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Here is a suggested word count breakdown for a dissertation of 2,500-3,000 words, divided by sections:

1. Introduction

Word count: 250-450 words

Content: Introduce the research topic, state the research question, objectives, and significance of the study. Outline the structure of the dissertation.

2. Literature Review

Word count: 625-900 words

Content: Provide a comprehensive review of existing research related to the topic. Identify gaps in the literature and how your study fits within the current knowledge base. Discuss key theories, models, and findings from previous studies.

3. Methods and Methodologies

Word count: 375-600 words

Content: Explain the research design, approach, and methodology (qualitative, quantitative, or mixed methods). Describe data collection techniques (e.g., surveys, interviews, experiments) and data analysis methods. Justify your chosen methods and discuss any limitations.

4. Results

Word count: 375-600 words

Content: Present the results of your research without interpretation. This can include data tables, charts, and figures. Summarise the findings in a clear, concise manner, focusing on the most significant results.

5. Discussion

Word count: 500-750 words

Content: Analyse and interpret the results in the context of the literature reviewed earlier. Discuss whether the results support your hypothesis or research questions, and explore their implications. Consider any unexpected findings and their significance.

6. Conclusion

Word count: 125-300 words

Content: Summarise the key findings and contributions of the research. Discuss the study’s limitations, propose areas for future research, and conclude by reinforcing the significance of your research in addressing the research question.

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The Academic Phrasebank is a general resource for academic writers. It aims to provide you with examples of some of the phraseological 'nuts and bolts' of writing organised according to the main sections of a research paper or dissertation (see the top menu ). Other phrases are listed under the more general communicative functions of academic writing (see the menu on the left). The resource should be particularly useful for writers who need to report their research work. The phrases, and the headings under which they are listed, can be used simply to assist you in thinking about the content and organisation of your own writing, or the phrases can be incorporated into your writing where this is appropriate. In most cases, a certain amount of creativity and adaptation will be necessary when a phrase is used. The items in the Academic Phrasebank are mostly content neutral and generic in nature; in using them, therefore, you are not stealing other people's ideas and this does not constitute plagiarism. For some of the entries, specific content words have been included for illustrative purposes, and these should be substituted when the phrases are used. The resource was designed primarily for academic and scientific writers who are non-native speakers of English. However, native speaker writers may still find much of the material helpful. In fact, recent data suggest that the majority of users are native speakers of English. More about Academic Phrasebank.

This site was created by John Morley.

Academic Phrasebank is the Intellectual Property of the University of Manchester.

Copyright © 2023 The University of Manchester

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The Academic Phrasebank is a general resource for academic writers. It aims to provide you with examples of some of the phraseological 'nuts and bolts' of writing organised according to the main sections of a research paper or dissertation (see the top menu ).

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' Living Archive' text written by Suze Olbrich.

Images of Living Archive experiment, courtesy of Google Arts & Culture.

Images of Company Wayne McGregor in rehearsal for Living Archive: An AI Performance Experiment, taken at Studio Wayne McGregor by Camilla Greenwell.

Images of Company Wayne McGregor performing Living Archive: An AI Performance Experiment, captured at the Dorothy Chandler Pavilion by Cheryl Mann. Used by permission of the LA Phil.

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Living Archive: Creating Choreography with Artificial Intelligence - Google Arts & Culture

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Delve into the ground-breaking experiment of creating a tool for choreography powered by machine learning

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(Need a Google log in)

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GoEnhance AI - Video2video, Image enhancer and upscaler & More

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Transform your animation workflow with our Video to Videos Platform, enabling seamless conversion of videos into animations. Elevate image quality to unparalleled levels with GoEnhance Upscaler, the ultimate tool for image enhancement and upscaling to extreme detail.

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Need a Google Login

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Sometimes a better prompt is needed for high-quality images. Check out our discover page or our prompt book to learn more.

