the thesis content

Think of yourself as a member of a jury, listening to a lawyer who is presenting an opening argument. You'll want to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you. Readers of academic essays are like jury members: before they have read too far, they want to know what the essay argues as well as how the writer plans to make the argument. After reading your thesis statement, the reader should think, "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I might be."

An effective thesis cannot be answered with a simple "yes" or "no." A thesis is not a topic; nor is it a fact; nor is it an opinion. "Reasons for the fall of communism" is a topic. "Communism collapsed in Eastern Europe" is a fact known by educated people. "The fall of communism is the best thing that ever happened in Europe" is an opinion. (Superlatives like "the best" almost always lead to trouble. It's impossible to weigh every "thing" that ever happened in Europe. And what about the fall of Hitler? Couldn't that be "the best thing"?)

A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay.

Steps in Constructing a Thesis

First, analyze your primary sources.  Look for tension, interest, ambiguity, controversy, and/or complication. Does the author contradict himself or herself? Is a point made and later reversed? What are the deeper implications of the author's argument? Figuring out the why to one or more of these questions, or to related questions, will put you on the path to developing a working thesis. (Without the why, you probably have only come up with an observation—that there are, for instance, many different metaphors in such-and-such a poem—which is not a thesis.)

Once you have a working thesis, write it down.  There is nothing as frustrating as hitting on a great idea for a thesis, then forgetting it when you lose concentration. And by writing down your thesis you will be forced to think of it clearly, logically, and concisely. You probably will not be able to write out a final-draft version of your thesis the first time you try, but you'll get yourself on the right track by writing down what you have.

Keep your thesis prominent in your introduction.  A good, standard place for your thesis statement is at the end of an introductory paragraph, especially in shorter (5-15 page) essays. Readers are used to finding theses there, so they automatically pay more attention when they read the last sentence of your introduction. Although this is not required in all academic essays, it is a good rule of thumb.

Anticipate the counterarguments.  Once you have a working thesis, you should think about what might be said against it. This will help you to refine your thesis, and it will also make you think of the arguments that you'll need to refute later on in your essay. (Every argument has a counterargument. If yours doesn't, then it's not an argument—it may be a fact, or an opinion, but it is not an argument.)

This statement is on its way to being a thesis. However, it is too easy to imagine possible counterarguments. For example, a political observer might believe that Dukakis lost because he suffered from a "soft-on-crime" image. If you complicate your thesis by anticipating the counterargument, you'll strengthen your argument, as shown in the sentence below.

Some Caveats and Some Examples

A thesis is never a question.  Readers of academic essays expect to have questions discussed, explored, or even answered. A question ("Why did communism collapse in Eastern Europe?") is not an argument, and without an argument, a thesis is dead in the water.

A thesis is never a list.  "For political, economic, social and cultural reasons, communism collapsed in Eastern Europe" does a good job of "telegraphing" the reader what to expect in the essay—a section about political reasons, a section about economic reasons, a section about social reasons, and a section about cultural reasons. However, political, economic, social and cultural reasons are pretty much the only possible reasons why communism could collapse. This sentence lacks tension and doesn't advance an argument. Everyone knows that politics, economics, and culture are important.

A thesis should never be vague, combative or confrontational.  An ineffective thesis would be, "Communism collapsed in Eastern Europe because communism is evil." This is hard to argue (evil from whose perspective? what does evil mean?) and it is likely to mark you as moralistic and judgmental rather than rational and thorough. It also may spark a defensive reaction from readers sympathetic to communism. If readers strongly disagree with you right off the bat, they may stop reading.

An effective thesis has a definable, arguable claim.  "While cultural forces contributed to the collapse of communism in Eastern Europe, the disintegration of economies played the key role in driving its decline" is an effective thesis sentence that "telegraphs," so that the reader expects the essay to have a section about cultural forces and another about the disintegration of economies. This thesis makes a definite, arguable claim: that the disintegration of economies played a more important role than cultural forces in defeating communism in Eastern Europe. The reader would react to this statement by thinking, "Perhaps what the author says is true, but I am not convinced. I want to read further to see how the author argues this claim."

A thesis should be as clear and specific as possible.  Avoid overused, general terms and abstractions. For example, "Communism collapsed in Eastern Europe because of the ruling elite's inability to address the economic concerns of the people" is more powerful than "Communism collapsed due to societal discontent."

Copyright 1999, Maxine Rodburg and The Tutors of the Writing Center at Harvard University

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What is a thesis | A Complete Guide with Examples

Table of Contents

A thesis is a comprehensive academic paper based on your original research that presents new findings, arguments, and ideas of your study. It’s typically submitted at the end of your master’s degree or as a capstone of your bachelor’s degree.

However, writing a thesis can be laborious, especially for beginners. From the initial challenge of pinpointing a compelling research topic to organizing and presenting findings, the process is filled with potential pitfalls.

Therefore, to help you, this guide talks about what is a thesis. Additionally, it offers revelations and methodologies to transform it from an overwhelming task to a manageable and rewarding academic milestone.

What is a thesis?

A thesis is an in-depth research study that identifies a particular topic of inquiry and presents a clear argument or perspective about that topic using evidence and logic.

Writing a thesis showcases your ability of critical thinking, gathering evidence, and making a compelling argument. Integral to these competencies is thorough research, which not only fortifies your propositions but also confers credibility to your entire study.

Furthermore, there's another phenomenon you might often confuse with the thesis: the ' working thesis .' However, they aren't similar and shouldn't be used interchangeably.

A working thesis, often referred to as a preliminary or tentative thesis, is an initial version of your thesis statement. It serves as a draft or a starting point that guides your research in its early stages.

As you research more and gather more evidence, your initial thesis (aka working thesis) might change. It's like a starting point that can be adjusted as you learn more. It's normal for your main topic to change a few times before you finalize it.

While a thesis identifies and provides an overarching argument, the key to clearly communicating the central point of that argument lies in writing a strong thesis statement.

What is a thesis statement?

A strong thesis statement (aka thesis sentence) is a concise summary of the main argument or claim of the paper. It serves as a critical anchor in any academic work, succinctly encapsulating the primary argument or main idea of the entire paper.

Typically found within the introductory section, a strong thesis statement acts as a roadmap of your thesis, directing readers through your arguments and findings. By delineating the core focus of your investigation, it offers readers an immediate understanding of the context and the gravity of your study.

Furthermore, an effectively crafted thesis statement can set forth the boundaries of your research, helping readers anticipate the specific areas of inquiry you are addressing.

Different types of thesis statements

A good thesis statement is clear, specific, and arguable. Therefore, it is necessary for you to choose the right type of thesis statement for your academic papers.

Thesis statements can be classified based on their purpose and structure. Here are the primary types of thesis statements:

Argumentative (or Persuasive) thesis statement

Purpose : To convince the reader of a particular stance or point of view by presenting evidence and formulating a compelling argument.

Example : Reducing plastic use in daily life is essential for environmental health.

Analytical thesis statement

Purpose : To break down an idea or issue into its components and evaluate it.

Example : By examining the long-term effects, social implications, and economic impact of climate change, it becomes evident that immediate global action is necessary.

Expository (or Descriptive) thesis statement

Purpose : To explain a topic or subject to the reader.

Example : The Great Depression, spanning the 1930s, was a severe worldwide economic downturn triggered by a stock market crash, bank failures, and reduced consumer spending.

Cause and effect thesis statement

Purpose : To demonstrate a cause and its resulting effect.

Example : Overuse of smartphones can lead to impaired sleep patterns, reduced face-to-face social interactions, and increased levels of anxiety.

Compare and contrast thesis statement

Purpose : To highlight similarities and differences between two subjects.

Example : "While both novels '1984' and 'Brave New World' delve into dystopian futures, they differ in their portrayal of individual freedom, societal control, and the role of technology."

When you write a thesis statement , it's important to ensure clarity and precision, so the reader immediately understands the central focus of your work.

What is the difference between a thesis and a thesis statement?

While both terms are frequently used interchangeably, they have distinct meanings.

A thesis refers to the entire research document, encompassing all its chapters and sections. In contrast, a thesis statement is a brief assertion that encapsulates the central argument of the research.

Here’s an in-depth differentiation table of a thesis and a thesis statement.

Now, to craft a compelling thesis, it's crucial to adhere to a specific structure. Let’s break down these essential components that make up a thesis structure

15 components of a thesis structure

Navigating a thesis can be daunting. However, understanding its structure can make the process more manageable.

Here are the key components or different sections of a thesis structure:

Your thesis begins with the title page. It's not just a formality but the gateway to your research.

Here, you'll prominently display the necessary information about you (the author) and your institutional details.

• Title of your thesis
• Your full name
• Your department
• Your institution and degree program
• Your submission date
• Your Supervisor's name (in some cases)
• Your Department or faculty (in some cases)
• Your University's logo (in some cases)
• Your Student ID (in some cases)

In a concise manner, you'll have to summarize the critical aspects of your research in typically no more than 200-300 words.

This includes the problem statement, methodology, key findings, and conclusions. For many, the abstract will determine if they delve deeper into your work, so ensure it's clear and compelling.

Acknowledgments

Research is rarely a solitary endeavor. In the acknowledgments section, you have the chance to express gratitude to those who've supported your journey.

This might include advisors, peers, institutions, or even personal sources of inspiration and support. It's a personal touch, reflecting the humanity behind the academic rigor.

Table of contents

A roadmap for your readers, the table of contents lists the chapters, sections, and subsections of your thesis.

By providing page numbers, you allow readers to navigate your work easily, jumping to sections that pique their interest.

List of figures and tables

Research often involves data, and presenting this data visually can enhance understanding. This section provides an organized listing of all figures and tables in your thesis.

It's a visual index, ensuring that readers can quickly locate and reference your graphical data.

Introduction

Here's where you introduce your research topic, articulate the research question or objective, and outline the significance of your study.

• Present the research topic : Clearly articulate the central theme or subject of your research.
• Background information : Ground your research topic, providing any necessary context or background information your readers might need to understand the significance of your study.
• Define the scope : Clearly delineate the boundaries of your research, indicating what will and won't be covered.
• Literature review : Introduce any relevant existing research on your topic, situating your work within the broader academic conversation and highlighting where your research fits in.
• State the research Question(s) or objective(s) : Clearly articulate the primary questions or objectives your research aims to address.
• Outline the study's structure : Give a brief overview of how the subsequent sections of your work will unfold, guiding your readers through the journey ahead.

The introduction should captivate your readers, making them eager to delve deeper into your research journey.

Literature review section

Your study correlates with existing research. Therefore, in the literature review section, you'll engage in a dialogue with existing knowledge, highlighting relevant studies, theories, and findings.

