Proper Document Formatting: Your Readers Want It!

Since our undergrad years we have been told to use seemingly arbitrary formatting conventions for many of the academic assignments we've turned in.  There are lab report formats, literature review formats, citation styles such as APA, MLA, and a hundred others. As an English student, I learned MLA, scoffed at what I thought was APA's fixation on dates and enshrining of other people's research, and never looked back.

But now that I teach writing, and sometimes research writing, I've had to learn how format and style is dependent on discipline.  My students use what suits them. APA makes much more sense for many of the sciences.  I, a literature student, could write many pages on a hundred year old piece of scholarship, as long as I knew what else has been said about it in 2016.  But a science student or psych student has no use for moldy old papers, beyond understanding the history of their discipline. Dates matter, and I'm glad we don't take medicine produced with ancient methods or visit hospitals built upon century-old research!  (APA helps make sure of it.)  Just as I'm glad that engineers even have their own way of documenting things (ASME, and others) that respects the research of others, so that when someone uses their findings, our bridges stay up and our cars drive straight. (I'm showing my humanities understanding of how things work now, haha!)  So, there really are reasons for these things.

But even though I know about the plenitude of research styles and the uses for them now, I see even more clearly that all the formatting of these styles, on the page, is definitely arbitrary.

So why the heck do we format?  

What's the point? I'll tell you. Because it is a convention that is absolutely necessary to keep your reader from pulling their hair out and losing their eyesight!  (Especially now that you are writing a hundred or even hundreds of pages for someone else's review). Students, especially my freshman writers, sometimes balk at this arbitrariness. But I kind of revel in it.  (After all, even language itself is arbitrary. And so are apostrophes.). Arbitrary strictness, when it comes to documents, is far and wide preferable to willy-nilly personal formatting quirks (at best), or incoherent methods of document organization that impede meaning (at worst).

Here at the Thesis Office, we understand that many quirks about your document have to do with whether you are a biologist, or an art therapist, or a computer scientist, or a linguist, or... you get the idea. We see the marks of your discipline on the page, and we can even help you make sure you are making those marks correctly (citations, references, tables, etc.) before your committee even sees the thing.  Please, come see us!  But in addition to those formatting requirements handed down from your discipline gods, the Thesis gods have a few more.  And this is where you might really need our help.  Again, you're asking EGADS! WHY?  Because someone has to read your paper, that's why. And hopefully for your sake, many someones will read your paper. Format, and every other kind of orthography, that is, the way things look on a page, is about making yourself easy to read. Your document will go into a repository with thousands of other documents, and if it looks different, it will look funny.  And it may even look confusing. The reader has to know: Where do I find the list of tables? How is the front matter arranged and numbered? What corner are the page numbers in? What level of heading am I reading, like is this an important section or a sub-thought?  Can I put this in a binder and be sure the holes aren't going to punch right through the data sets? Etc. Standardized formatting means readers know what they're getting, and can use it easily.  Nothing we ask you to do will compromise the goals of the formatting of your discipline. But it might drive you crazy anyway.  Seriously, come see us.

A reader's experience

I have a first grader, and I commend the teacher who can read thirty little papers in thirty handwriting styles and in thirty invented spelling styles, all written in everyone's favorite crayon color. I salute you! As a teacher of philosophy and freshman English, I don't have it so bad. But I see so many papers. A few hundred every term.

While it is certainly nice to have everything typed on white paper, I also ask my students to use certain formatting, and invariably they don't take it very seriously until about mid-term.  I get papers in the default Microsoft Word font, I get papers in fonts that look very much like Times New Roman but are not Times New Roman ("TNR 12pt!" I write, in screaming teacher commentary at the top of their paper, right next to "TITLE!" because for some strange reason they don't title their work...)  I read the piles of papers, and the idiosyncrasies drive me mad. The font called Cambria makes me want to scream. OMG CAMBRIA UGH! The attempted use of 2.25 spacing to pad their papers (instead of a double-space) just makes me laugh. 1.5" margins make me put my head down on the table and take a break.  While some of these things are because of students trying to trick me (I know grad students don't do that!), some are them are out of pure carelessness.  They are not bucking against convention. They are being undisciplined and causing problems for their reader.  The students with the best grades?  The ones with good formatting.  Not because I grade them on their perfect margins!  But because they are people who pay attention to detail, and that comes out in both the content of their papers and in the presentation.  While the Thesis office won't have much to say about your content, your committee will. The presentation of it is important.

