minor thesis 1

Transition to Your First Thesis

• First Online: 25 August 2017

Cite this chapter

• Paul Gruba 3 &
• Justin Zobel 4  

6472 Accesses

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

• Available as EPUB and PDF
• Read on any device
• Instant download
• Own it forever
• Compact, lightweight edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Author information

Authors and affiliations.

School of Languages & Linguistics, University of Melbourne, Parkville, 3010, Victoria, Australia

School of Computing & Information Systems, University of Melbourne, Parkville, 3010, Victoria, Australia

Justin Zobel

You can also search for this author in PubMed   Google Scholar

Corresponding authors

Correspondence to Paul Gruba or Justin Zobel .

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this chapter

Gruba, P., Zobel, J. (2017). Transition to Your First Thesis. In: How To Write Your First Thesis. Springer, Cham. https://doi.org/10.1007/978-3-319-61854-8_1

Download citation

DOI : https://doi.org/10.1007/978-3-319-61854-8_1

Published : 25 August 2017

Publisher Name : Springer, Cham

Print ISBN : 978-3-319-61853-1

Online ISBN : 978-3-319-61854-8

eBook Packages : Computer Science Computer Science (R0)

Minor Thesis Parts 1 and 2

Coordinator: professor nicholas phelps.

The Minor Thesis is a capstone subject for postgraduate students undertaking the Master of Urban Planning. The thesis is intended to train students in the conception, design and execution of research. It is intended to demonstrate independent research skills, sound understanding of your chosen topic, and excellent communication skills. The completion of a thesis marks the possession of advanced knowledge in a specialised field.

The 3MT pitch presentation is an internationally recognized thesis presentation competition, that was originally started at the University of Queensland. Presenting in a 3MT competition encourages students to increase their capacity to effectively explain their research in just three minutes, in a language appropriate to a non-specialist audience. Different from the mid-way research proposal presentations in Minor Thesis (Part 1), it provides an opportunity for students completing their Minor Thesis (Part 2) to tell the story of their research in a short accessible and highly impactful way.

The 3MT presentations were judged by three members of staff from the urban planning discipline with students also voting for their student’s choice. Included here for the MSDx are the first prize winner Yoong Wai Chong, runner up, Ariana Dickey and student’s choice Paul Vassiliadis.

Image: Chong Yoong Wai

3MT Presentations

Yoong wai chong.

The Upfield Transport Alliance. Supervisor: Dr Crystal Legacy

Ariana Dickey

Yarra's Waste Revolution. Supervisor: Dr Judy Bush

Paul Vassiliadis

The #Instatravel City. Supervisor: Associate Professor David Nichols

• MSDx Winter 2021
• MSDx Summer 2020
• MSDx Winter 2020
• Search MSDx
• Current Students

Guide to Graduate Studies

The PhD Program The Ph.D. program of the Harvard Department of Mathematics is designed to help motivated students develop their understanding and enjoyment of mathematics. Enjoyment and understanding of the subject, as well as enthusiasm in teaching it, are greater when one is actively thinking about mathematics in one’s own way. For this reason, a Ph.D. dissertation involving some original research is a fundamental part of the program. The stages in this program may be described as follows:

• Acquiring a broad basic knowledge of mathematics on which to build a future mathematical culture and more detailed knowledge of a field of specialization.
• Choosing a field of specialization within mathematics and obtaining enough knowledge of this specialized field to arrive at the point of current thinking.
• Making a first original contribution to mathematics within this chosen special area.

Students are expected to take the initiative in pacing themselves through the Ph.D. program. In theory, a future research mathematician should be able to go through all three stages with the help of only a good library. In practice, many of the more subtle aspects of mathematics, such as a sense of taste or relative importance and feeling for a particular subject, are primarily communicated by personal contact. In addition, it is not at all trivial to find one’s way through the ever-burgeoning literature of mathematics, and one can go through the stages outlined above with much less lost motion if one has some access to a group of older and more experienced mathematicians who can guide one’s reading, supplement it with seminars and courses, and evaluate one’s first attempts at research. The presence of other graduate students of comparable ability and level of enthusiasm is also very helpful.