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AI Art Generator | Create AI Art and Images for Free | OpenArt

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Generate unique and creative images from text with OpenArt, the powerful AI image creation tool. Simply type in your desired image and OpenArt will use artificial intelligence to generate it for you. Perfect for artists, designers, and anyone who wants to create stunning visuals without any design experience.

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We’re currently checking your connection. This shouldn’t take long.If you keep getting this page, check if there’s a problem with Canva.

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Create stunning images with Bing Image Creator, the best free AI image generator. Turn text into AI art, photos, and visuals instantly, all for free.

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Level 4 Unit 1 The Performing Arts Industry 

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Level 4 Unit 1 The Performing Arts Industry 

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Unit 1 The PA Industry Assignment Brief 2024 - 2025 V2

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Level 5 Unit 32 Creative Research Project

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Level 5 Unit 32 Creative Research Project

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Unit 32 Creative Research Assignment Brief 2025 v2

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A Performer acting in front of of the Klingon Empire

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Find high-quality images, photos, and animated GIFS with Bing Images

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Prompt : harry styles as a ballerina

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A Dalek doing Shakespeare

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Find high-quality images, photos, and animated GIFS with Bing Images

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The Borg doing ballet

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Find high-quality images, photos, and animated GIFS with Bing Images

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Darth Vader doing a dramatic monolouge

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Find high-quality images, photos, and animated GIFS with Bing Images

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Prompt : the queen of england doing hip hop

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A screen actor

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Generate a film actor on a set

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Prompt : little shop of horrors poster

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Daleks vs Audrey II

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Find high-quality images, photos, and animated GIFS with Bing Images

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prompt : little shop of horrors poster for a musical

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William Shakespeare and Homer Simpson

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Find high-quality images, photos, and animated GIFS with Bing Images

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a performer in a staged production of sk8 the infinity 

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a performer in a staged production of sk8 the infinity 

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The rock in SpongeBob the musical

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prompt :Peter pan the musical on a stage and peter pan is flying through the audience

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Snoop Dogg singing Flashlight by Jessie J

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prompt :Jesus crist superstar the musical and jonny depp is jesus

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Characters:

Zorp: An alien from outer space

Alex: A young person who loves adventure

Bob: Alex's best friend

Setting:

A quiet park in a small town

Script:

(Scene opens with Alex and Bob sitting on a bench in the park.)

Alex: I'm so bored. There's nothing to do here.

Bob: I know, right? This town is so small.

(Suddenly, a spaceship lands in the middle of the park. A ramp extends from the ship, and Zorp walks out.)

Zorp: Greetings, Earthlings. I am Zorp, from the planet Floop.

Alex: (Eyes wide with excitement) Whoa! An alien!

Bob: (Hiding behind Alex) Uh, hi.

Zorp: I have come to your planet to learn about your culture.

Alex: Cool! We can show you around.

(Alex and Bob spend the day showing Zorp around the town. They take him to the library, the ice cream shop, and the park. Zorp is fascinated by everything he sees.)

Zorp: Your planet is very interesting. I have learned much.

Alex: We're glad you came.

Bob: Yeah, it was fun.

Zorp: I must now return to my home planet. But I will never forget my time on Earth.

(Zorp gets back in his spaceship and takes off. Alex and Bob wave goodbye.)

Alex: That was amazing!

Bob: I can't believe we met an alien.

Alex: I'm never going to be bored again.

(Alex and Bob walk off, talking excitedly about their adventure.)

Zorp: (to himself) I have learned much about Earth. But I have also learned that humans are very fragile. They are so quick to anger and so quick to sadness. I do not understand them.

(Zorp shakes his head and walks back to his spaceship. He closes the door and the spaceship takes off.)

Alex: (to Bob) I wonder if he'll ever come back.

Bob: I don't know. But I hope so.

(Alex and Bob walk off, hand in hand. They are both smiling, but there is a hint of sadness in their eyes.)

Zorp: (in his spaceship) I will never forget my time on Earth. But I will also never understand humans. They are so quick to love and so quick to hate. They are so quick to build each other up and so quick to tear each other down. I do not understand them.