So when Carolyn at the Thesis Office finally reads your work, we don't want to hear her head thud to the table in the next room, or hear her scream "AAAACK 1.5 inch MARGINSSS!" from down the hall. We'll all want to know who did it.

You have worked so hard on this thesis.  Do it an honor and do your future readers the honor of formatting it like a pro!  Because once you pass this last "test," you are a pro.  Conventions are annoying, they take up time and brain-space, and no one can tell us exactly why they are the way they are.  But they are still important, just as important as the conventions of using a period to end a sentence or quotation marks to set off a quote. If we value our research and its products, we should do everything we can to participate in the community by keeping our reviewers', committee's, and future readers' eyes on the page and their heads off the table.

The Right Place to Write?

Mark Twain finishing a chapter?

NIU’s thesis and dissertation writing group, Write Place/Write Time, met yesterday from 6 to 9 p.m. for our first fall meet-up. Four of us convened in our clean, well-lighted place—reserved every second Thursday—next to the Fourth Floor East windows in Founders Memorial Library. After greeting and chatting briefly, we each got down to business: composing in a quiet environment largely removed from everyday distractions. A great experience!

Writing alongside others working on projects similar to your own has many benefits: structure, support, accountability, and a spirit of healthy competition (in the positive sense suggested by the Latin roots of compete: com- ‘together’ + petere ‘to strive’). In previous posts, this blog has featured excellent overviews of Write Place/Write Time and its benefits in the context of one dissertator's routine and schedule (May 20, 2016, and December 4, 2015). Here I’d like to add a bit more on the topic of the places where successful writing happens through sharing of a few pieces of literary trivia.

Other Writers, Other Places

Virginia Woolf once famously said, to be able to write one needs money and a room of one’s own (in reference to women writing fiction in Shakespeare’s day). As any grad student can tell you, she was right about the money part.  But what about that other part? Is a room of one’s own the optimal setting for good writing?

Georges Simenon--
I think he's the guy at the desk.

Settings you can’t call your own may very well feature all manner of unhelpful distractions. Perhaps that’s why Belgian novelist Georges Simenon strongly favored working in a room just for him. Creator of hundreds of detective novels, Simenon was “perhaps the most widely published author of the 20th century,” according to his official website. Simenon would reportedly complete a novel in about eleven days of isolated, non-stop writing. He would take breaks to eat and sleep, but during these writing stints he would speak to no one, take no phone calls, and never leave his room (Salgado 66). No word on whether he ever considered grad school.

Writing in your own space may help foster constructive writing methods. In his later years, as pictured above, Mark Twain apparently preferred to write in his bedroom while still in bed. Twain isn’t the only successful author who developed a fancy for horizontal composing. The approach has been taken up more recently by DeKalb High School graduate, novelist, and Stanford professor Richard Powers.

Richard Powers: Standing up at Stanford.

In a 2003 interview in The Paris Review, Powers related that his dream “has always been to suspend myself in space when I write, and lying horizontal in bed is the closest to doing that.” Perhaps this method is worth exploring.

Just as memorable and worth considering is Ernest Hemingway’s habit of writing in his bedroom while standing up. A fascinating portrait of Hemingway’s work habits appears in this 1958 interview in The Paris Review.


Summing Up: Write Place/Write Time

Ernest Hemingway thinking on his feet.