University Requirements

The University requires a minimum of two years of academic residence (16 half-courses) for the Ph.D. degree. On the other hand, five years in residence is the maximum usually allowed by the department. Most students complete the Ph.D. in four or five years. Please review the program requirements timeline .

There is no prescribed set of course requirements, but students are required to register and enroll in four courses each term to maintain full-time status with the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences.

Qualifying Exam

The department gives the qualifying examination at the beginning of the fall and spring terms. The qualifying examination covers algebra, algebraic geometry, algebraic topology, complex analysis, differential geometry, and real analysis. Students are required to take the exam at the beginning of the first term. More details about the qualifying exams can be found here .

Students are expected to pass the qualifying exam before the end of their second year. After passing the qualifying exam students are expected to find a Ph.D. dissertation advisor.

Minor Thesis

The minor thesis is complementary to the qualifying exam. In the course of mathematical research, students will inevitably encounter areas in which they have gaps in knowledge. The minor thesis is an exercise in confronting those gaps to learn what is necessary to understand a specific area of math. Students choose a topic outside their area of expertise and, working independently, learns it well and produces a written exposition of the subject.

The topic is selected in consultation with a faculty member, other than the student’s Ph.D. dissertation advisor, chosen by the student. The topic should not be in the area of the student’s Ph.D. dissertation. For example, students working in number theory might do a minor thesis in analysis or geometry. At the end of three weeks time (four if teaching), students submit to the faculty member a written account of the subject and are prepared to answer questions on the topic.

The minor thesis must be completed before the start of the third year in residence.

Language Exam

Mathematics is an international subject in which the principal languages are English, French, German, and Russian. Almost all important work is published in one of these four languages. Accordingly, students are required to demonstrate the ability to read mathematics in French, German, or Russian by passing a two-hour, written language examination. Students are asked to translate one page of mathematics into English with the help of a dictionary. Students may request to substitute the Italian language exam if it is relevant to their area of mathematics. The language requirement should be fulfilled by the end of the second year. For more information on the graduate program requirements, a timeline can be viewed at here .

Non-native English speakers who have received a Bachelor’s degree in mathematics from an institution where classes are taught in a language other than English may request to waive the language requirement.

Upon completion of the language exam and eight upper-level math courses, students can apply for a continuing Master’s Degree.

Teaching Requirement

Most research mathematicians are also university teachers. In preparation for this role, all students are required to participate in the department’s teaching apprenticeship program and to complete two semesters of classroom teaching experience, usually as a teaching fellow. During the teaching apprenticeship, students are paired with a member of the department’s teaching staff. Students attend some of the advisor’s classes and then prepare (with help) and present their own class, which will be videotaped. Apprentices will receive feedback both from the advisor and from members of the class.

Teaching fellows are responsible for teaching calculus to a class of about 25 undergraduates. They meet with their class three hours a week. They have a course assistant (an advanced undergraduate) to grade homework and to take a weekly problem session. Usually, there are several classes following the same syllabus and with common exams. A course head (a member of the department teaching staff) coordinates the various classes following the same syllabus and is available to advise teaching fellows. Other teaching options are available: graduate course assistantships for advanced math courses and tutorials for advanced undergraduate math concentrators.

Final Stages

How students proceed through the second and third stages of the program varies considerably among individuals. While preparing for the qualifying examination or immediately after, students should begin taking more advanced courses to help with choosing a field of specialization. Unless prepared to work independently, students should choose a field that falls within the interests of a member of the faculty who is willing to serve as dissertation advisor. Members of the faculty vary in the way that they go about dissertation supervision; some faculty members expect more initiative and independence than others and some variation in how busy they are with current advisees. Students should consider their own advising needs as well as the faculty member’s field when choosing an advisor. Students must take the initiative to ask a professor if she or he will act as a dissertation advisor. Students having difficulty deciding under whom to work, may want to spend a term reading under the direction of two or more faculty members simultaneously. The sooner students choose an advisor, the sooner they can begin research. Students should have a provisional advisor by the second year.

It is important to keep in mind that there is no technique for teaching students to have ideas. All that faculty can do is to provide an ambiance in which one’s nascent abilities and insights can blossom. Ph.D. dissertations vary enormously in quality, from hard exercises to highly original advances. Many good research mathematicians begin very slowly, and their dissertations and first few papers could be of minor interest. The ideal attitude is: (1) a love of the subject for its own sake, accompanied by inquisitiveness about things which aren’t known; and (2) a somewhat fatalistic attitude concerning “creative ability” and recognition that hard work is, in the end, much more important.