(Zorp closes his eyes and sighs. He is sad and confused. He does not know if he will ever return to Earth.)

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Setting: A psych ward. The room is dimly lit, and the air feels thick with tension. There’s a cold breeze flowing through the vents. Some strange, whispering sounds seem to come from the walls. Billy and Matt, the security guards, stand at their desk, eyeing the monitors. Steven and Hawking are sitting in a corner, but something feels off today.

[Scene opens]

Billy (leaning against the desk, looking at the monitors, distracted):
It’s quiet today. Too quiet.

Matt (staring at the monitors, but his expression shifts slightly):
Yeah. Almost like the ward is holding its breath.

Billy (half-joking):
It’s a little... off, huh? Last time it was this quiet, someone ended up painting the walls with yogurt.

Matt (glancing around nervously):
Yeah, but this time... it's different. I keep hearing things. Whispers, maybe?

Billy (snickers nervously):
Matt, it's just the pipes. Probably. I’ll check the cameras again.

[Cut to Steven and Hawking. Steven is fiddling with a napkin, while Hawking is staring out the window, his eyes wide. He suddenly turns toward Steven.]

Steven (holding up his napkin):
I figured it out. The meaning of life. It’s cake. Sweet, layered, a little messy. But cake.

Hawking (eyes glimmering, his voice low and strained):
Cake, huh? Maybe you’re right. But I’ve been thinking... What if cake isn't just cake? What if it's something... darker?

Steven (laughs nervously):
Darker? Cake’s supposed to be fun, man. Why would you ruin it with something dark?

Hawking (slowly turns his head toward the shadows in the room, his voice almost a whisper):
I don’t know. I keep hearing things. Sounds. Scratching. And I think... I think something is watching us.

[The lights flicker above them. Steven looks around nervously, but then shrugs it off.]

Steven (laughing uneasily):
Nah, man. It's just your head playing tricks. You watch too many horror movies.

Hawking (staring out the window again, his voice hollow):
No... it's real. There’s something here... Something in the walls.

[Billy overhears and walks over, trying to laugh it off.]

Billy (smirking, but his voice shakes slightly):
Alright, enough with the spooky talk. This is a hospital, not a haunted house.

Matt (walking up behind him, looking around the room uneasily):
Yeah, but... I keep seeing things out of the corner of my eye. Shadows moving where there shouldn’t be any.

[The air grows colder. A loud thud is heard from behind the walls. All of them freeze.]

Steven (eyes wide, standing up):
Did you hear that? What the hell was that?

Hawking (his eyes wide, now trembling):
It’s not just you. I’ve heard it. In the walls. It’s like... something’s trapped. Trying to get out.

[Billy and Matt exchange uncomfortable glances, both of them uneasy now. The whispers grow louder.]

Billy (forcing a chuckle):
Okay, okay. Maybe it's just the pipes. Let’s... let’s check the cameras again. Make sure it’s nothing weird.

[Billy steps back toward the desk, but as he does, the lights flicker again, longer this time, almost plunging the room into darkness. The whispers sound like faint voices, almost pleading.]

Matt (starting to get nervous, glancing at the walls):
I don’t know, man... Something’s off.

[Suddenly, the window rattles. Hawking jumps, his face pale.]

Hawking (glaring at the window, his voice trembling):
It’s... it’s here. It’s right outside. Watching.

[The camera zooms in on Steven’s face. His expression shifts from curiosity to unease as he stares at the wall.]

Steven (whispering):
Wait, guys... look. Do you see that? The wall... it’s... moving. It’s like... breathing.

[A dark shadow begins to emerge from the wall, a faint outline of something humanoid but distorted. The shadow seems to stretch and pulse, like it's alive.]

Matt (panicking, backing away):
This isn’t normal. This isn’t... what the hell is that?

Billy (grabbing the radio, voice shaking):
We need backup. We need—

[Before he can finish, a loud crash is heard from the back of the room, as if something massive just fell.]

Hawking (frantic, shouting):
It’s not just the wall! The whole room! We’re trapped in here with it!