Certainly all writers need some sort of combination of place and time in order to get their writing done. May the above anecdotes and reading links refresh some of your ideas about writing, help you rethink places where your best writing happens, and inspire you to get back to it.

And remember: a room of our own is available every second Thursday in the library. We hope to see you there. Until then, happy writing!

                             Work Cited

Salgado, Gamini.  “The Novelist at Work.”  Novels and Novelists: A Guide to the World of Fiction.   Ed. Martin Seymour-Smith.  New York: St. Martin’s, 1980.  Print.

The History of the Dissertation in Academia

Since I am in the beginning stages of writing a dissertation, I began to wonder... WHY???  And I'm sure you all wonder this at some point.  I looked into the history of the dissertation and didn't find much of interest, until I came upon an old, stale article (does anybody remember 1998?) by Gary Olson and Julie Drew.  It's an interesting read, despite its staleness -- because of its mission.  The authors' need to go into the history of the dissertation is driven by their urge to protect the scholarly and professional status of the dissertation -- to keep universities and faculty alike from downgrading these documents, which are no longer necessarily published or even publishable, to grey literature, second-rate student exercises in a discipline. If that's all it is, then why do it, right?  Academia is so bad we might as well all go ABD!

The History

But wait -- we are working in an enterprise with a short but significant life.  Here is a brief look:


The dissertation is a relatively new rite of passage in the history of academia. When medieval and Renaissance scholars took academic titles, they didn't dissertate to get there. And when some of the most highly educated scholars and writers of the Early Modern Period finished their schooling, they didn't take the title "Doctor". (Unless maybe they were a Doctor of Physick and liked attaching leeches to people!)

The dissertation has its origins in 18th and 19th century Europe, particularly in Germany. Herr Doktors were the first scholars to have to not only write but publish a dissertation in order to have their degree conferred. This guaranteed that the junior scholars, in whom the senior scholars had invested so much time, would produce new knowledge, a contribution. The first American University to grant PhD's followed this format, and by 1861 our own Yale had produced the first three American Doctors of Philosophy, who had all published short but sweet dissertations (Olson 57). (One was six pages long!)

James Morris Whiton,
first American Ph.D.

It was this migration of the dissertation to America, combined with what one of my professors calls "the reading machine" (i.e. capitalism-fueled publishing and the consumption of such), that led to the establishment of the university press (Olson 58).  We had to find a way to print all those books!

Then, with PhDs increasing every year, it eventually became impractical to publish the "diss," (that's what we call it in the biz...), and the requirement to publish fell off by the 1930s (Olson 58).  Since then, we have moved to microfilm, a single bound copy in the library, and eventually, all electronic dissertations that have probably never been printed on paper in their final form. (Unless the proud new Doctor pays about fifty bucks to get a vanity-bound personal copy).  So, what was once a scholar's first real book, a first real contribution to the field, became more like a hoop to jump through.  A big, flaming hoop.

What do we do?

So how do we reclaim our diss? How do we make the diss a scholarly foray into a real academic conversation, rather than a closed-course driving test? Is it about attitude?  Maybe it's about our advisors and their attitude toward the project (Olson suggests as much). Maybe the answer is to think of the diss as something in between a first solo flight and a final flight simulation test. But the difference between those things is huge. The difference between those things can cost us a job. How do we describe our flying to a potential employer, if we don't even believe that we've ever really left the ground?

Well, I don't really know yet. I'll tell you when I figure it out. But no matter how I feel about the result, you can bet I'm going to order one of those fifty dollar cloth-bound copies for my tiny office.

Work Cited

Olson, Gary A., and Julie Drew. "(Re) Reeinvisioning Dissertation in English Studies." College English, 61.1 (1998): 56-66.

A Fond Hello from Your New Bloggers

Hello thesis and dissertation writers!

Clare and Mike are onto bigger and better things (like finishing their dissertations), and they have passed the torch to us, another two dissertation writers from the NIU English Department.