• Apply now Enquire now

Study at UniSA

Accounting and Finance Business Management and HRM Marketing Property Tourism, Sports and Events

Architecture Communication Contemporary Art Creative Industries Design Film, Television and Visual Effects Journalism Urban and Regional Planning

Biomedical Science Health Science Human Movement, Sport, Clinical Exercise Physiology Laboratory Medicine Medical Radiation Science Nursing or Midwifery Nutrition and Food Sciences Occupational Therapy Pharmacy Physiotherapy Podiatry Speech Pathology

• Law & Criminal Justice

Aboriginal and Australian Studies Arts Human Services Languages Psychology Social Work

Aviation Construction Management Defence Engineering Environmental Science Information Technology Mathematics Science

• Teaching & Education
• What can I study
• Entry pathways
• Find an education agent
• Sponsorships
• Living in Adelaide
• UniSA Online
• Scholarships
• Postgraduate study
• Research degrees
• Executive Education
• Regional students
• Aboriginal students
• Discover our research Partner with us
• Research projects
• How to apply
• Check your eligibility
• Research scholarships
• Concentrations
• Cooperative Research Centres
• Research studies & volunteers
• Research experts
• Industry & collaboration
• Mawson Lakes
• Mount Gambier
• Psychology Clinic
• Health Clinics
• Disability Hub
• Wirringka Student Services
• Museums and galleries
• Industry & partnerships
• Enterprise Hub

About UniSA

• Our history
• Vice Chancellor
• Achievements
• Mission, values, vision
• Strategic action plan
• Staff directory
• UniSA Allied Health & Human Performance
• UniSA Business
• UniSA Clinical & Health Sciences
• UniSA Creative
• UniSA Education Futures
• UniSA Justice & Society
• Working at UniSA
• Publications
• Aboriginal engagement
• Login Staff Students Alumni

Honours Minor Thesis 1

Course Level Undergraduate

Course information

Area/Catalogue NASC 4017

Offered Externally Yes

Note: This offering may or may not be scheduled in every study period. Please refer to the timetable for further details.

Course ID 172490

Unit Value 4.5

University-wide elective course No

Course owner UniSA STEM

To provide students with an opportunity to undertake an individual research project or advanced study under the guidance of an academic supervisor.

Course content

Students will develop and apply skills to plan, carry out and report on an individual research project or program of advanced study. Students will produce a minor thesis and present their work in a research presentation. Additional artefacts may also be created depending on the discipline area.

Textbook(s)

Prerequisite(s).

Completion of a tertiary-level undergraduate degree in a relevant discipline

Corequisite(s)

Teaching method.

Note: These components may or may not be scheduled in every study period. Please refer to the timetable for further details.

Presentation, Thesis

EFTSL*: 0.125 Commonwealth Supported program (Band 2) To determine the fee for this course as part of a Commonwealth Supported program, go to: How to determine your Commonwealth Supported course fee. (Opens new window)

Fee-paying program for domestic and international students International students and students undertaking this course as part of a postgraduate fee paying program must refer to the relevant program home page to determine the cost for undertaking this course.

Non-award enrolment Non-award tuition fees are set by the university. To determine the cost of this course, go to: How to determine the relevant non award tuition fee. (Opens new window)

Not all courses are available on all of the above bases, and students must check to ensure that they are permitted to enrol in a particular course.

* Equivalent Full Time Study Load. Please note: all EFTSL values are published and calculated at ten decimal places. Values are displayed to three decimal places for ease of interpretation.

Learning resources for this course

Course Coordinators

Degrees this course is offered in

• LHAS Bachelor of Applied Science (Honours)
• LHAS Bachelor of Applied Science (Honours) (Aviation)
• LHAS Bachelor of Applied Science (Honours) (Mathematics)
• LHCP Bachelor of Information Technology (Honours)

Checking your eligibility

Australian students

Phone: +61 8 8302 2376 Enquiry: unisa.edu.au/enquiry

International students

Phone: +61 8 9627 4854 Enquiry: unisa.edu.au/enquiry

• school Campus Bookshelves
• menu_book Bookshelves
• perm_media Learning Objects
• login Login
• how_to_reg Request Instructor Account
• hub Instructor Commons
• Download Page (PDF)
• Download Full Book (PDF)
• Periodic Table
• Physics Constants
• Scientific Calculator
• Reference & Cite
• Tools expand_more
• Readability

selected template will load here

This action is not available.