It's here that you identify gaps in the current knowledge, positioning your research as a bridge to new insights.

To streamline this process, consider leveraging AI tools. For example, the SciSpace literature review tool enables you to efficiently explore and delve into research papers, simplifying your literature review journey.

Methodology

In the research methodology section, you’ll detail the tools, techniques, and processes you employed to gather and analyze data. This section will inform the readers about how you approached your research questions and ensures the reproducibility of your study.

Here's a breakdown of what it should encompass:

• Research Design : Describe the overall structure and approach of your research. Are you conducting a qualitative study with in-depth interviews? Or is it a quantitative study using statistical analysis? Perhaps it's a mixed-methods approach?
• Data Collection : Detail the methods you used to gather data. This could include surveys, experiments, observations, interviews, archival research, etc. Mention where you sourced your data, the duration of data collection, and any tools or instruments used.
• Sampling : If applicable, explain how you selected participants or data sources for your study. Discuss the size of your sample and the rationale behind choosing it.
• Data Analysis : Describe the techniques and tools you used to process and analyze the data. This could range from statistical tests in quantitative research to thematic analysis in qualitative research.
• Validity and Reliability : Address the steps you took to ensure the validity and reliability of your findings to ensure that your results are both accurate and consistent.
• Ethical Considerations : Highlight any ethical issues related to your research and the measures you took to address them, including — informed consent, confidentiality, and data storage and protection measures.

Moreover, different research questions necessitate different types of methodologies. For instance:

• Experimental methodology : Often used in sciences, this involves a controlled experiment to discern causality.
• Qualitative methodology : Employed when exploring patterns or phenomena without numerical data. Methods can include interviews, focus groups, or content analysis.
• Quantitative methodology : Concerned with measurable data and often involves statistical analysis. Surveys and structured observations are common tools here.
• Mixed methods : As the name implies, this combines both qualitative and quantitative methodologies.

The Methodology section isn’t just about detailing the methods but also justifying why they were chosen. The appropriateness of the methods in addressing your research question can significantly impact the credibility of your findings.

Results (or Findings)

This section presents the outcomes of your research. It's crucial to note that the nature of your results may vary; they could be quantitative, qualitative, or a mix of both.

Quantitative results often present statistical data, showcasing measurable outcomes, and they benefit from tables, graphs, and figures to depict these data points.

Qualitative results , on the other hand, might delve into patterns, themes, or narratives derived from non-numerical data, such as interviews or observations.

Regardless of the nature of your results, clarity is essential. This section is purely about presenting the data without offering interpretations — that comes later in the discussion.

In the discussion section, the raw data transforms into valuable insights.

Start by revisiting your research question and contrast it with the findings. How do your results expand, constrict, or challenge current academic conversations?

Dive into the intricacies of the data, guiding the reader through its implications. Detail potential limitations transparently, signaling your awareness of the research's boundaries. This is where your academic voice should be resonant and confident.

Practical implications (Recommendation) section

Based on the insights derived from your research, this section provides actionable suggestions or proposed solutions.

Whether aimed at industry professionals or the general public, recommendations translate your academic findings into potential real-world actions. They help readers understand the practical implications of your work and how it can be applied to effect change or improvement in a given field.

When crafting recommendations, it's essential to ensure they're feasible and rooted in the evidence provided by your research. They shouldn't merely be aspirational but should offer a clear path forward, grounded in your findings.

The conclusion provides closure to your research narrative.

It's not merely a recap but a synthesis of your main findings and their broader implications. Reconnect with the research questions or hypotheses posited at the beginning, offering clear answers based on your findings.

Reflect on the broader contributions of your study, considering its impact on the academic community and potential real-world applications.

Lastly, the conclusion should leave your readers with a clear understanding of the value and impact of your study.

References (or Bibliography)

Every theory you've expounded upon, every data point you've cited, and every methodological precedent you've followed finds its acknowledgment here.

In references, it's crucial to ensure meticulous consistency in formatting, mirroring the specific guidelines of the chosen citation style .

Proper referencing helps to avoid plagiarism , gives credit to original ideas, and allows readers to explore topics of interest. Moreover, it situates your work within the continuum of academic knowledge.

To properly cite the sources used in the study, you can rely on online citation generator tools  to generate accurate citations!

Here’s more on how you can cite your sources.

Often, the depth of research produces a wealth of material that, while crucial, can make the core content of the thesis cumbersome. The appendix is where you mention extra information that supports your research but isn't central to the main text.

Whether it's raw datasets, detailed procedural methodologies, extended case studies, or any other ancillary material, the appendices ensure that these elements are archived for reference without breaking the main narrative's flow.

For thorough researchers and readers keen on meticulous details, the appendices provide a treasure trove of insights.

Glossary (optional)

In academics, specialized terminologies, and jargon are inevitable. However, not every reader is versed in every term.

The glossary, while optional, is a critical tool for accessibility. It's a bridge ensuring that even readers from outside the discipline can access, understand, and appreciate your work.

By defining complex terms and providing context, you're inviting a wider audience to engage with your research, enhancing its reach and impact.

Remember, while these components provide a structured framework, the essence of your thesis lies in the originality of your ideas, the rigor of your research, and the clarity of your presentation.

As you craft each section, keep your readers in mind, ensuring that your passion and dedication shine through every page.

Thesis examples

To further elucidate the concept of a thesis, here are illustrative examples from various fields:

Example 1 (History): Abolition, Africans, and Abstraction: the Influence of the ‘Noble Savage’ on British and French Antislavery Thought, 1787-1807 by Suchait Kahlon.

Example 2 (Climate Dynamics): Influence of external forcings on abrupt millennial-scale climate changes: a statistical modelling study by Takahito Mitsui · Michel Crucifix

Checklist for your thesis evaluation

Evaluating your thesis ensures that your research meets the standards of academia. Here's an elaborate checklist to guide you through this critical process.

Content and structure

• Is the thesis statement clear, concise, and debatable?
• Does the introduction provide sufficient background and context?
• Is the literature review comprehensive, relevant, and well-organized?
• Does the methodology section clearly describe and justify the research methods?
• Are the results/findings presented clearly and logically?
• Does the discussion interpret the results in light of the research question and existing literature?
• Is the conclusion summarizing the research and suggesting future directions or implications?

Clarity and coherence

• Is the writing clear and free of jargon?
• Are ideas and sections logically connected and flowing?
• Is there a clear narrative or argument throughout the thesis?

Research quality

• Is the research question significant and relevant?
• Are the research methods appropriate for the question?
• Is the sample size (if applicable) adequate?
• Are the data analysis techniques appropriate and correctly applied?
• Are potential biases or limitations addressed?

Originality and significance

• Does the thesis contribute new knowledge or insights to the field?
• Is the research grounded in existing literature while offering fresh perspectives?

Formatting and presentation

• Is the thesis formatted according to institutional guidelines?
• Are figures, tables, and charts clear, labeled, and referenced in the text?
• Is the bibliography or reference list complete and consistently formatted?
• Are appendices relevant and appropriately referenced in the main text?

Grammar and language

• Is the thesis free of grammatical and spelling errors?
• Is the language professional, consistent, and appropriate for an academic audience?
• Are quotations and paraphrased material correctly cited?

Feedback and revision

• Have you sought feedback from peers, advisors, or experts in the field?
• Have you addressed the feedback and made the necessary revisions?

Overall assessment

• Does the thesis as a whole feel cohesive and comprehensive?
• Would the thesis be understandable and valuable to someone in your field?

Ensure to use this checklist to leave no ground for doubt or missed information in your thesis.

After writing your thesis, the next step is to discuss and defend your findings verbally in front of a knowledgeable panel. You’ve to be well prepared as your professors may grade your presentation abilities.

Preparing your thesis defense

A thesis defense, also known as "defending the thesis," is the culmination of a scholar's research journey. It's the final frontier, where you’ll present their findings and face scrutiny from a panel of experts.

Typically, the defense involves a public presentation where you’ll have to outline your study, followed by a question-and-answer session with a committee of experts. This committee assesses the validity, originality, and significance of the research.

The defense serves as a rite of passage for scholars. It's an opportunity to showcase expertise, address criticisms, and refine arguments. A successful defense not only validates the research but also establishes your authority as a researcher in your field.

Here’s how you can effectively prepare for your thesis defense .

Now, having touched upon the process of defending a thesis, it's worth noting that scholarly work can take various forms, depending on academic and regional practices.

One such form, often paralleled with the thesis, is the 'dissertation.' But what differentiates the two?

Dissertation vs. Thesis

Often used interchangeably in casual discourse, they refer to distinct research projects undertaken at different levels of higher education.

To the uninitiated, understanding their meaning might be elusive. So, let's demystify these terms and delve into their core differences.

Here's a table differentiating between the two.

Wrapping up

From understanding the foundational concept of a thesis to navigating its various components, differentiating it from a dissertation, and recognizing the importance of proper citation — this guide covers it all.

As scholars and readers, understanding these nuances not only aids in academic pursuits but also fosters a deeper appreciation for the relentless quest for knowledge that drives academia.

It’s important to remember that every thesis is a testament to curiosity, dedication, and the indomitable spirit of discovery.

Good luck with your thesis writing!

Frequently Asked Questions

A thesis typically ranges between 40-80 pages, but its length can vary based on the research topic, institution guidelines, and level of study.

A PhD thesis usually spans 200-300 pages, though this can vary based on the discipline, complexity of the research, and institutional requirements.

To identify a thesis topic, consider current trends in your field, gaps in existing literature, personal interests, and discussions with advisors or mentors. Additionally, reviewing related journals and conference proceedings can provide insights into potential areas of exploration.

The conceptual framework is often situated in the literature review or theoretical framework section of a thesis. It helps set the stage by providing the context, defining key concepts, and explaining the relationships between variables.

A thesis statement should be concise, clear, and specific. It should state the main argument or point of your research. Start by pinpointing the central question or issue your research addresses, then condense that into a single statement, ensuring it reflects the essence of your paper.

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How to structure a thesis

A typical thesis structure

1. abstract, 2. introduction, 3. literature review, 6. discussion, 7. conclusion, 8. reference list, frequently asked questions about structuring a thesis, related articles.

Starting a thesis can be daunting. There are so many questions in the beginning:

• How do you actually start your thesis?
• How do you structure it?
• What information should the individual chapters contain?

Each educational program has different demands on your thesis structure, which is why asking directly for the requirements of your program should be a first step. However, there is not much flexibility when it comes to structuring your thesis.

Abstract : a brief overview of your entire thesis.

Literature review : an evaluation of previous research on your topic that includes a discussion of gaps in the research and how your work may fill them.

Methods : outlines the methodology that you are using in your research.