We will continue to maintain and grow this blog where you can turn to find helpful (and correct!) advice, current news, and even educative tales of personal struggle to help you through this seemingly never-ending stage of your career.

So, to introduce ourselves...

Hi, I'm Robyn

My name is Robyn Byrd, and I am starting my fourth year of PhD-ing at NIU.  I am just beginning the dissertation process this Fall. And I really mean "just beginning." I am working on my still-nebulous, still-too-broad prospectus, pulling together my committee, and going through all those early stage troubles of what it even means to write a thing like this! I study philology (like linguistics, but for written words), so I read funny dead languages like Old Norse. There will be Vikings in my dissertation. And beyond that...I have a long way to go.

But since I work at the thesis office, I'll be okay.  And so will you! I can help you with everything from big existential thesis questions to document formatting. I'm kind of an instant expert.

My professional life outside the Thesis Office includes adjunct work at Aurora University, where I teach a lot of philosophy and a little bit of grammar since earning my master's degree at NIU in 2013.

The fun stuff: At home I have two kids, a little girl and a semi-large boy, who love ponies and cars (guess which is which).  I love bicycles and ride them far, I play music on the flute and sing in a rock band or two, and I thoroughly appreciate my boyfriend who puts up with me talking about inflectional morphology and Nietzschean aphorisms until 1 am.


Hello there!  I’m Fred

I'm Fred Stark, the other new assistant in the Thesis and Dissertation Office.

I’m a PhD candidate in English at NIU, and throughout this academic year I’ll be working on completing my dissertation, which deals with representations of language and cultural contact in American maritime fiction between 1830 and 1915. To put that another way: I’m comparing characters and communicative situations in the early novels of Herman Melville to those in selected works of sea fiction by other authors from this period, up to and including major sea novels by Jack London. Not so many Vikings in my dissertation, but plenty of sea drifters, an assortment of whalers, and here and there a few pirates.


I come to all this after several years of English teaching, the last four in the First-Year Composition Program at NIU and, prior to that, a few universities overseas. When I’m not working on academic stuff, I try to enjoy the outdoors as much as I can. I’ve done a lot of hiking and trekking over the years, and since coming to NIU I have made it to several geographic high points in the Midwest, including the Illinois high point a bit east of Galena. No, I didn’t walk all the way there from DeKalb!

This fall, in addition to assisting writers like you, I’ll be spending a fair amount of time in Founders Memorial Library.  I’ll be completing some of my dissertation research in Rare Books and Special Collections, chasing down stories of high-seas adventure in its vast holdings of nineteenth-century dime novels. I’ll also be on the Fourth Floor every month for our grad-student-sponsored writing group, Write Place/Write Time.

Be sure to check back in the coming weeks for more information on our writing group and other topics of interest. Happy writing!

A Clare Foland Farewell

I'd like to inform you that it's time for a change of hands in the Thesis Office. Mike’s and my assistantships are coming to an end, and two new GA's will introduce themselves to you in a couple weeks.

I know I can speak for Mike in saying that we have thoroughly enjoyed our time here. We worked hard to implement a service-oriented focus in the Office, as we were tasked to do by Carolyn Law, who has envisioned such changes for a long time but never had a staff to help.

The new GA's will undoubtedly come up with new ideas, but I'd like to leave you with a couple lessons I've learned, which may serve as simple reminders.

First, in my consultations with students, I have continually needed to refer to the Thesis or Dissertation Format Guidelines found on our website. Even working here, I sometimes forget certain formatting requirements, so I cannot stress enough to those who are just beginning their thesis or dissertation writing, and even to those who are winding down, to constantly refer to the appropriate guidelines and use the tools we have provided online. The more that you format your document correctly from the start, the easier your final preparation will be, even though you will still likely have some finishing touch changes to make.

Also, I have learned that formatting documents in Word can be frustrating (lol-you knew that). Here, all I can say is try not to let the frustration get to you. I know that's not much help, but I thought it couldn’t hurt to remind that you are not alone in these issues.