1.3: Develop Thesis

• Last updated
• Save as PDF
• Page ID 250405

\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)

\( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)

( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)

\( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

\( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)

\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)

\( \newcommand{\Span}{\mathrm{span}}\)

\( \newcommand{\id}{\mathrm{id}}\)

\( \newcommand{\kernel}{\mathrm{null}\,}\)

\( \newcommand{\range}{\mathrm{range}\,}\)

\( \newcommand{\RealPart}{\mathrm{Re}}\)

\( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

\( \newcommand{\Argument}{\mathrm{Arg}}\)

\( \newcommand{\norm}[1]{\| #1 \|}\)

\( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)

\( \newcommand{\vectorA}[1]{\vec{#1}}      % arrow\)

\( \newcommand{\vectorAt}[1]{\vec{\text{#1}}}      % arrow\)

\( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

\( \newcommand{\vectorC}[1]{\textbf{#1}} \)

\( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)

\( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)

\( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)

The previous chapter, on Generating Ideas, emphasized the role of divergent thinking in the writing process. Before beginning a draft, it’s important to draw on a range of personal experiences and observations, as well as critical reading. Brainstorming techniques help collect all of these ideas into a single place. After brainstorming, a writer is ready for the convergent process of selecting the various information and ideas they wish to use in their essay. The goal of this selection process is to develop an overarching thesis statement that captures everything the writer wishes to say. This chapter focuses on that selection process, as well as how to formulate a clear and succinct statement. If this chapter is being used to help begin an essay draft, we recommend that a student first complete the exercises in the previous chapter. The previous chapter asked you to record a few things on a worksheet or document: your purpose and audience, the topic, and related questions. To help brainstorm fresh ideas, that chapter suggested a freewriting exercise, list-making, and/or “idea mapping. The brainstorming exercises should have provided you with possible supporting points for your working thesis statement.

Why are thesis statements necessary?

Have you ever known a person who was not very good at telling stories? You probably had trouble following his train of thought as he jumped around from point to point, either being too brief in places that needed further explanation or providing too many details on a meaningless element. Maybe he told the end of the story first, then moved to the beginning and later added details to the middle. His ideas were probably scattered, and the story did not flow very well. When the story was over, you probably had many questions.

Just as a personal anecdote can be a disorganized mess, an essay can fall into the same trap of being out of order and confusing. That is why writers need a thesis statement to provide a specific focus for their essay and to organize what they are about to discuss in the body.

Just like a topic sentence summarizes a single paragraph, the thesis statement summarizes an entire essay. It tells the reader the point you want to make in your essay, while the essay itself supports that point. It is like a signpost that signals the essay’s destination. You should form your thesis before you begin to organize an essay, but you may find that it needs revision as the essay develops.

Elements of a Thesis Statement

For every essay you write, you must focus on a central idea. This idea stems from a topic you have chosen or been assigned or from a question your teacher has asked. It is not enough merely to discuss a general topic or simply answer a question with a yes or no. You have to form a specific opinion, and then articulate that into a controlling idea—the main idea upon which you build your thesis.

Remember that a thesis is not the topic itself, but rather your interpretation of the question or subject. For whatever topic your professor gives you, you must ask yourself, “What do I want to say about it?” Asking and then answering this question is vital to forming a thesis that is precise, forceful and confident.

A thesis is one sentence long and appears toward the end of your introduction. It is specific and focuses on one to three points of a single idea—points that are able to be demonstrated in the body. It forecasts the content of the essay and suggests how you will organize your information. Remember that a thesis statement does not summarize an issue but rather dissects it.

A strong thesis contains the following qualities:

Specificity . A thesis statement must concentrate on a specific area of a general topic. As you may recall, the creation of a thesis statement begins when you choose a broad subject and then narrow down its parts until you pinpoint a specific aspect of that topic. For example, health care is a broad topic, but a proper thesis statement would focus on a specific area of that topic, such as options for individuals without health care coverage.