Thesis : a large paper, or multi-chapter work, based on a topic relating to your field of study.

The abstract is the overview of your thesis and generally very short. This section should highlight the main contents of your thesis “at a glance” so that someone who is curious about your work can get the gist quickly. Take a look at our guide on how to write an abstract for more info.

Tip: Consider writing your abstract last, after you’ve written everything else.

The introduction to your thesis gives an overview of its basics or main points. It should answer the following questions:

• Why is the topic being studied?
• How is the topic being studied?
• What is being studied?

In answering the first question, you should know what your personal interest in this topic is and why it is relevant. Why does it matter?

To answer the "how", you should briefly explain how you are going to reach your research goal. Some prefer to answer that question in the methods chapter, but you can give a quick overview here.

And finally, you should explain "what" you are studying. You can also give background information here.

You should rewrite the introduction one last time when the writing is done to make sure it connects with your conclusion. Learn more about how to write a good thesis introduction in our thesis introduction guide .

A literature review is often part of the introduction, but it can be a separate section. It is an evaluation of previous research on the topic showing that there are gaps that your research will attempt to fill. A few tips for your literature review:

• Use a wide array of sources
• Show both sides of the coin
• Make sure to cover the classics in your field
• Present everything in a clear and structured manner

For more insights on lit reviews, take a look at our guide on how to write a literature review .

The methodology chapter outlines which methods you choose to gather data, how the data is analyzed and justifies why you chose that methodology . It shows how your choice of design and research methods is suited to answering your research question.

Make sure to also explain what the pitfalls of your approach are and how you have tried to mitigate them. Discussing where your study might come up short can give you more credibility, since it shows the reader that you are aware of its limitations.

Tip: Use graphs and tables, where appropriate, to visualize your results.

The results chapter outlines what you found out in relation to your research questions or hypotheses. It generally contains the facts of your research and does not include a lot of analysis, because that happens mostly in the discussion chapter.

Clearly visualize your results, using tables and graphs, especially when summarizing, and be consistent in your way of reporting. This means sticking to one format to help the reader evaluate and compare the data.

The discussion chapter includes your own analysis and interpretation of the data you gathered , comments on your results and explains what they mean. This is your opportunity to show that you have understood your findings and their significance.

Point out the limitations of your study, provide explanations for unexpected results, and note any questions that remain unanswered.

This is probably your most important chapter. This is where you highlight that your research objectives have been achieved. You can also reiterate any limitations to your study and make suggestions for future research.

Remember to check if you have really answered all your research questions and hypotheses in this chapter. Your thesis should be tied up nicely in the conclusion and show clearly what you did, what results you got, and what you learned. Discover how to write a good conclusion in our thesis conclusion guide .

At the end of your thesis, you’ll have to compile a list of references for everything you’ve cited above. Ideally, you should keep track of everything from the beginning. Otherwise, this could be a mammoth and pretty laborious task to do.

Consider using a reference manager like Paperpile to format and organize your citations. Paperpile allows you to organize and save your citations for later use and cite them in thousands of citation styles directly in Google Docs, Microsoft Word, or LaTeX:

🔲 Introduction

🔲 Literature review

🔲 Discussion

🔲 Conclusion

🔲 Reference list

The basic elements of a thesis are: Abstract, Introduction, Literature Review, Methods, Results, Discussion, Conclusion, and Reference List.

It's recommended to start a thesis by writing the literature review first. This way you learn more about the sources, before jumping to the discussion or any other element.

It's recommended to write the abstract of a thesis last, once everything else is done. This way you will be able to provide a complete overview of your work.

Usually, the discussion is the longest part of a thesis. In this part you are supposed to point out the limitations of your study, provide explanations for unexpected results, and note any questions that remain unanswered.

The order of the basic elements of a thesis are: 1. Abstract, 2. Introduction, 3. Literature Review, 4. Methods, 5. Results, 6. Discussion, 7. Conclusion, and 8. Reference List.

Thesis and Dissertation Guide

• « Thesis & Dissertation Resources
• The Graduate School Home

• Introduction

Copyright Page

Dedication, acknowledgements, preface (optional), table of contents.

• List of Tables, Figures, and Illustrations

List of Abbreviations

List of symbols.

• Non-Traditional Formats
• Font Type and Size
• Spacing and Indentation
• Tables, Figures, and Illustrations
• Formatting Previously Published Work
• Internet Distribution
• Open Access
• Registering Copyright
• Using Copyrighted Materials
• Use of Your Own Previously Published Materials
• Submission Steps
• Submission Checklist
• Sample Pages

I. Order and Components

Please see the sample thesis or dissertation pages throughout and at the end of this document for illustrations. The following order is required for components of your thesis or dissertation:

• Dedication, Acknowledgements, and Preface (each optional)
• Table of Contents, with page numbers
• List of Tables, List of Figures, or List of Illustrations, with titles and page numbers (if applicable)
• List of Abbreviations (if applicable)
• List of Symbols (if applicable)
• Introduction, if any
• Main body, with consistent subheadings as appropriate
• Appendices (if applicable)
• Endnotes (if applicable)
• References (see section on References for options)

Many of the components following the title and copyright pages have required headings and formatting guidelines, which are described in the following sections.

Please consult the Sample Pages to compare your document to the requirements. A Checklist is provided to assist you in ensuring your thesis or dissertation meets all formatting guidelines.

The title page of a thesis or dissertation must include the following information:

• The title of the thesis or dissertation in all capital letters and centered 2″ below the top of the page.
• Your name, centered 1″ below the title. Do not include titles, degrees, or identifiers. The name you use here does not need to exactly match the name on your university records, but we recommend considering how you will want your name to appear in professional publications in the future.

Notes on this statement:

• When indicating your degree in the second bracketed space, use the full degree name (i.e., Doctor of Philosophy, not Ph.D. or PHD; Master of Public Health, not M.P.H. or MPH; Master of Social Work, not M.S.W. or MSW).
• List your department, school, or curriculum rather than your subject area or specialty discipline in the third bracketed space. You may include your subject area or specialty discipline in parentheses (i.e., Department of Romance Languages (French); School of Pharmacy (Molecular Pharmaceutics); School of Education (School Psychology); or similar official area).
• If you wish to include both your department and school names, list the school at the end of the statement (i.e., Department of Pharmacology in the School of Medicine).
• A dissertation submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Public Policy.
• A thesis submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Master of Science in the School of Dentistry (Endodontics).
• A thesis submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Master of Science in the Department of Nutrition in the Gillings School of Global Public Health.
• A dissertation submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education (Cultural Studies and Literacies).
• The words “Chapel Hill” must be centered 1″ below the statement.
• One single-spaced line below that, center the year in which your committee approves the completed thesis or dissertation. This need not be the year you graduate.
• Approximately 2/3 of the way across the page on the right-hand side of the page, 1″ below the year, include the phrase “Approved by:” (with colon) followed by each faculty member's name on subsequent double-spaced lines. Do not include titles such as Professor, Doctor, Dr., PhD, or any identifiers such as “chair” or “advisor” before or after any names. Line up the first letter of each name on the left under the “A” in the “Approved by:” line. If a name is too long to fit on one line, move this entire section of text slightly to the left so that formatting can be maintained.
• No signatures, signature lines, or page numbers should be included on the title page.

Include a copyright page with the following information single-spaced and centered 2″ above the bottom of the page:

© Year Author's Full Name (as it appears on the title page) ALL RIGHTS RESERVED

This page immediately follows the title page. It should be numbered with the lower case Roman numeral ii centered with a 1/2″ margin from the bottom edge.

Inclusion of this page offers you, as the author, additional protection against copyright infringement as it eliminates any question of authorship and copyright ownership. You do not need to file for copyright in order to include this statement in your thesis or dissertation. However, filing for copyright can offer other protections.

See Section IV for more information on copyrighting your thesis or dissertation.

Include an abstract page following these guidelines:

• Include the heading “ABSTRACT” in all capital letters, and center it 2″ below the top of the page.
• One double-spaced line below “ABSTRACT”, center your name, followed by a colon and the title of the thesis or dissertation. Use as many lines as necessary. Be sure that your name and the title exactly match the name and title used on the Title page.
• One single-spaced line below the title, center the phrase “(Under the direction of [advisor's name])”. Include the phrase in parentheses. Include the first and last name(s) of your advisor or formal co-advisors. Do not include the name of other committee members. Use the advisor's name only; do not include any professional titles such as PhD, Professor, or Dr. or any identifiers such as “chair” or “advisor”.
• Skip one double-spaced line and begin the abstract. The text of your abstract must be double-spaced and aligned with the document's left margin with the exception of indenting new paragraphs. Do not center or right-justify the abstract.
• Abstracts cannot exceed 150 words for a thesis or 350 words for a dissertation.
• Number the abstract page with the lower case Roman numeral iii (and iv, if more than one page) centered with a 1/2″ margin from the bottom edge.

Please write and proofread your abstract carefully. When possible, avoid including symbols or foreign words in your abstract, as they cannot be indexed or searched. Avoid mathematical formulas, diagrams, and other illustrative materials in the abstract. Offer a brief description of your thesis or dissertation and a concise summary of its conclusions. Be sure to describe the subject and focus of your work with clear details and avoid including lengthy explanations or opinions.

Your title and abstract will be used by search engines to help potential audiences locate your work, so clarity will help to draw the attention of your targeted readers.

You have an option to include a dedication, acknowledgements, or preface. If you choose to include any or all of these elements, give each its own page(s).

A dedication is a message from the author prefixed to a work in tribute to a person, group, or cause. Most dedications are short statements of tribute beginning with “To…” such as “To my family”.

Acknowledgements are the author's statement of gratitude to and recognition of the people and institutions that helped the author's research and writing.

A preface is a statement of the author's reasons for undertaking the work and other personal comments that are not directly germane to the materials presented in other sections of the thesis or dissertation. These reasons tend to be of a personal nature.

Any of the pages must be prepared following these guidelines:

• Do not place a heading on the dedication page.
• The text of short dedications must be centered and begin 2″ from the top of the page.
• Headings are required for the “ACKNOWLEDGEMENTS” and “PREFACE” pages. Headings must be in all capital letters and centered 2″ below the top of the page.
• The text of the acknowledgements and preface pages must begin one double-spaced line below the heading, be double-spaced, and be aligned with the document's left margin with the exception of indenting new paragraphs.
• Subsequent pages of text return to the 1″ top margin.
• The page(s) must be numbered with consecutive lower case Roman numerals (starting with the page number after the abstract) centered with a 1/2″ margin from the bottom edge.