[Suddenly, the whispers stop, and everything falls eerily silent. The air is heavy, thick with dread. Then, slowly, the lights flicker one last time before they go out completely.]

Steven (voice barely audible):
I told you... cake... isn’t just cake.

[A distant, low growl is heard, almost like something lurking just beyond their reach.]

[The scene fades out, the screen goes black.]

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Level 4 - overview and tasks linked to task 1

Level 5 - how to form a research question and writing a proposal

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Task 1 Health, Safety and Wellbeing Booklet 

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Task 1 Health, Safety and Wellbeing Booklet 

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Due 14th March 2025

Indicative Content:

(LO1)

P1, P2, M1, D1

Part 1

•Definition of Health, Safety and Wellbeing in relation to performing Arts Industry

“Explore the risks associated with sustaining health and wellbeing in a career in a performing arts environment”

•Explain at least 3 topics, linked to health, safety and well-being to analyse (positives and negatives) and provide strategies and tips to achieve them.

•The above should also link to your chosen career path.

Part 2:

Using the definitions, analysis, tips and strategies provided, analyse YOUR OWN approach to remaining healthy, safe and in control of your well-being, linked to industry/career.

What would you rate yourself against the tips/strategies you’ve identified previously?

What do you do well? Why? What impact does this have? What research is that based on?

What do you need to improve on? Why? What impact would that have? What research is that based on?

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Formative - 28th February 2025

Summative - 21st March 2025

Consider and devise dissertation research question.

Complete proposal and ethics form (templates in next column)

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How to Analyse

Level 5 - Writing a Proposal

Level 4 - How to link task to Ai

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Level 4- How to guide recap

Level 4- Risks

Level 5- Proposal and Ethics form 1-2-1

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Due MONDAY 28th April 2025

This can be in any format, in any style, as long it is clear which jobs are at the ‘top’ of the hierarchy and so on.

·       Create a broad performing arts job hierarchy, explaining roles & responsibilities.

·       Choose at least three roles, linked to your chosen career in the performing arts industry to investigate and detail further:

o   Answer the following questions:

§  What are their roles and responsibilities?

§  How accessible/possible is it to forge a career within these identified job roles & why?

§  What qualifications / skills will make a career more accessible?

§  How has technology affected how accessible a career is within each identified job roles & why? – critically analyse.

§  How diverse is the workforce in each identified job roles and why? – critically analyse.

You will need to conduct additional research and Harvard reference to support your points for these distinction criteria.

§  Are they likely to be employed or self-employed?

§  What are the differences between being employed and self-employed (especially in relation to the performing arts industry)

§  What are the legal rights and responsibilities of being employed or self-employed?

§  How do each of these job roles compare and contrast when working in live theatre vs recorded media?

Tips:

Still write in paragraph form.

Critically analyse -  argue all sides of a point; find research to support all points; offer opinions (at least 400 words per point to critically analyse)

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Hi, thanks for filling out this survey. We want to know if eating healthy is important for artists. We’re just asking about your food choices and how it affects your work. It’s not very long, so it shouldn’t take too much of your time. Your answers will be used to figure out if diet matters for people who perform in arts. We might use the info for some research or maybe a paper or something. By the way, your answers won’t be shared with anyone, and you don’t have to do this if you don’t want to. Just answer the questions below.

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Independent study

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Level 4

Task 2 introduction and criteria

Exploring job roles hierarchy

Level 5

Compare and contrast 2 questionnaires

Create a questionnaire

Consider how you will distribute your questionnaires

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Level 5:

How to structure a dissertation

Level 4:

Self-employed VS employed

Qualifications and training

Legal rights and responsibilities

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From Streets to Stadium Has breaking lost its soul

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There are more example dissertations available in a physical format

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

# data[].attributes.attachment_link.description
Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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Level 4:

Introduction to Task 3

All task that are needed in task 3

Level 5:

How to write a conclusion

Introduction to Evaluation

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Level 4:

Checklist

Reminder of Task 3

Level 5:

Checklist

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.