Precision. A strong thesis statement must be precise enough to allow for a coherent argument and to remain focused on the topic. If the specific topic is options for individuals without health care coverage, then your precise thesis statement must make an exact claim about it, such as that limited options exist for those who are uninsured by their employers. You must further pinpoint what you are going to discuss regarding these limited effects, such as whom they affect and what the cause is.

Ability to be argued. A thesis statement must present a relevant and specific argument. A factual statement often is not considered arguable. Be sure your thesis statement contains a point of view that can be supported with evidence.

Ability to be demonstrated. For any claim you make in your thesis, you must be able to provide reasons and examples for your opinion. You can rely on personal observations in order to do this, or you can consult outside sources to demonstrate that what you assert is valid. A worthy argument is backed by examples and details.

Forcefulness. A thesis statement that is forceful shows readers that you are, in fact, making an argument. The tone is assertive and takes a stance that others might oppose.

Confidence. In addition to using force in your thesis statement, you must also use confidence in your claim. Phrases such as I feel or I believe actually weaken the readers’ sense of your confidence because these phrases imply that you are the only person who feels the way you do. In other words, your stance has insufficient backing. Taking an authoritative stance on the matter persuades your readers to have faith in your argument and open their minds to what you have to say. If you want to use the first person, phrases such as I argue or I contend sound more authoritative.

Even in a personal essay that allows the use of first person, your thesis should not contain phrases such as in my opinion or I believe . These statements reduce your credibility and weaken your argument. Your opinion is more convincing when you use a firm attitude.

Exercise \(\PageIndex{1}\)

On a separate sheet of paper, write a thesis statement for each of the following topics. Remember to make each statement specific, precise, demonstrable, forceful and confident.

• Texting while driving
• The legal drinking age in the United States
• Steroid use among professional athletes

Each of the following thesis statements meets several of the following requirements:

• Specificity
• Ability to be argued
• Ability to be demonstrated
• Forcefulness
• The societal and personal struggles of Troy Maxon in the play Fences symbolize the challenge of black males who lived through segregation and integration in the United States.
• Closing all American borders for a period of five years is one solution that will tackle illegal immigration.
• Shakespeare’s use of dramatic irony in Romeo and Juliet spoils the outcome for the audience and weakens the plot.
• J. D. Salinger’s character in Catcher in the Rye , Holden Caulfield, is a confused rebel who voices his disgust with phonies, yet in an effort to protect himself, he acts like a phony on many occasions.
• Compared to an absolute divorce, no-fault divorce is less expensive, promotes fairer settlements, and reflects a more realistic view of the causes for marital breakdown.
• Exposing children from an early age to the dangers of drug abuse is a sure method of preventing future drug addicts.
• In today’s crumbling job market, a high school diploma is not significant enough education to land a stable, lucrative job.

You can find thesis statements in many places, such as in the news; in the opinions of friends, coworkers or teachers; and even in songs you hear on the radio. Become aware of thesis statements in everyday life by paying attention to people’s opinions and their reasons for those opinions. Pay attention to your own everyday thesis statements as well, as these can become material for future essays.

Now that you have read about the contents of a good thesis statement and have seen examples, take a look at the pitfalls to avoid when composing your own thesis:

Weak thesis statement: My paper will explain why imagination is more important than knowledge.

Weak thesis statement: Religious radicals across America are trying to legislate their Puritanical beliefs by banning required high school books.

Weak thesis statement: Advertising companies use sex to sell their products.

Weak thesis statement: The life of Abraham Lincoln was long and challenging.

Exercise \(\PageIndex{2}\)

Read the following thesis statements. On a separate piece of paper, identify each as weak or strong. For those that are weak, list the reasons why. Then revise the weak statements so that they conform to the requirements of a strong thesis.

• The subject of this paper is my experience with ferrets as pets.
• The government must expand its funding for research on renewable energy resources in order to prepare for the impending end of oil.
• Edgar Allan Poe was a poet who lived in Baltimore during the nineteenth century.
• In this essay, I will give you lots of reasons why slot machines should not be legalized in Baltimore.
• Despite his promises during his campaign, President Kennedy took few executive measures to support civil rights legislation.
• Because many children’s toys have potential safety hazards that could lead to injury, it is clear that not all children’s toys are safe.
• My experience with young children has taught me that I want to be a disciplinary parent because I believe that a child without discipline can be a parent’s worst nightmare..