Include a table of contents following these guidelines:

• Include the heading “TABLE OF CONTENTS” in all capital letters, and center it 2″ below the top of the page.
• Include one double-spaced line between the heading and the first entry.
• The table of contents should not contain listings for the pages that precede it, but it must list all parts of the thesis or dissertation that follow it.
• If relevant, be sure to list all appendices and a references section in your table of contents. Include page numbers for these items but do not assign separate chapter numbers.
• Entries must align with the document's left margin or be indented to the right of the left page margin using consistent tabs.
• Major subheadings within chapters must be included in the table of contents. The subheading(s) should be indented to the right of the left page margin using consistent tabs.
• If an entry takes up more than one line, break up the entry about three-fourths of the way across the page and place the rest of the text on a second line, single-spacing the two lines.
• Include one double-spaced line between each entry.
• Page numbers listed in the table of contents must be located just inside the right page margin with leaders (lines of periods) filling out the space between the end of the entry and the page number. The last digit of each number must line up on the right margin.
• Information included in the table of contents must match the headings, major subheadings, and numbering used in the body of the thesis or dissertation.
• The Table of Contents page(s) must be numbered with consecutive lower case Roman numerals centered with a 1/2″ margin from the bottom edge.

Lists of Tables, Figures, and Illustrations

If applicable, include a list of tables, list of figures, and/or list of illustrations following these guidelines:

• Include the heading(s) in all capital letters, centered 1″ below the top of the page.
• Each entry must include a number, title, and page number.
• Assign each table, figure, or illustration in your thesis or dissertation an Arabic numeral. You may number consecutively throughout the entire work (e.g., Figure 1, Figure 2, etc.), or you may assign a two-part Arabic numeral with the first number designating the chapter in which it appears, separated by a period, followed by a second number to indicate its consecutive placement in the chapter (e.g., Table 3.2 is the second table in Chapter Three).
• Numerals and titles must align with the document's left margin or be indented to the right of the left page margin using consistent tabs.
• Page numbers must be located just inside the right page margin with leaders (lines of periods) filling out the space between the end of the entry and the page number. The last digit of each number must line up on the right margin.
• Numbers, titles, and page numbers must each match the corresponding numbers, titles, and page numbers appearing in the thesis or dissertation.
• All Lists of Tables, Figures, and Illustrations page(s) must be numbered with consecutive lower case Roman numerals centered with a 1/2″ margin from the bottom edge.

If you use abbreviations extensively in your thesis or dissertation, you must include a list of abbreviations and their corresponding definitions following these guidelines:

• Include the heading “LIST OF ABBREVIATIONS” in all capital letters, and center it 1″ below the top of the page.
• Arrange your abbreviations alphabetically.
• Abbreviations must align with the document's left margin or be indented to the right of the left page margin using consistent tabs.
• If an entry takes up more than one line, single-space between the two lines.
• The List of Abbreviations page(s) must be numbered with consecutive lower case Roman numerals centered with a 1/2″ margin from the bottom edge.

If you use symbols in your thesis or dissertation, you may combine them with your abbreviations, titling the section “LIST OF ABBREVIATIONS AND SYMBOLS”, or you may set up a separate list of symbols and their definitions by following the formatting instructions above for abbreviations. The heading you choose must be in all capital letters and centered 1″ below the top of the page.

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Tips and Examples for Writing Thesis Statements

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Tips for Writing Your Thesis Statement

1. Determine what kind of paper you are writing:

• An analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience.
• An expository (explanatory) paper explains something to the audience.
• An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided.

If you are writing a text that does not fall under these three categories (e.g., a narrative), a thesis statement somewhere in the first paragraph could still be helpful to your reader.

2. Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence.

3. The thesis statement usually appears at the end of the first paragraph of a paper.

4. Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper.

Thesis Statement Examples

Example of an analytical thesis statement:

The paper that follows should:

• Explain the analysis of the college admission process
• Explain the challenge facing admissions counselors

Example of an expository (explanatory) thesis statement:

• Explain how students spend their time studying, attending class, and socializing with peers

Example of an argumentative thesis statement:

• Present an argument and give evidence to support the claim that students should pursue community projects before entering college

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Thesis Format – Templates and Samples

Table of contents.

Thesis Format

Thesis format refers to the structure and layout of a research thesis or dissertation. It typically includes several chapters, each of which focuses on a particular aspect of the research topic .

The exact format of a thesis can vary depending on the academic discipline and the institution, but some common elements include:

Introduction

Literature review, methodology.

The title page is the first page of a thesis that provides essential information about the document, such as the title, author’s name, degree program, university, and the date of submission. It is considered as an important component of a thesis as it gives the reader an initial impression of the document’s content and quality.

The typical contents of a title page in a thesis include:

• The title of the thesis: It should be concise, informative, and accurately represent the main topic of the research.
• Author’s name: This should be written in full and should be the same as it appears on official university records.
• Degree program and department: This should specify the type of degree (e.g., Bachelor’s, Master’s, or Doctoral) and the field of study (e.g., Computer Science, Psychology, etc.).
• University: The name of the university where the thesis is being submitted.
• Date of submission : The month and year of submission of the thesis.
• Other details that can be included on the title page include the name of the advisor, the name of the committee members, and any acknowledgments.

In terms of formatting, the title page should be centered horizontally and vertically on the page, with a consistent font size and style. The page margin for the title page should be at least 1 inch (2.54 cm) on all sides. Additionally, it is common practice to include the university logo or crest on the title page, and this should be placed appropriately.

Title of the Thesis in Title Case by Author’s Full Name in Title Case

A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Department Name at the University Name

Month Year of Submission

An abstract is a brief summary of a thesis or research paper that provides an overview of the main points, methodology, and findings of the study. It is typically placed at the beginning of the document, after the title page and before the introduction.

The purpose of an abstract is to provide readers with a quick and concise overview of the research paper or thesis. It should be written in a clear and concise language, and should not contain any jargon or technical terms that are not easily understood by the general public.

Here’s an example of an abstract for a thesis:

Title: The Impact of Social Media on Mental Health among Adolescents

This study examines the impact of social media on mental health among adolescents. The research utilized a survey methodology and collected data from a sample of 500 adolescents aged between 13 and 18 years. The findings reveal that social media has a significant impact on mental health among adolescents, with frequent use of social media associated with higher levels of anxiety, depression, and low self-esteem. The study concludes that there is a need for increased awareness and education on the risks associated with excessive use of social media, and recommends strategies for promoting healthy social media habits among adolescents.

In this example, the abstract provides a concise summary of the thesis by highlighting the main points, methodology, and findings of the study. It also provides a clear indication of the significance of the study and its implications for future research and practice.

A table of contents is an essential part of a thesis as it provides the reader with an overview of the entire document’s structure and organization.

Here’s an example of how a table of contents might look in a thesis:

TABLE OF CONTENTS

I. INTRODUCTION ……………………………………………………..1

A. Background of the Study………………………………………..1

B. Statement of the Problem……………………………………….2

C. Objectives of the Study………………………………………..3

D. Research Questions…………………………………………….4

E. Significance of the Study………………………………………5

F. Scope and Limitations………………………………………….6

G. Definition of Terms……………………………………………7

II. LITERATURE REVIEW. ………………………………………………8

A. Overview of the Literature……………………………………..8

B. Key Themes and Concepts………………………………………..9

C. Gaps in the Literature………………………………………..10

D. Theoretical Framework………………………………………….11

III. METHODOLOGY ……………………………………………………12

A. Research Design………………………………………………12

B. Participants and Sampling……………………………………..13

C. Data Collection Procedures…………………………………….14

D. Data Analysis Procedures………………………………………15

IV. RESULTS …………………………………………………………16

A. Descriptive Statistics…………………………………………16

B. Inferential Statistics…………………………………………17

V. DISCUSSION ………………………………………………………18

A. Interpretation of Results………………………………………18

B. Discussion of Finding s …………………………………………19

C. Implications of the Study………………………………………20

VI. CONCLUSION ………………………………………………………21

A. Summary of the Study…………………………………………..21

B. Limitations of the Study……………………………………….22

C. Recommendations for Future Research……………………………..23

REFERENCES …………………………………………………………….24

APPENDICES …………………………………………………………….26

As you can see, the table of contents is organized by chapters and sections. Each chapter and section is listed with its corresponding page number, making it easy for the reader to navigate the thesis.

The introduction is a critical part of a thesis as it provides an overview of the research problem, sets the context for the study, and outlines the research objectives and questions. The introduction is typically the first chapter of a thesis and serves as a roadmap for the reader.

Here’s an example of how an introduction in a thesis might look:

Introduction:

The prevalence of obesity has increased rapidly in recent decades, with more than one-third of adults in the United States being classified as obese. Obesity is associated with numerous adverse health outcomes, including cardiovascular disease, diabetes, and certain cancers. Despite significant efforts to address this issue, the rates of obesity continue to rise. The purpose of this study is to investigate the relationship between lifestyle behaviors and obesity in young adults.

The study will be conducted using a mixed-methods approach, with both qualitative and quantitative data collection methods. The research objectives are to:

• Examine the relationship between lifestyle behaviors and obesity in young adults.
• Identify the key lifestyle factors that contribute to obesity in young adults.
• Evaluate the effectiveness of current interventions aimed at preventing and reducing obesity in young adults.

The research questions that will guide this study are:

• What is the relationship between lifestyle behaviors and obesity in young adults?
• Which lifestyle factors are most strongly associated with obesity in young adults?
• How effective are current interventions aimed at preventing and reducing obesity in young adults?

By addressing these research questions, this study aims to contribute to the understanding of the factors that contribute to obesity in young adults and to inform the development of effective interventions to prevent and reduce obesity in this population.

A literature review is a critical analysis and evaluation of existing literature on a specific topic or research question. It is an essential part of any thesis, as it provides a comprehensive overview of the existing research on the topic and helps to establish the theoretical framework for the study. The literature review allows the researcher to identify gaps in the current research, highlight areas that need further exploration, and demonstrate the importance of their research question.

April 9, 2023:

A search on Google Scholar for “Effectiveness of Online Learning during the COVID-19 Pandemic” yielded 1,540 results. Upon reviewing the first few pages of results, it is evident that there is a significant amount of literature on the topic. A majority of the studies focus on the experiences and perspectives of students and educators during the transition to online learning due to the pandemic.

One recent study published in the Journal of Educational Technology & Society (Liu et al., 2023) found that students who were already familiar with online learning tools and platforms had an easier time adapting to online learning than those who were not. However, the study also found that students who were not familiar with online learning tools were able to adapt with proper support from their teachers and institutions.

Another study published in Computers & Education (Tang et al., 2023) compared the academic performance of students in online and traditional classroom settings during the pandemic. The study found that while there were no significant differences in the grades of students in the two settings, students in online classes reported higher levels of stress and lower levels of satisfaction with their learning experience.

