTS AND WHETHER THERE ARE ANY MISSING;

 

A SIMPLE METHOD FOR ROUTINELY… REMINDING THE WRITER WHAT TO LOOK FOR……

 

 

THE ANALYSIS OF THE CONCEPTS AND LANGUAGE TO REVEAL THEIR HIDDEN IMPLICATIONS. AS THIS MAKES CLEAR, THE WRITER NEED TO THINK ROUTINELY ABOUT THREE THINGS.

 

 

ARGUMENTS

 

ARE THEY VALID?

 

DO WRITER DRAW CONCLUSIONS THAT ARE CONSISTENT WITH HIS/HER ASSUMPTIONS?

 

ARE THERE HIDDEN ASSUMPTIONS IN WRITER ARGUMENTS?

 

 

EVIDENCE

 

DO WRITER HAVE ENOUGH EVIDENCE TO MAKE HIS/HER POINTS?

 

DO WRITER DESCRIBE THE EVIDENCE ACCURATELY?

 

DO WRITER DRAW RELIABLE AND RELEVANT INFERENCES FROM IT?

 

 

LANGUAGE

 

IS THE WRITER MEANING CLEAR?

 

DO WRITER USE WORDS CONSISTENTLY?

 

DOES THE WRITER LANGUAGE IMPLY MORE THAN HE/SHE ACKNOWLEDGE?

 

 

 

 

NOTE 6:DEVELOPING CONSISTENT

ARGUMENT 2: THE CONNECTIONS

 

 

 

HOW TO CHECK THAT WE HAVE MADE VALID CONNECTIONS BETWEEN OUR IDEAS AND CREATED CONSISTENT ARGUMENTS;

 

HOW TO AVOID… THE SIX MOST COMMON MISTAKES, WHEN MAKING THESE CONNECTIOS;

 

IS MY GENERALISATION BASED ON A SUFFICIENT NUMBER OF OBSERVED INSTANCES OR READING?

 

DO THESE INSTANCES REPRESENT A FAIR SAMPLE?

 

  • ARE THEY TYPICAL?
  • ARE THERE SPECIAL CONDITIONS PREVAILING?
  • ARE THERE ANY EXCEPTIONS?

 

 

WHAT IS THE PROBABILITY OF SUCH A GENERALISATION BEING TRUE? DOES THIS MAKE IT REASONABLE TO BELIEVE…? IT IS TRUE?

 

 

 

NOTE 7, PLEASE READ GUIDELINE FROM: WALLIMAN, N. (2004) PP. 119-131. INDICATING…WHY DO I NEED ARGUMENTS?

 

NOTE 8: IN THIS DISSERTATION YOU CAN;

  1. AGREE…WITH, DEFEND OR CONFIRM A POINT OF VIEW.
  2. PROPOSE A NEW POINT OF VIEW
  3. CONCEDE THAT AN EXISTING POINT OF VIEW HAS ITS MERITS.
  4. REFORMULATE AN EXISTING VIEW, CLARIFYING IT
  5. REJECT AN ARGUMENT WITH OTHER ARGUMENT
  6. RECONCILE TWO CONTRADICTORY POSITION
  7. RECANT, CHANGE OUR OWN POSITION

PLEASE READ WALLIMAN GUIDELINE FOR THE ABOVE BULLET POINT NUMBER (WALLIMAN, N.2004: 128 QUOTING TAYLOR, 1989: 67).

 

 

NOTE 9:  WORD COUNT FOR….

INTRODUCTION BETWEEN 400 AND 800.

LITERATURE REVIEW BETWEEN 2000-2400

CONCLUSION 800

NOTE 10: PLEASE LOOK AT THE RESOUCES BELOW…IF IS USEFUL FOR THE CHALLENGES DISABLED/DISABILITY ACTORS FACE… DURING PROFESSIONAL TRAINING AND ENTERTAINMENT INDUSTRY.

 

A http://disability-studies.leeds.ac.uk/publications/

CDS Publications » Centre for Disability Studies

disability-studies.leeds.ac.uk

CDS Publications. Centre members produce a wide range of books, research papers and scholarly articles. The work listed here is by no means exhaustive but gives a …

 

 

 

  1. Learning Disability and Contemporary Theatre: Devised Theatre, Physical Theatre, Radical Theatre Paperback2008 by Jon Palmer (Author), Richard Hayhow –
  2. Kupper, Petra – a book on disability and performance –
  3. Theatres of Learning Disability: Good, Bad, or Plain Ugly?  by Matt Hargrave , 2015 –
  4. Studying Disability Arts and Culture: An Introduction Paperback b y Kuppers  2014 – .
  5. Terret, Liselle (2009) Who’s got the power? Performance and self advocacy for people with learning disabilities. In: Applied Theatre Reader. Routledge, London, pp. 336-344. ISBN 9780415428866
  6. Disability Arts against exclusion – Goodley and Moore –
  7. Special Talents, Special Needs – McCurrach and Darnley

http://vimeo.com/49957264

 

 

Books and full chapters on line at Leeds CDS

 

http://www.leeds.ac.uk/disability-studies/books/book1.htm

 

Exploring the Divide: Illness and Disability, edited by Colin Barnes and Geof Mercer

 

http://www.leeds.ac.uk/disability-studies/books/book2.htm

 

Disability Studies; Past, Present and Future

 

http://www.leeds.ac.uk/disability-studies/books/book3.htm