Writing at Work

Often in your career, you will need to ask your boss for something through an e-mail. Just as a thesis statement organizes an essay, it can also organize your e-mail request. While your e-mail will be shorter than an essay, using a thesis statement in your first paragraph quickly lets your boss know what you are asking for, why it is necessary, and what the benefits are. In short body paragraphs, you can provide the essential information needed to expand upon your request.

Formulating your thesis statement

When initially formulating a thesis statement, it will help to know that there are a few strategies to choose from.

Enumerative thesis

An enumerative thesis simply lists the main points of your essay. In a traditional five paragraph argument essay from high school, for example, students are taught to write a one-paragraph introduction and conclusion, and the three paragraphs in between should be devoted to three supporting ideas. In this scenario (which is crude and too formulaic for college argument essays), an enumerative thesis statement would include each of the three main points.

Umbrella thesis

In contrast to the list-making tendency of enumerative thesis statements, an umbrella thesis attempts to encompass all of the main points in a concise yet decisive statement.

The previous chapter, “Generating Ideas,” asked you to record a few things on a worksheet or document: your purpose and audience, the topic, and related questions. To help brainstorm fresh ideas, the chapter also suggested a freewriting exercise, list-making, and “idea mapping. The brainstorming exercises should have provided you with possible supporting points for your working thesis statement. To get started on an early draft of your thesis statement, complete the following steps, on the same worksheet or as a separate document:

• Select all of the main points you wish to address in your essay. Depending on the type of essay you’re writing, you might have two, three, four, or even more ideas. In a persuasive essay, for example, you might first identify key pieces of evidence as well as the ideas (or points) they prove. But you might also want to select potential counterarguments and rebuttals for those points.
• Attempt an enumerative thesis by simply listing each of the main points you want to hit in your essay.
• Now develop a more concise umbrella thesis statement by simplifying all of those points into a single position or overarching idea.

Revising your thesis statement

Your thesis will probably change as you write, so you will need to modify it to reflect exactly what you have discussed in your essay. Your thesis statement begins as a working thesis statement, an indefinite statement that you make about your topic early in the writing process for the purpose of planning and guiding your writing.

Working thesis statements often become stronger as you gather information and form new opinions and reasons for those opinions. Revision helps you strengthen your thesis so that it matches what you have expressed in the body of the paper.

You can cut down on irrelevant aspects and revise your thesis by taking the following steps:

1. Pinpoint and replace all nonspecific words, such as people , everything , society , or life , with more precise words in order to reduce any vagueness.

Working thesis: Young people have to work hard to succeed in life.

Revised thesis: Recent college graduates must have discipline and persistence in order to find and maintain a stable job in which they can use and be appreciated for their talents.

The revised thesis makes a more specific statement about success and what it means to work hard. The original includes too broad a range of people and does not define exactly what success entails. By replacing those general words like people and work hard , the writer can better focus his or her research and gain more direction in his or her writing.

2. Clarify ideas that need explanation by asking yourself questions that narrow your thesis.

Working thesis: The welfare system is a joke.

Revised thesis: The welfare system keeps a socioeconomic class from gaining employment by alluring members of that class with unearned income, instead of programs to improve their education and skill sets.

A joke means many things to many people. Readers bring all sorts of backgrounds and perspectives to the reading process and would need clarification for a word so vague. This expression may also be too informal for the selected audience. By asking questions, the writer can devise a more precise and appropriate explanation for joke . The writer should ask himself or herself questions similar to the 5WH questions. (See Chapter 8 “The Writing Process: How Do I Begin?” for more information on the 5WH questions.) By incorporating the answers to these questions into a thesis statement, the writer more accurately defines his or her stance, which will better guide the writing of the essay.

3. Replace any linking verbs with action verbs. Linking verbs are forms of the verb to be , a verb that simply states that a situation exists.

Working thesis: Kansas City schoolteachers are not paid enough.

Revised thesis: The Kansas City legislature cannot afford to pay its educators, resulting in job cuts and resignations in a district that sorely needs highly qualified and dedicated teachers.

