Supervising Dissertations and Creative Projects

 

What they are

In many of the courses I’ve taught at university I’ve supervised students one-to-one. This has been at undergrad level 8,000 to 10,000 words dissertations on some aspect of literature, in my case usually teen or children’s literature. At masters level that has been a 12,000 to 14,000 word dissertation, a 12,000 word creative project with a 2,000 word exegesis and a research proposal, academic paper, or grant proposal and a presentation about the same for a Professional Practice module.  Another undergrad module involves workshopping in groups on creative pieces with some individual input from the tutor.

Differences and similarities

There seems to be a fundamental difference in the approach to creative tasks and to dissertations. It seems fine to comment on drafts of creative writing.  It seems less acceptable to comment on academic essays and dissertations.  

I argue that there are more similarities than differences and that having work critiqued by peers or staff can be a learning experience for students. You pick up that they’re telling not showing, so teach them how to show not tell. You pick up that their arguments are not well illustrated. Show them how to illustrate their arguments.

Tutorial processes

Before any of that happens, however, we need to go through a series of tutorials.  It will differ from student to student but this is roughly what I do. Also, throughout the time that I work with the students I am in email contact.

Most of these meetings will be in person but sometime we might operate via Skype of just email.

Meetings, homework, tutor actions	Dissertation	Creative Project	Professional Practice project
1	Establish student’s interests. Recommend reading. Set time scales.	Establish student’s interests. Recommend reading. Set time scales.	Establish student’s interests. Recommend reading. Set time scales.
Student’s homework	Read.	Read.	Read
2	Pin down student to project.  They should be able to make a two line statement about what it entails. Brain storm bullet points.	Pin down student to project. They should be able to make a two line statement about what it entails. Get student to structure creative piece.	Pin down student to project. They should be able to make a two line statement about what it entails.  Get student to structure essay, attempt applications and put together proposals in bullet points.  presentations
Student’s homework	Write opening paragraph and one other. Send to tutor for comments.	Write a first draft of creative piece.	Prepare the presentation.
Tutor actions	Tutor comments on writing style	Tutors comments on overall structure and general writing style.	Tutor looks at presentation and comments on overall shape of project.
2a			Tutor watches presentation and comments presentation skills. On this module this can be done in class with other students watching and listening to tutor’s comments.
Student’s homework	Complete first draft	Complete further draft	Completes first draft of project.
Tutor	Comments on student’s work.	Comments on student’s work.	Comments on student’s work.
3	Face to face or Skype meeting to ensure student understands comments.	Face to face or Skype meeting to ensure student understands comments.	Face to face or Skype meeting to ensure student understands comments.
Student’s homework	Response to what tutor has said in preparation for a further draft.	Response to what tutor has said in preparation for a further draft.	Response to what tutor has said in preparation for a further draft.
Tutor  action	Tutor looks at the nitty-gritty – how does student’s writing  respond to the mark descriptors.	Tutor looks at the nitty-gritty – how does student’s writing  respond to the mark descriptors.	Tutor looks at the nitty-gritty – how does student’s writing  respond to the mark descriptors.
4	Make sure that student understands comments	Make sure that student understands comments	Make sure that student understands comments
5	Discuss feedback after work has been marked.	Discuss feedback after work has been marked.	Discuss feedback after work has been marked.

  

Note, when the tutor sees the work they are not marking it.  They are critiquing it and homing in on what the student could do better. This becomes a teaching / learning situation.  The better the student responds the better their project will be eventually. We’re pealing back layers. However, tutors should not see the final draft. The student has the ultimate responsibility for that.  

Often project such as these are second-marked by an appropriate colleague. It can seem as if the tutor is being marked. Usually the supervising member of staff will be the one that knows the most about the topic.  The second-marker make sure that the fits marker is making sense  of the mark descriptors and is being objective in their assessment.     

Image by mohamed Hassan from Pixabay