Methodology in a thesis refers to the overall approach and systematic process that a researcher follows to collect and analyze data in order to answer their research question(s) or achieve their research objectives. It includes the research design, data collection methods, sampling techniques, data analysis procedures, and any other relevant procedures that the researcher uses to conduct their research.

For example, let’s consider a thesis on the impact of social media on mental health among teenagers. The methodology for this thesis might involve the following steps:

Research Design:

The researcher may choose to conduct a quantitative study using a survey questionnaire to collect data on social media usage and mental health among teenagers. Alternatively, they may conduct a qualitative study using focus group discussions or interviews to gain a deeper understanding of the experiences and perspectives of teenagers regarding social media and mental health.

Sampling Techniques:

The researcher may use random sampling to select a representative sample of teenagers from a specific geographic location or demographic group, or they may use purposive sampling to select participants who meet specific criteria such as age, gender, or mental health status.

Data Collection Methods:

The researcher may use an online survey tool to collect data on social media usage and mental health, or they may conduct face-to-face interviews or focus group discussions to gather qualitative data. They may also use existing data sources such as medical records or social media posts.

Data Analysis Procedures:

The researcher may use statistical analysis techniques such as regression analysis to examine the relationship between social media usage and mental health, or they may use thematic analysis to identify key themes and patterns in the qualitative data.

Ethical Considerations: The researcher must ensure that their research is conducted in an ethical manner, which may involve obtaining informed consent from participants, protecting their confidentiality, and ensuring that their rights and welfare are respected.

In a thesis, the “Results” section typically presents the findings of the research conducted by the author. This section typically includes both quantitative and qualitative data, such as statistical analyses, tables, figures, and other relevant data.

Here are some examples of how the “Results” section of a thesis might look:

Example 1: A quantitative study on the effects of exercise on cardiovascular health

In this study, the author conducts a randomized controlled trial to investigate the effects of exercise on cardiovascular health in a group of sedentary adults. The “Results” section might include tables showing the changes in blood pressure, cholesterol levels, and other relevant indicators in the exercise and control groups over the course of the study. The section might also include statistical analyses, such as t-tests or ANOVA, to demonstrate the significance of the results.

Example 2: A qualitative study on the experiences of immigrant families in a new country

In this study, the author conducts in-depth interviews with immigrant families to explore their experiences of adapting to a new country. The “Results” section might include quotes from the interviews that illustrate the participants’ experiences, as well as a thematic analysis that identifies common themes and patterns in the data. The section might also include a discussion of the implications of the findings for policy and practice.

A thesis discussion section is an opportunity for the author to present their interpretation and analysis of the research results. In this section, the author can provide their opinion on the findings, compare them with other literature, and suggest future research directions.

For example, let’s say the thesis topic is about the impact of social media on mental health. The author has conducted a survey among 500 individuals and has found that there is a significant correlation between excessive social media use and poor mental health.

In the discussion section, the author can start by summarizing the main findings and stating their interpretation of the results. For instance, the author may argue that excessive social media use is likely to cause mental health problems due to the pressure of constantly comparing oneself to others, fear of missing out, and cyberbullying.

Next, the author can compare their results with other studies and point out similarities and differences. They can also identify any limitations in their research design and suggest future directions for research.

For example, the author may point out that their study only measured social media use and mental health at one point in time, and it is unclear whether one caused the other or whether there are other confounding factors. Therefore, they may suggest longitudinal studies that follow individuals over time to better understand the causal relationship.

Writing a conclusion for a thesis is an essential part of the overall writing process. The conclusion should summarize the main points of the thesis and provide a sense of closure to the reader. It is also an opportunity to reflect on the research process and offer suggestions for further study.

Here is an example of a conclusion for a thesis:

After an extensive analysis of the data collected, it is evident that the implementation of a new curriculum has had a significant impact on student achievement. The findings suggest that the new curriculum has improved student performance in all subject areas, and this improvement is particularly notable in math and science. The results of this study provide empirical evidence to support the notion that curriculum reform can positively impact student learning outcomes.

In addition to the positive results, this study has also identified areas for future research. One limitation of the current study is that it only examines the short-term effects of the new curriculum. Future studies should explore the long-term effects of the new curriculum on student performance, as well as investigate the impact of the curriculum on students with different learning styles and abilities.

Overall, the findings of this study have important implications for educators and policymakers who are interested in improving student outcomes. The results of this study suggest that the implementation of a new curriculum can have a positive impact on student achievement, and it is recommended that schools and districts consider curriculum reform as a means of improving student learning outcomes.

References in a thesis typically follow a specific format depending on the citation style required by your academic institution or publisher.

Below are some examples of different citation styles and how to reference different types of sources in your thesis:

In-text citation format: (Author, Year)

Reference list format for a book: Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Publisher.

Example: In-text citation: (Smith, 2010) Reference list entry: Smith, J. D. (2010). The art of writing a thesis. Cambridge University Press.

Reference list format for a journal article: Author, A. A., Author, B. B., & Author, C. C. (Year of publication). Title of article. Title of Journal, volume number(issue number), page range.

Example: In-text citation: (Brown, 2015) Reference list entry: Brown, E., Smith, J., & Johnson, L. (2015). The impact of social media on academic performance. Journal of Educational Psychology, 108(3), 393-407.

In-text citation format: (Author page number)

Works Cited list format for a book: Author. Title of Book. Publisher, Year of publication.

Example: In-text citation: (Smith 75) Works Cited entry: Smith, John D. The Art of Writing a Thesis. Cambridge University Press, 2010.

Works Cited list format for a journal article: Author(s). “Title of Article.” Title of Journal, volume number, issue number, date, pages.

Example: In-text citation: (Brown 394) Works Cited entry: Brown, Elizabeth, et al. “The Impact of Social Media on Academic Performance.” Journal of Educational Psychology, vol. 108, no. 3, 2015, pp. 393-407.

Chicago Style

In-text citation format: (Author year, page number)

Bibliography list format for a book: Author. Title of Book. Place of publication: Publisher, Year of publication.

Example: In-text citation: (Smith 2010, 75) Bibliography entry: Smith, John D. The Art of Writing a Thesis. Cambridge: Cambridge University Press, 2010.

Bibliography list format for a journal article: Author. “Title of Article.” Title of Journal volume number, no. issue number (date): page numbers.

Example: In-text citation: (Brown 2015, 394) Bibliography entry: Brown, Elizabeth, John Smith, and Laura Johnson. “The Impact of Social Media on Academic Performance.” Journal of Educational Psychology 108, no. 3 (2015): 393-407.

Reference list format for a book: [1] A. A. Author, Title of Book. City of Publisher, Abbrev. of State: Publisher, year.

Example: In-text citation: [1] Reference list entry: A. J. Smith, The Art of Writing a Thesis. New York, NY: Academic Press, 2010.

Reference list format for a journal article: [1] A. A. Author, “Title of Article,” Title of Journal, vol. x, no. x, pp. xxx-xxx, Month year.

Example: In-text citation: [1] Reference list entry: E. Brown, J. D. Smith, and L. Johnson, “The Impact of Social Media on Academic Performance,” Journal of Educational Psychology, vol. 108, no. 3, pp. 393-407, Mar. 2015.

An appendix in a thesis is a section that contains additional information that is not included in the main body of the document but is still relevant to the topic being discussed. It can include figures, tables, graphs, data sets, sample questionnaires, or any other supplementary material that supports your thesis.

Here is an example of how you can format appendices in your thesis:

• Title page: The appendix should have a separate title page that lists the title, author’s name, the date, and the document type (i.e., thesis or dissertation). The title page should be numbered as the first page of the appendix section.
• Table of contents: If you have more than one appendix, you should include a separate table of contents that lists each appendix and its page number. The table of contents should come after the title page.
• Appendix sections: Each appendix should have its own section with a clear and concise title that describes the contents of the appendix. Each section should be numbered with Arabic numerals (e.g., Appendix 1, Appendix 2, etc.). The sections should be listed in the table of contents.
• Formatting: The formatting of the appendices should be consistent with the rest of the thesis. This includes font size, font style, line spacing, and margins.
• Example: Here is an example of what an appendix might look like in a thesis on the topic of climate change:

Appendix 1: Data Sources

This appendix includes a list of the primary data sources used in this thesis, including their URLs and a brief description of the data they provide.

Appendix 2: Survey Questionnaire

This appendix includes the survey questionnaire used to collect data from participants in the study.

Appendix 3: Additional Figures

This appendix includes additional figures that were not included in the main body of the thesis due to space limitations. These figures provide additional support for the findings presented in the thesis.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Writing a Paper: Thesis Statements

Basics of thesis statements.

The thesis statement is the brief articulation of your paper's central argument and purpose. You might hear it referred to as simply a "thesis." Every scholarly paper should have a thesis statement, and strong thesis statements are concise, specific, and arguable. Concise means the thesis is short: perhaps one or two sentences for a shorter paper. Specific means the thesis deals with a narrow and focused topic, appropriate to the paper's length. Arguable means that a scholar in your field could disagree (or perhaps already has!).

Strong thesis statements address specific intellectual questions, have clear positions, and use a structure that reflects the overall structure of the paper. Read on to learn more about constructing a strong thesis statement.

Being Specific

This thesis statement has no specific argument:

Needs Improvement: In this essay, I will examine two scholarly articles to find similarities and differences.

This statement is concise, but it is neither specific nor arguable—a reader might wonder, "Which scholarly articles? What is the topic of this paper? What field is the author writing in?" Additionally, the purpose of the paper—to "examine…to find similarities and differences" is not of a scholarly level. Identifying similarities and differences is a good first step, but strong academic argument goes further, analyzing what those similarities and differences might mean or imply.

Better: In this essay, I will argue that Bowler's (2003) autocratic management style, when coupled with Smith's (2007) theory of social cognition, can reduce the expenses associated with employee turnover.

The new revision here is still concise, as well as specific and arguable.  We can see that it is specific because the writer is mentioning (a) concrete ideas and (b) exact authors.  We can also gather the field (business) and the topic (management and employee turnover). The statement is arguable because the student goes beyond merely comparing; he or she draws conclusions from that comparison ("can reduce the expenses associated with employee turnover").

Making a Unique Argument

This thesis draft repeats the language of the writing prompt without making a unique argument:

Needs Improvement: The purpose of this essay is to monitor, assess, and evaluate an educational program for its strengths and weaknesses. Then, I will provide suggestions for improvement.

You can see here that the student has simply stated the paper's assignment, without articulating specifically how he or she will address it. The student can correct this error simply by phrasing the thesis statement as a specific answer to the assignment prompt.