The linking verb in this working thesis statement is the word are . Linking verbs often make thesis statements weak because they do not express action. Rather, they connect words and phrases to the second half of the sentence. Readers might wonder, “Why are they not paid enough?” But this statement does not compel them to ask many more questions. The writer should ask himself or herself questions in order to replace the linking verb with an action verb, thus forming a stronger thesis statement, one that takes a more definitive stance on the issue:

• Who is not paying the teachers enough?
• What is considered “enough”?
• What is the problem?
• What are the results

4. Omit any general claims that are hard to support.

Working thesis: Today’s teenage girls are too sexualized.

Revised thesis: Teenage girls who are captivated by the sexual images on MTV are conditioned to believe that a woman’s worth depends on her sensuality, a feeling that harms their self-esteem and behavior.

It is true that some young women in today’s society are more sexualized than in the past, but that is not true for all girls. Many girls have strict parents, dress appropriately, and do not engage in sexual activity while in middle school and high school. The writer of this thesis should ask the following questions:

• Which teenage girls?
• What constitutes “too” sexualized?
• Why are they behaving that way?
• Where does this behavior show up?
• What are the repercussions?

In your career you may have to write a project proposal that focuses on a particular problem in your company, such as reinforcing the tardiness policy. The proposal would aim to fix the problem; using a thesis statement would clearly state the boundaries of the problem and tell the goals of the project. After writing the proposal, you may find that the thesis needs revision to reflect exactly what is expressed in the body. Using the techniques from this chapter would apply to revising that thesis.

Key Takeaways

• Proper essays require a thesis statement to provide a specific focus and suggest how the essay will be organized.
• A thesis statement is your interpretation of the subject, not the topic itself.
• A strong thesis is specific, precise, forceful, confident, and is able to be demonstrated.
• A strong thesis challenges readers with a point of view that can be debated and can be supported with evidence.
• A weak thesis is simply a declaration of your topic or contains an obvious fact that cannot be argued.
• Depending on your topic, it may or may not be appropriate to use first person point of view.
• Revise your thesis by ensuring all words are specific, all ideas are exact, and all verbs express action.

The chapter above is adapted from University of Minnesota’s Writing for Success , Chapter 9, “Developing a Strong Thesis Statement,” CC-BY-NC-SA 4.0. An introduction has been added, the exercises have been modified, and the section “Formulating a Thesis Statement” has been added.

Handbook home

• Search the Handbook
• Undergraduate courses
• Graduate courses
• Research courses
• Undergraduate subjects
• Graduate subjects
• Research subjects
• Breadth Tracks
• CAPS Login - Staff only
• MSD Minor Thesis Part 1

MSD Minor Thesis Part 1 (ABPL90396)

Graduate coursework Points: 12.5 On Campus (Parkville)

View full page

About this subject

• Eligibility and requirements
• Dates and times
• Further information
• Timetable (opens in new window)

Contact information

Subject Coordinator

Nicholas Phelps

[email protected]

Subject Coordinator:

Please refer to the LMS for up-to-date subject information, including assessment and participation requirements, for subjects being offered in 2020.

This individual study based subject is a capstone option for the completion of the Master of Urban Planning. Students will be supervised by an academic throughout the research process. Discussions with a supervisor allow the student to obtain advice and guidance for completion of an independent study. The thesis requires two consecutive semesters of enrolment:

• The focus of the first semester is developing a research question, undertaking a literature review related to that question and proposing methods to answer the research question (which may require ethics clearance).
• The second semester concentrates on the middle to final stages of research from the implementation of a research plan, to effectively interpreting and presenting results.

NOTE: The MSD Minor Thesis requires two consecutive semesters of enrolment. Students can commence the Minor Thesis ( ABPL90396 MSD Minor Thesis Part 1) in either Semester 1 or 2 and must continue (ABPL90397 MSD Minor Thesis part 2) in the following semester. Upon successful completion of the MSD Minor Thesis, students will receive 25 points credit.