My greatest lesson involves advice we repeatedly give: just write. Write down any and all of your thoughts for a chapter or section, no matter how inelegant, unformed, disorganized, or badly phrased—get those ideas on paper. This has been the only way I have made progress, and I am now about half way through my dissertation draft. When I started here, I only had my proposal written. I actually then rewrote/re-framed my proposal to reign in, and restart, my thoughts before diving into a chapter. Next, upon advice from Carolyn Law, I “dared to be adequate”; that is, I literally slapped some drivel onto paper. (And I learned this new word, “drivel”!) Yet, as I worked along on that first chapter, it slowly started to shape up. I am continuing this practice, and it is the only method that works for me.

I have enjoyed meeting students from many disciplines and hearing about your progress, your studies, and your challenges. I feel privileged to have met and worked with a whole bunch of thoughtful people who care deeply about their projects, even knowing what they give up to get these theses and dissertations written. I wish you all the best in completing your work.

So, at the risk of sounding cheesy, I’ll leave you with the following saying: Keep Calm and Write On!

See you on Facebook, at Founders, and at the Write Place, Write Time sessions.

Re-reading Your Dissertation

I read my primary texts; I collected and annotated my secondary sources; I composed an outline; I reflected on my subject matter; I procrastinated; I became frustrated with myself for procrastinating, which only bred more procrastination; I wrote my dissertation one chapter at a time; I met with my committee to discuss my chapters; I grew frustrated and despondent after meeting with my committee, which contributed to additional procrastination; I reflected on my own academic abilities to finish my dissertation (a.k.a procrastination); I revised my chapters, again and again and again; finally, I heard the following magic words: This work is defensible.

It has been a long journey, and it has been tiring. My graduate school experience started out as a part-time experiment: I took two evening classes, spent my days reading my homework assignments out loud to my kids while coaxing them to take a nap, sat in the basement and wrote papers late into the wee hours of the night, and somehow managed to eke out passing grades. The next thing I knew I was a full-time student, teaching the occasional undergraduate class, and padding my resume with conference presentations. Now, as I approach the finish line, I recall one last piece of advice, previously alluded to in an earlier blog post: Re-read your dissertation before your defense.

Your response may be, "What? Why? Don't be silly. I've been writing the thing long enough that I know it backwards and forwards."

You may know your thesis and your supporting arguments like the back of your hand, but that does not mean that you have perfect recall of the contents. During the defense, you will be asked for specific page references concerning such-and-such argument or some secondary source. Why did you decide not to include some specific piece of research? a committee member may ask. If your response is, "But I did," then they will want to know precisely where it is cited in the body of your work. The thing that most worries me is a committee member reading aloud a passage from my text and I have no memory of writing those words. In fact, while I have been revising my dissertation, I stumbled across passages that I do not even remember writing - most likely, because I wrote the chapter long ago.

Once your committee has made the decision that your thesis or dissertation is ready to be defended, you will be expected to put together some sort of presentation -- Speak to your committee and/or members of your department about what all is involved in such a presentation as requirements may differ from department to department. While you are putting together this presentation, my advice is: re-read your thesis or dissertation. You are not proofreading the work one last time, therefore do not read it as though you are the author. Read it as though you are the target audience; read it with fresh eyes; read it in order to familiarize yourself with the content; read it as you would a piece of secondary research that contributes to your field of expertise; read it one last time as you make marginalia that will help you prepare for the defense.

When you are done re-reading it, give yourself a pat on the back. After all, you wrote it. That was the hardest part.

Write Place, Write Time -- August session

Due to abbreviated library hours between the summer and fall 2016 semesters, the August 11, 2016 session of Write Place, Write Time has been cancelled.

The writing group will reconvene on September 8, 2016. The meeting place and time will remain the same: Founder's Library, 4th floor, dissertation room, 6 to 9pm. See you then.