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We never encourage malpractices and that's why we are the most reliable writing service provider. Yes indeed! we do have a contact number so that our clients get immediate assistance regarding any problem. Once we finish any project, we process it directly to the given email addresses of our clients that are attached with the order forms. If the delivered work has mistakes, our quality assurance department will revise them immediately and assure you a well crafted work without any fault. Yes it is! we assure top quality services with unlimited revisions so that our clients get ultimate satisfaction without paying any extra charges. By leonard cassuto october 03, 2010 a former graduate student wrote me a note a few months ago to thank me for helping him drop out. What's wrong with that picture? nothing, except that we don't see it often enough.

The problem is that academic culture doesn't credit the decision to stop writing a dissertation as legitimate. I've met many people over the years who have dropped out as abd's, and not one has ever presented the decision better than apologetically. Many see it as a personal failure mdash like the student who confessed, i haven't lived up to the investment that the university made in me. Graduate school administrators collect untold fortunes in open file fees from people who pay to keep their student status alive for five, 10, even 20 years after they've left the university, all in order to say mostly to themselves that they're still at it.

Fences By August Wilson Essay

They stay because the unfinished dissertation is like the wound of philoctetes in greek mythology, a festering sore that never goes away. No mere albatross, it stigmatizes its owner in ways that usually leave permanent scars. Philoctetes himself was ostracized, and he became a suffering hero of tragic theater.

The sociologist erving goffman describes stigma as when a person is disqualified from full social acceptance. Graduate students are already marginal by virtue of being apprentices, but a foundering dissertation compromises their status even further. Watching someone tread water in lake dissertation as one clear eyed student aptly put it is one of the more painful sights in academe, but it will remain an all too common spectacle given the stigma attached to the alternative.

The bad news is that the problem is being viewed almost entirely in administrative terms. A 2007 study by the council of graduate schools showed, among other things, that most attrition from doctoral programs occurs in the first few years, not at the dissertation stage mdash a disturbing finding because the dissertation stage is much longer but an important one. In one of the more polemical contributions to that discussion, harvard university's louis menand recommends revamping the structure of the dissertation to make it shorter, more practical, and less research driven. We can only benefit from examining our degree granting practice, but let's not forget that this is foremost a teaching issue. Right now we allow mdash and through our passivity even promote mdash the sense that someone who doesn't finish is a quitter.

Most professors recognize when graduate students won't finish, but mostly we do nothing. We need to talk to our struggling graduate students, not treat them as though they were invisible. How then should we teach the students who are destined to run aground? students who aren't going to finish have certain specific needs that we can identify and try to meet. if you love them, let them go freely. our job is to lead students toward the finish line, but it's also to let them choose their own finish line. How to help a struggling graduate student actually complete the dissertation will be the subject of the sequel to this article, next month. But let's assume that you and your student have done all you can, and that the dissertation is still foundering. In that case, it may be time to ask, are you having trouble hanging on, or letting go? i've asked that of students more than once in my career, and the initial response is usually, wow, good question.

Indeed, it is a question many graduate students should consider, and it can serve as the proverbial mustard seed. advise the student, not just the dissertation. most graduate students are young grown ups who are still making major life choices. Some of those choices, such as the need to support a young family, may lead away from dissertation completion. Sometimes i have to remind myself that it's the student's dissertation, not mine. We can often help students navigate past research or writing problems, and we should always try.

But if the dissertation is not going to get done, the adviser needs to let go of it, no matter how significant a contribution the work might make if it were ever to see the light of publication. understand the power of your approval. who's your dissertation adviser? is one of academe's faq's, but its outward benignity conceals the assumption that if you work hard and all goes well, you will be prized one day as your adviser's scion. Graduate students seek their advisers' approval all the time, and invariably believe that if they leave the program without a ph.d. I once sat a student down and told her that i would be as proud of her if she left the program to work full time at the nonacademic job she loved as i would be if she stayed and finished her thesis. abd does not equal failure. all graduate students embark on the dissertation with the idea of finishing it, but sometimes it's better for them to cut their losses. If we accept that leaving school can be a better decision than staying, we need to treat it that way. One student might be unable to cure himself of perfectionism, while another might so dislike research that she can't make herself do it.

Many students make those self discoveries during the dissertation phase, but the insights can take a while to sink in. Faculty mentors particularly of fully funded students sometimes compound the problem by choosing not to discuss with their advisees the signs of possible problems down the road. Time to degree imperatives push us to say, onward, onward, no matter the cost or consequences, but we should check that impulse. Talking to students about their work can include asking them if they're having trouble doing it.