Better: Through a series of student interviews, I found that Kennedy High School's antibullying program was ineffective. In order to address issues of conflict between students, I argue that Kennedy High School should embrace policies outlined by the California Department of Education (2010).

Words like "ineffective" and "argue" show here that the student has clearly thought through the assignment and analyzed the material; he or she is putting forth a specific and debatable position. The concrete information ("student interviews," "antibullying") further prepares the reader for the body of the paper and demonstrates how the student has addressed the assignment prompt without just restating that language.

Creating a Debate

This thesis statement includes only obvious fact or plot summary instead of argument:

Needs Improvement: Leadership is an important quality in nurse educators.

A good strategy to determine if your thesis statement is too broad (and therefore, not arguable) is to ask yourself, "Would a scholar in my field disagree with this point?" Here, we can see easily that no scholar is likely to argue that leadership is an unimportant quality in nurse educators.  The student needs to come up with a more arguable claim, and probably a narrower one; remember that a short paper needs a more focused topic than a dissertation.

Better: Roderick's (2009) theory of participatory leadership  is particularly appropriate to nurse educators working within the emergency medicine field, where students benefit most from collegial and kinesthetic learning.

Here, the student has identified a particular type of leadership ("participatory leadership"), narrowing the topic, and has made an arguable claim (this type of leadership is "appropriate" to a specific type of nurse educator). Conceivably, a scholar in the nursing field might disagree with this approach. The student's paper can now proceed, providing specific pieces of evidence to support the arguable central claim.

Choosing the Right Words

This thesis statement uses large or scholarly-sounding words that have no real substance:

Needs Improvement: Scholars should work to seize metacognitive outcomes by harnessing discipline-based networks to empower collaborative infrastructures.

There are many words in this sentence that may be buzzwords in the student's field or key terms taken from other texts, but together they do not communicate a clear, specific meaning. Sometimes students think scholarly writing means constructing complex sentences using special language, but actually it's usually a stronger choice to write clear, simple sentences. When in doubt, remember that your ideas should be complex, not your sentence structure.

Better: Ecologists should work to educate the U.S. public on conservation methods by making use of local and national green organizations to create a widespread communication plan.

Notice in the revision that the field is now clear (ecology), and the language has been made much more field-specific ("conservation methods," "green organizations"), so the reader is able to see concretely the ideas the student is communicating.

Leaving Room for Discussion

This thesis statement is not capable of development or advancement in the paper:

Needs Improvement: There are always alternatives to illegal drug use.

This sample thesis statement makes a claim, but it is not a claim that will sustain extended discussion. This claim is the type of claim that might be appropriate for the conclusion of a paper, but in the beginning of the paper, the student is left with nowhere to go. What further points can be made? If there are "always alternatives" to the problem the student is identifying, then why bother developing a paper around that claim? Ideally, a thesis statement should be complex enough to explore over the length of the entire paper.

Better: The most effective treatment plan for methamphetamine addiction may be a combination of pharmacological and cognitive therapy, as argued by Baker (2008), Smith (2009), and Xavier (2011).

In the revised thesis, you can see the student make a specific, debatable claim that has the potential to generate several pages' worth of discussion. When drafting a thesis statement, think about the questions your thesis statement will generate: What follow-up inquiries might a reader have? In the first example, there are almost no additional questions implied, but the revised example allows for a good deal more exploration.

Thesis Mad Libs

If you are having trouble getting started, try using the models below to generate a rough model of a thesis statement! These models are intended for drafting purposes only and should not appear in your final work.

• In this essay, I argue ____, using ______ to assert _____.
• While scholars have often argued ______, I argue______, because_______.
• Through an analysis of ______, I argue ______, which is important because_______.

Words to Avoid and to Embrace

When drafting your thesis statement, avoid words like explore, investigate, learn, compile, summarize , and explain to describe the main purpose of your paper. These words imply a paper that summarizes or "reports," rather than synthesizing and analyzing.

Instead of the terms above, try words like argue, critique, question , and interrogate . These more analytical words may help you begin strongly, by articulating a specific, critical, scholarly position.

Read Kayla's blog post for tips on taking a stand in a well-crafted thesis statement.

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Writing with artificial intelligence.

• CC BY-NC-ND 4.0 by Megan McIntyre - University of Arkansas

The main idea. The argument of an essay. The thesis. It’s a tricky thing to define “thesis” because theses come in all sorts of shapes and sizes. A thesis can be a sentence, two sentences, perhaps even an entire paragraph. Every thesis, though, regardless of where in an essay it appears, does a few important things:

• A thesis acts as a unifying idea for every piece of evidence in an essay.
• A thesis results from research in addition to the writer’s own beliefs or opinions.
• A thesis answers a specific question.

There are lots of ways to create a successful thesis because good theses come in all sorts of varieties. What all successful argumentative theses have in common, though, are the following characteristics:

• A good thesis statement is arguable. In other words, the writer’s claim might be challenged or opposed.
• A good thesis statement expresses one main idea, and that idea controls what is said, what is left out, and how the delivered evidence is organized.
• A good thesis statement is specific and insightful.
• A good thesis statement encourages discussion.
• A good thesis statement is supported by relevant evidence. Every paragraph should contribute to proving the thesis to be valid

Developing a Thesis

• Define the Rhetorical Situation: The key to developing an appropriate thesis is to begin by examining the rhetorical situation: What is the purpose of your essay (e.g., to inform, to persuade, to analyze)? To whom are you writing (e.g., classmates, members of a particular interest or age group)?
• Choose a Topic: Based on the purpose of and audience for your essay, what is an appropriate topic? Moreover, what is an appropriate topic that also interests you personally?
• Start with What You Know: What do you know about your topic? What have you heard on the news about your topic? Do you have personal experiences related to your topic? If so, what are they?
• Research What You Don’t Know: Start by searching the library databases (e.g., with Academic Search Premier or WorldCat). It’s best to begin by searching with your general topic and then refining your initial results. Gather a variety of sources and start reading. Some general reading on your topic will help you with the next step.
• Take a Position: Before you take a position, be sure you have done ample reading and you are aware of the various positions regarding your topic. Most issues have more nuances than basic understandings suggest. It is not enough to be “for” or “against” an issue. You must be able to support your position with evidence and logical reasoning, and research can help you in this regard.

Refining Your Thesis

After choosing a position, in forming reasoning for your decision, you must be clear and specific. You must be able to substantiate your claim using authoritative, credible, and relevant source material. Theses tend, in draft form, to begin as general and to become more specific as you do more research. Let’s look at how we might turn a weak thesis into a strong thesis.

Weak thesis:

On April 20, 2010, the explosion of the Deepwater Horizon oil platform caused the largest man-made disaster in U.S. history.

This thesis has a serious problem for two reasons: it doesn’t actually make an argument. It simply states an unproven fact: that the Deepwater Horizon oil spill is the largest man-made disaster in U.S. history. In order to be successful, a thesis must be arguable and supported by evidence. If we consider that a thesis must be a statement that reasonable people may disagree with and a position substantiated with credible evidence, this thesis is problematic because no one will disagree with the date the oil spill occurred and because the claim that the oil spill was the largest man-made disaster in U.S. history is unsubstantiated.

A still weak thesis:

Many people are to blame for the oil spill that resulted from the explosion of the Deepwater Horizon oil platform, which caused the largest man-made environmental disaster in U.S. history.

This thesis is better than the first because it does more than state a fact, but it is still problematic: it is not specific enough, and the claim that the Deepwater Horizon oil spill is the “largest man-made” disaster is still unsubstantiated. This thesis might, instead, attempt to answer the following questions: “Who is to blame for the Deepwater Horizon oil spill?” and “Why might it be considered the largest man-made environmental disaster in the U.S. history?” A successful thesis must be arguable and must answer a specific question.

A better thesis:

BP, President George W. Bush, President Barack Obama, Republicans in Congress, Democrats in Congress, and every citizen in the United States share the blame for the oil spill that resulted from the explosion of the Deepwater Horizon oil platform, which some consider the largest man-made environmental disaster in U.S. history, and in order to prevent another such disaster, Congress must develop better regulations, oil companies must enact better maintenance procedures, and Americans must decrease their dependence on oil.

This thesis is certainly more specific, but it’s trying to do too much. Proving that all parties mentioned are to blame for the Deepwater Horizon oil spill and that the solutions mentioned will prevent another oil disaster requires covering a lot of ground. A good thesis is arguable and specific, but also has one main idea. This thesis has too many main ideas.

An even better thesis:

Oil companies and the federal government share responsibility for the Gulf oil spill that resulted from the April 2010 Deepwater Horizon explosion.

This thesis works better than the previous versions because it’s arguable, specific, and focused on one main idea, but not so specific as to greatly limit discussion of the topic. From an essay based on such a thesis, readers will expect evidence that supports the claim that oil companies and the federal government hold joint responsibility for the Gulf oil spill.

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Thesis and Purpose Statements

Use the guidelines below to learn the differences between thesis and purpose statements.

In the first stages of writing, thesis or purpose statements are usually rough or ill-formed and are useful primarily as planning tools.

A thesis statement or purpose statement will emerge as you think and write about a topic. The statement can be restricted or clarified and eventually worked into an introduction.

As you revise your paper, try to phrase your thesis or purpose statement in a precise way so that it matches the content and organization of your paper.

Thesis statements

A thesis statement is a sentence that makes an assertion about a topic and predicts how the topic will be developed. It does not simply announce a topic: it says something about the topic.

Good: X has made a significant impact on the teenage population due to its . . . Bad: In this paper, I will discuss X.

A thesis statement makes a promise to the reader about the scope, purpose, and direction of the paper. It summarizes the conclusions that the writer has reached about the topic.

A thesis statement is generally located near the end of the introduction. Sometimes in a long paper, the thesis will be expressed in several sentences or an entire paragraph.

A thesis statement is focused and specific enough to be proven within the boundaries of the paper. Key words (nouns and verbs) should be specific, accurate, and indicative of the range of research, thrust of the argument or analysis, and the organization of supporting information.

Purpose statements

A purpose statement announces the purpose, scope, and direction of the paper. It tells the reader what to expect in a paper and what the specific focus will be.

Common beginnings include:

“This paper examines . . .,” “The aim of this paper is to . . .,” and “The purpose of this essay is to . . .”

A purpose statement makes a promise to the reader about the development of the argument but does not preview the particular conclusions that the writer has drawn.

A purpose statement usually appears toward the end of the introduction. The purpose statement may be expressed in several sentences or even an entire paragraph.

