Method Of Dissertations | The Essay Dissertations

Exists in some European schools, especially French, a method that students investigate and put into play their critical skills. Students must defend their points of view from an assertion made in this procedure. For example, the teacher may request a team of students develop the following statement: "the politicians can never tell the truth". Other examples of statements are "Mexico should not participate in the FAT" (free trade agreement) either, "the indigenous people of Mexico must be inserted in the nation like any other citizen who suffers shortcomings". Before these assertions, and after having researched enough, students have three options: defend the thesis, contradicting the thesis, or refine the thesis and condition it. This assumes previous phases of learning which are basically which are described below:

1. Present a model of how could be the dissertation. For this purpose you can use articles from newspapers or magazines that are comprehensive and well structured. These can be discussed in class.

2. Analyze the validity of the arguments of some examples or cases rigorously, this should be taken into account: a. the assumptions and validity of them. b. premises and conclusions. c. the relevance of the information provided in the premises. d. the validity of inferences. e. the fallacies or prejudices that may exist around the defended thesis (that might be in the article or be expressed by the students). f the existence of contrary argument to anticipate objections import antes.54

3. Once it is clear the student the dynamics of the process, students should ask questions about the thesis that touches them to develop best dissertation writing service. For example, for the first thesis the following could be done: always should I tell the truth? Cases in which not? What does morality in this respect tell us? What is the purpose of the policy? What happens in reality with the speeches of politicians?, and so on.

4. Once done, students should seek relevant information in books and articles that answer those questions or that relate to the dissertation in general (authors who have already spoken on the subject, in which case should be analyzed according to as suggested in point 2. The teacher on the other hand, can provide some basic bibliography.

5. With the information obtained and the personal criteria of students, these must sit to discuss the direction of his defense.

6. Students write his dissertation in an orderly manner taking into account all the elements of point 2. At the end of work, students devoted to the Group and subjected to questions and criticisms of all. As you can see, with this methodology, students develop skills such as investigate on their own, learn team work and learn and discover sophistry, argue, discuss profitably as well as anticipate objections (which is the basis of self-criticism). Its usefulness is very wide in the social sciences and even some topics of the "hard" sciences. Moreover, if the dissertation topics are relevant and are monitored Questions thereon prepared students, procedure will involve the participant to study various topics outlined in the curriculum. Quality criteria must be set and communicate in advance to evaluate the work.