Research conceptualization in doctoral and master’s research writing

Abstract

Research conceptualization is challenging for doctoral and master’s writers, particularly multilingual students engaging in thesis writing or writing for publication. In doctoral and master’s student writing, research conceptualization appears in three genres: problem statements, research proposals and introduction sections or chapters. Swale’s (1990; Feak and Swales, 2011) CARS model is most often used to analyze conceptualization in these genres. While very useful as an analytical tool, the CARS model does not translate well to pedagogy. I argue that Merriam’s (2009) problem/purpose statement and questions (PPS&Q) format provides a flexible and accessible technique to make the process of research conceptualization visible and to help students focus their research throughout the writing process. Navigating problem formulation and gap spotting requires highly complex literacies and Merriam’s method allows students to begin simply and build complexity. While genre visibility provides a way for doctoral and master’s students to access high-level literacies demands, it can also be formulaic and constraining and needs to be taught with critical awareness.

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“…Importantly, the conceptual complexities that are created remain vague without the anchoring force of practical execution with real work performed by research authors (Badenhorst, 2021). The practical aspects of writing bring theory into focus through detailed research, deliberate writing processes, systematic methodologies, rigorous analysis and the coherent articulation of ideas from research findings (Humes, 1983; Levy and Olive, 2002).…”