A purpose statement is specific enough to satisfy the requirements of the assignment. Purpose statements are common in research papers in some academic disciplines, while in other disciplines they are considered too blunt or direct. If you are unsure about using a purpose statement, ask your instructor.

This paper will examine the ecological destruction of the Sahel preceding the drought and the causes of this disintegration of the land. The focus will be on the economic, political, and social relationships which brought about the environmental problems in the Sahel.

Sample purpose and thesis statements

The following example combines a purpose statement and a thesis statement (bold).

The goal of this paper is to examine the effects of Chile’s agrarian reform on the lives of rural peasants. The nature of the topic dictates the use of both a chronological and a comparative analysis of peasant lives at various points during the reform period. . . The Chilean reform example provides evidence that land distribution is an essential component of both the improvement of peasant conditions and the development of a democratic society. More extensive and enduring reforms would likely have allowed Chile the opportunity to further expand these horizons.

For more tips about writing thesis statements, take a look at our new handout on Developing a Thesis Statement.

Writing Process and Structure

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Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for Your Paper

Creating an Argument

Thesis vs. Purpose Statements

Developing a Thesis Statement

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

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Thesis Structure: Writing Guide For Your Success

If you are about to start writing your thesis, then it is extremely important to know as much as possible about the thesis structure. Learning the main thesis chapters should enable you to quickly structure your academic paper. Keep in mind that not structuring the paper correctly usually leads to severe penalties. We know some of you are probably having questions about numbering dissertation chapters. Basically, you just need to give all the major sections consecutive numbers. Use Arabic numerals (1, 2, 3, and so on). Check out the most frequently asked questions and them move on to the 7 parts of the thesis or dissertation structure.

Thesis Structure Frequently Asked Questions

• What is a basic good structure for a thesis? A: The best structure is the one listed below. It contains the 7 important parts any thesis should have.
• What does “the structure of this dissertation is in manuscript style” mean? A: It means that the thesis includes one or more manuscripts that have been written in a way that facilitates publication. The thesis can, in this case, be a collection of papers that have been written or co-authored by the student.
• Which chapters of dissertation are mandatory? A: All the 7 chapters below are necessary, if you want to get a top score on your paper.
• Where can I get a thesis structure template? A: You can quickly get a thesis structure example from one of our seasoned academic writers. Don’t base your thesis on mediocre samples you find online.
• What is the preferred thesis sentence structure? A: There is no set sentence structure that you have to follow. Just make sure your writing is organized in a logical manner and that all complex terms are explained the first time you use them.

Thesis Abstract

The first part of the thesis structure is the abstract. It is basically an overview of the entire paper. There is no set dissertation abstract structure. It is just a summary of your thesis and it should be just 200 to 300 words long.

Thesis Introduction

The introduction is one of the most important dissertation chapters. It should contain all of the following information:

A bit of background about the topic. Some information about the current knowledge. The aim of your research (the gap in knowledge that prompted you to write the thesis).

Remember that the introduction must present the thesis statement. It is very important to learn more about the thesis statement structure. A great thesis statement will pique the interest of the evaluation committee.

Thesis Literature Review

Many students who are looking to learn how to structure a thesis don’t know about the Literature Review section. Why? Because many people prefer to include it into the introduction. However, by separating the literature review from the intro, you can focus more on why your research is important. You can evaluate the most important research on your topic and clearly show the gap in knowledge.

Thesis Methods

In most cases, the Methods section is the easiest part of the structure of a thesis. All you have to do is present the method or methods you chose for the research. Don’t forget to also explain why you chose that specific research method. Your audience needs to understand that the chosen method is the best for the task.

Thesis Results

This is one of the most important chapters of a dissertation. In the Results chapter, you need to present your findings. Remember that written text is not enough. You need figures, stats, graphs, and other forms of data. This section contains all the facts of your research and should be written in an objective, neutral manner. It would be unusual for your to discuss your findings in this section.

Thesis Discussion

The Discussion chapter is very important in the dissertation chapters structure. It is the reason why you didn’t discuss your findings in the Results section. This is the section you can use to talk about your findings and provide your own opinions about the results. Here is what you can do in the discussion section:

Explain to the audience what your results mean for the scientific community. Comment on each of the results and discuss how your findings support your thesis. Explain any unexpected results so the evaluation committee can see that you know what you’re doing. Interpret the results and tie them with other research on the subject. How does your research help the academic community?

Thesis Conclusion

While not the most important chapter, the conclusion is one of the important chapters in a dissertation. It is the part where you can show your readers that you have achieved your research objectives. You can talk a bit about what you’ve learned in the process and even make some suggestions regarding the need for future research. In most cases, students also reiterate the thesis statement at the beginning of the conclusion, followed by a short summary of the paper’s most important chapters.

Still Not Sure How to Structure Thesis?

In case you are still struggling to find the best history dissertation structure, you should get some help as fast as possible. Remember that writing a thesis takes weeks, if not months. Don’t spend too much time trying to find the best structure. Instead, get in touch with a reliable academic company and get some quick assistance. For examples, one of our writers can create a thesis outline for you. You can just follow the outline and everything will be just fine.

Of course, you can also get some help with the thesis formatting. Citations and references can be difficult to master. Each academic writing style (MLA, Chicago, APA, etc.) has its own requirements. The way you format your academic paper is very important. Bolding and italicizing can emphasize certain ideas. A professional editor can help you make the thesis stand out from the rest. After all, a pleasantly-formatted dissertation that impresses the evaluation committee with its structure and quality of content has a very high chance of getting a top score.

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Published Dissertation or Thesis References

This page contains reference examples for published dissertations or theses.

Kabir, J. M. (2016). Factors influencing customer satisfaction at a fast food hamburger chain: The relationship between customer satisfaction and customer loyalty (Publication No. 10169573) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations & Theses Global.

Miranda, C. (2019). Exploring the lived experiences of foster youth who obtained graduate level degrees: Self-efficacy, resilience, and the impact on identity development (Publication No. 27542827) [Doctoral dissertation, Pepperdine University]. PQDT Open. https://pqdtopen.proquest.com/doc/2309521814.html?FMT=AI

Zambrano-Vazquez, L. (2016). The interaction of state and trait worry on response monitoring in those with worry and obsessive-compulsive symptoms [Doctoral dissertation, University of Arizona]. UA Campus Repository. https://repository.arizona.edu/handle/10150/620615

• Parenthetical citations : (Kabir, 2016; Miranda, 2019; Zambrano-Vazquez, 2016)
• Narrative citations : Kabir (2016), Miranda (2019), and Zambrano-Vazquez (2016)
• A dissertation or thesis is considered published when it is available from a database such as ProQuest Dissertations and Theses Global or PDQT Open, an institutional repository, or an archive.
• If the database assigns publication numbers to dissertations and theses, include the publication number in parentheses after the title of the dissertation or thesis without italics.
• Include the description “Doctoral dissertation” or “Master’s thesis” followed by a comma and the name of the institution that awarded the degree. Place this information in square brackets after the dissertation or thesis title and any publication number.
• In the source element of the reference, provide the name of the database, repository, or archive.
• The same format can be adapted for other published theses, including undergraduate theses, by changing the wording of the bracketed description as appropriate (e.g., “Undergraduate honors thesis”).
• Include a URL for the dissertation or thesis if the URL will resolve for readers (as shown in the Miranda and Zambrano-Vazquez examples).
• If the database or archive requires users to log in before they can view the dissertation or thesis, meaning the URL will not work for readers, end the reference with the database name (as in the Kabir example).

Published dissertation or thesis references are covered in the seventh edition APA Style manuals in the Publication Manual Section 10.6 and the Concise Guide Section 10.5

Erin Gaede receives Master’s Thesis Award from the Rural Sociological Society

To explain the stigma around homelessness and housing insecurity, scholars tend to rely on urban samples and focus on the hypervisibility, what I call the  physical hypervisibility,  of people sleeping in public spaces, on park benches, and public transportation. Unlike in urban contexts, people experiencing housing insecurity in rural areas are often unseen: they are doubling up with friends and family, living in their vehicles, abandoned buildings, and state parks. As such, rural housing insecurity is often referred to as “hidden.” This hiddenness gives us reason to suspect that theories built on hypervisibility and urban samples cannot fully account for the stigma around homelessness and housing insecurity across different geographic contexts. Based on six months of ethnographic fieldwork and 37 in-depth interviews in five rural counties in Wisconsin, this paper finds that the relationship between stigma and rural housing insecurity hinges on its  social hypervisibility . In the absence of public services and infrastructure, people experiencing housing hardships in rural areas rely on the strong ties of their dense social networks, making their struggles known to others, even when they are not directly observed, such as in urban contexts. This  social hypervisibility  then facilitates stigma by shaping people’s relationships, behavior, and opportunities to climb out of poverty. These findings indicate the need to further examine how the experience of stigma, poverty, and housing insecurity vary across different geographic contexts.

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Informing Educator Preparation Programs_Daniela Vilarinho Rezende Pereira

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Informing Educator Preparation Programs: Insights into Technology Integration

The overarching purpose of this three-paper dissertation was to investigate the affordances of technology in educational settings and gain insight into how preservice and inservice teachers integrate technology as they design, develop, implement, and manage learning experiences. To meet this goal, three studies were conducted. In study 1 the purpose was to describe how preservice teachers identify educational problems and suggest solutions in which educational technology can be meaningfully implemented by using a problem-solving lens. Participated in this study 100 preservice teachers enrolled in an introductory educational technology course. Students’ technology integration activity was analyzed for this study. This activity, divided into three parts, required that students (1) shared and reflected on their best academic learning experience, (2) described how they could integrate technology into that learning experience, and (3) revisited their suggestions for technology integration, evaluated their ideas, and suggested revisions. Data were analyzed using an ill-structured problem-solving model synthesized from previous literature: identifying problems, generating solutions, making justifications, and monitoring. Results of this study indicated that preservice teachers had a simplistic understanding of technology integration, likely resulting from underdeveloped problem-solving skills. In study 2 the purpose was to identify the instructional strategies and technology affordances used while integrating technology that facilitated the development of student creativity by completing a systematic literature review about how technology (i.e., social media) is being used by educators to foster creativity. After the process of identification and screening, a total of 27 articles met the inclusion criteria and were selected for further analysis. The results indicated that, in most studies in which the use of technology was associated with promoting student creativity, a student-centered approach was used. Students had autonomy and flexibility to produce content, express their opinions, and share their experiences using social media. Also, participants used social media to create their own products, communicate with others, and collaborate virtually. In the studies, we identified that the social media affordances of ownership, association, and visibility lead to fostering student creativity. In conclusion, social media, when integrated with appropriate instructional strategies, can be successfully used as an educational tool to build an environment that promotes student creativity. In study 3 the purpose was to analyze the forms in which special education teachers design learning experiences that provide an environment for creativity development for students from special education and how their proposed technology integration plays a role in it across different settings (i.e., face-to-face, blended, and online learning). Three practicing teachers enrolled in an online graduate program in special education participated in this study. For the purpose of this study, the primary data source consisted of assignments (i.e., artifacts and reflections) submitted by students to the Technology Integration - Blended and Online Teaching (Ti-BOT) program, a licensure required as part of their Special Education program. Artifacts were analyzed through the lens of the existing literature on learning environments for creativity. Reflections were analyzed using a thematic analysis approach, applying a combination of inductive and deductive coding. The artifacts presented by the participants included elements of a creative environment and technology often facilitated the development of such an environment. However, the participants did not appear to explicitly and intentionally design activities to foster creativity, but to make modifications to learning activities and assessments that reflected the level of individualization and adaptations that are typically expected from special education teachers, described in individualized education plans (IEPs), and guided by Universal Design for Learning (UDL) principles. With the findings from this three-paper dissertation, the goal is to provide recommendations for how educator preparation programs can improve how they are approaching technology integration, gain deeper understanding of technology integration across diverse contexts and tools, and offer strategies for supporting the deeper consideration of how technologies can be meaningfully used.

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How to Write a Thesis or Dissertation Conclusion

Published on September 6, 2022 by Tegan George and Shona McCombes. Revised on November 20, 2023.

The conclusion is the very last part of your thesis or dissertation . It should be concise and engaging, leaving your reader with a clear understanding of your main findings, as well as the answer to your research question .

In it, you should:

• Clearly state the answer to your main research question
• Summarize and reflect on your research process
• Make recommendations for future work on your thesis or dissertation topic
• Show what new knowledge you have contributed to your field
• Wrap up your thesis or dissertation

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Table of contents

Discussion vs. conclusion, how long should your conclusion be, step 1: answer your research question, step 2: summarize and reflect on your research, step 3: make future recommendations, step 4: emphasize your contributions to your field, step 5: wrap up your thesis or dissertation, full conclusion example, conclusion checklist, other interesting articles, frequently asked questions about conclusion sections.

While your conclusion contains similar elements to your discussion section , they are not the same thing.

Your conclusion should be shorter and more general than your discussion. Instead of repeating literature from your literature review , discussing specific research results , or interpreting your data in detail, concentrate on making broad statements that sum up the most important insights of your research.

As a rule of thumb, your conclusion should not introduce new data, interpretations, or arguments.

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Depending on whether you are writing a thesis or dissertation, your length will vary. Generally, a conclusion should make up around 5–7% of your overall word count.

An empirical scientific study will often have a short conclusion, concisely stating the main findings and recommendations for future research. A humanities dissertation topic or systematic review , on the other hand, might require more space to conclude its analysis, tying all the previous sections together in an overall argument.

Your conclusion should begin with the main question that your thesis or dissertation aimed to address. This is your final chance to show that you’ve done what you set out to do, so make sure to formulate a clear, concise answer.

• Don’t repeat a list of all the results that you already discussed
• Do synthesize them into a final takeaway that the reader will remember.

An empirical thesis or dissertation conclusion may begin like this:

A case study –based thesis or dissertation conclusion may begin like this:

In the second example, the research aim is not directly restated, but rather added implicitly to the statement. To avoid repeating yourself, it is helpful to reformulate your aims and questions into an overall statement of what you did and how you did it.

Your conclusion is an opportunity to remind your reader why you took the approach you did, what you expected to find, and how well the results matched your expectations.

To avoid repetition , consider writing more reflectively here, rather than just writing a summary of each preceding section. Consider mentioning the effectiveness of your methodology , or perhaps any new questions or unexpected insights that arose in the process.

You can also mention any limitations of your research, but only if you haven’t already included these in the discussion. Don’t dwell on them at length, though—focus on the positives of your work.

• While x limits the generalizability of the results, this approach provides new insight into y .
• This research clearly illustrates x , but it also raises the question of y .

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You may already have made a few recommendations for future research in your discussion section, but the conclusion is a good place to elaborate and look ahead, considering the implications of your findings in both theoretical and practical terms.

• Based on these conclusions, practitioners should consider …
• To better understand the implications of these results, future studies could address …
• Further research is needed to determine the causes of/effects of/relationship between …

When making recommendations for further research, be sure not to undermine your own work. Relatedly, while future studies might confirm, build on, or enrich your conclusions, they shouldn’t be required for your argument to feel complete. Your work should stand alone on its own merits.

Just as you should avoid too much self-criticism, you should also avoid exaggerating the applicability of your research. If you’re making recommendations for policy, business, or other practical implementations, it’s generally best to frame them as “shoulds” rather than “musts.” All in all, the purpose of academic research is to inform, explain, and explore—not to demand.

Make sure your reader is left with a strong impression of what your research has contributed to the state of your field.

Some strategies to achieve this include:

• Returning to your problem statement to explain how your research helps solve the problem
• Referring back to the literature review and showing how you have addressed a gap in knowledge
• Discussing how your findings confirm or challenge an existing theory or assumption

Again, avoid simply repeating what you’ve already covered in the discussion in your conclusion. Instead, pick out the most important points and sum them up succinctly, situating your project in a broader context.

The end is near! Once you’ve finished writing your conclusion, it’s time to wrap up your thesis or dissertation with a few final steps:

• It’s a good idea to write your abstract next, while the research is still fresh in your mind.
• Next, make sure your reference list is complete and correctly formatted. To speed up the process, you can use our free APA citation generator .
• Once you’ve added any appendices , you can create a table of contents and title page .
• Finally, read through the whole document again to make sure your thesis is clearly written and free from language errors. You can proofread it yourself , ask a friend, or consider Scribbr’s proofreading and editing service .

Here is an example of how you can write your conclusion section. Notice how it includes everything mentioned above:

V. Conclusion

The current research aimed to identify acoustic speech characteristics which mark the beginning of an exacerbation in COPD patients.

The central questions for this research were as follows: 1. Which acoustic measures extracted from read speech differ between COPD speakers in stable condition and healthy speakers? 2. In what ways does the speech of COPD patients during an exacerbation differ from speech of COPD patients during stable periods?

All recordings were aligned using a script. Subsequently, they were manually annotated to indicate respiratory actions such as inhaling and exhaling. The recordings of 9 stable COPD patients reading aloud were then compared with the recordings of 5 healthy control subjects reading aloud. The results showed a significant effect of condition on the number of in- and exhalations per syllable, the number of non-linguistic in- and exhalations per syllable, and the ratio of voiced and silence intervals. The number of in- and exhalations per syllable and the number of non-linguistic in- and exhalations per syllable were higher for COPD patients than for healthy controls, which confirmed both hypotheses.

However, the higher ratio of voiced and silence intervals for COPD patients compared to healthy controls was not in line with the hypotheses. This unpredicted result might have been caused by the different reading materials or recording procedures for both groups, or by a difference in reading skills. Moreover, there was a trend regarding the effect of condition on the number of syllables per breath group. The number of syllables per breath group was higher for healthy controls than for COPD patients, which was in line with the hypothesis. There was no effect of condition on pitch, intensity, center of gravity, pitch variability, speaking rate, or articulation rate.

This research has shown that the speech of COPD patients in exacerbation differs from the speech of COPD patients in stable condition. This might have potential for the detection of exacerbations. However, sustained vowels rarely occur in spontaneous speech. Therefore, the last two outcome measures might have greater potential for the detection of beginning exacerbations, but further research on the different outcome measures and their potential for the detection of exacerbations is needed due to the limitations of the current study.

Checklist: Conclusion

I have clearly and concisely answered the main research question .

I have summarized my overall argument or key takeaways.

I have mentioned any important limitations of the research.

I have given relevant recommendations .

I have clearly explained what my research has contributed to my field.

I have  not introduced any new data or arguments.

You've written a great conclusion! Use the other checklists to further improve your dissertation.

If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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• Halo effect
• Hindsight bias
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• Supervised vs. unsupervised learning

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In a thesis or dissertation, the discussion is an in-depth exploration of the results, going into detail about the meaning of your findings and citing relevant sources to put them in context.

The conclusion is more shorter and more general: it concisely answers your main research question and makes recommendations based on your overall findings.

While it may be tempting to present new arguments or evidence in your thesis or disseration conclusion , especially if you have a particularly striking argument you’d like to finish your analysis with, you shouldn’t. Theses and dissertations follow a more formal structure than this.

All your findings and arguments should be presented in the body of the text (more specifically in the discussion section and results section .) The conclusion is meant to summarize and reflect on the evidence and arguments you have already presented, not introduce new ones.

For a stronger dissertation conclusion , avoid including:

• Important evidence or analysis that wasn’t mentioned in the discussion section and results section
• Generic concluding phrases (e.g. “In conclusion …”)
• Weak statements that undermine your argument (e.g., “There are good points on both sides of this issue.”)

Your conclusion should leave the reader with a strong, decisive impression of your work.

The conclusion of your thesis or dissertation shouldn’t take up more than 5–7% of your overall word count.

The conclusion of your thesis or dissertation should include the following:

• A restatement of your research question
• A summary of your key arguments and/or results
• A short discussion of the implications of your research

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

George, T. & McCombes, S. (2023, November 20). How to Write a Thesis or Dissertation Conclusion. Scribbr. Retrieved August 5, 2024, from https://www.scribbr.com/dissertation/write-conclusion/

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Catalysis Science & Technology

New mononuclear cu( i ) compounds: synthesis, characterization, and application to the electroreduction of co 2 †.

* Corresponding authors

a Facultad de Química, Universidad Nacional Autónoma de México, Circuito Interior, Ciudad Universitaria, Mexico City 04510, Mexico E-mail: [email protected]

This report includes the preparation of a new set of well-defined Cu( I ) catalytic precursors of the type [Cu(diphosphine)(PPh 3 )NO 3 ] and [Cu(diphosphine)NO 3 ], fully characterized by regular analytical methods, including single-crystal XRD (X-ray diffraction). The new compounds were assessed to activate CO 2 in an electrocatalytic process to yield oxalate selectively and with a relatively low overpotential. Some mechanistic insights into this process are also provided; oxalate is a valuable product for further chemical applications.

Supplementary files

• Supplementary information PDF (8413K)
• Crystal structure data CIF (2491K)

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New mononuclear Cu( I ) compounds: synthesis, characterization, and application to the electroreduction of CO 2

A. Arévalo, E. Juárez-Francisco, D. A. Roa, M. Flores-Alamo and J. J. García, Catal. Sci. Technol. , 2024, Advance Article , DOI: 10.1039/D4CY00759J

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