Further information on thesis supervisor availability and selection process is at https://edsc.unimelb.edu.au/graduate/subject-options/msd-studios/mup-studio

Intended learning outcomes

• Identify an appropriate research topic;
• Critically analyse literature;
• Develop appropriate research questions / hypotheses;
• Plan and implement key aspects of a successful research program;
• Select and implement appropriate research methods;
• Appropriately and efficiently analyse research undertaken;
• Draw meaningful and robust conclusions from the research process implemented; and
• Implement high level oral, written and visual presentation skills.

Generic skills

• To have a strong sense of intellectual integrity and the ethics of scholarship;
• Reach a high level of achievement in writing, generic research activities, problem solving and communication;
• Be critical and creative thinkers, with an aptitude for continued self directed learning.

Last updated: 3 November 2022

Honours and Minor Thesis projects

Displaying 1 - 10 of 220 honours projects.

[Malaysia] Large language models for training counselor

As the number of mental health patients increases, the demand for qualified counselors is on the rise. However, training/practice sessions with actual patients are often limited, let alone meeting a sufficient number of patients of different personalities. This project aims to use large language models to simulate therapy sessions under certain predefined circumstances. This project is co-supervised by a collaborator from the Psychology department in Jeffrey Cheah School of Medicine and Health Sciences.

Generative AI for Recommender Systems

A recommender system is a subclass of information filtering/retrieval system that provides suggestions for items that are most pertinent to a particular user without an explicit query. Recommender systems have become particularly useful in this information overload era and have played an essential role in many industries including Medical/Health, E-Commerce, Retail, Media, Banking, Telecom and Utilities (e.g., Amazon, Netflix, Spotify, Linkedin etc).

Multimodal Chatbot for Mental Health

Chatbots for mental health are shown to be helpful for preventing mental health issues and improving the wellbeing of individuals, and to ease the burden on health, community and school systems.  However, the current chatbots in this area cannot interact naturally with humans and the types of interactions are limited to short text, predefined buttons etc. In contrast, psychologists in real-world interact with patients with multiple modalities, including accustic and visual information.

AI (Deep Reinforcement Learning) for Strategic Bidding in Energy Markets

The world’s energy markets are transforming, and more renewable energy is integrated into the electric energy market. The intermittent renewable supply leads to unexpected demand-supply mismatches and results in highly fluctuating energy prices. Energy arbitrage aims to strategically operate energy devices to leverage the temporal price spread to smooth out the price differences in the market, which also generates some revenue.

Building Domain Specialized LLMs

Large Language Models (LLMs) have revolutionized natural language processing (NLP). These models have shown an unprecedented level of knowledge and reasoning, pushing the boundaries of what is achievable in NLP. However, the use of LLMs in the real world still presents numerous difficult challenges and application of LLMs beyond simple API/Prompt calls is very under-explored.

Privacy-preserving Machine Learning

Machine learning (ML) training and evaluation usually involve large-scale datasets and complicated computation. To process data efficiently, a promising solution is to outsource the processes to cloud platforms. However, traditional approaches of collecting users' data at cloud platforms are vulnerable to data breaches.

Asymmetric games between journals and scientists

This project is based on the paper " Academic Journals, Incentives, and the Quality of Peer Review: A Model ", in which we analyse strategic interactions between scientists and science journals.  Our results shed light on how different objectives for journals shape the strategies that scientists adopt when aiming to publish their work.

Modelling the tennis tour with stochastic processes

The tennis tour is a series of tennis tournaments played globally over a calendar year, where professional tennis players compete for prize money and ranking points. The structure of the tennis tour is organised into different tiers for both men and women, including grand slam tournaments and ATP/WTA tour events. In this project we use stochastic processes to model and simulate the tour under different experimental rules.

Deep Learning-Assisted Brain Tumor Segmentation in MRI Imaging

Description:

Magnetic Resonance Imaging (MRI) stands as a cornerstone in medical imaging, providing non-invasive, high-resolution images of the human body's internal structures.  Brain tumor segmentation from MRI scans is essential for precise diagnosis and treatment planning. MRI provides detailed views of brain structures and abnormalities, but challenges like image noise, contrast imperfections and tumor variations can make segmentation difficult.

Anomaly Detection in MRI Scans through Deep Learning: A Healthy Cohort Training Approach

The early detection of neurological abnormalities through Magnetic Resonance Imaging (MRI) is crucial in the medical field, potentially leading to timely interventions and better patient outcomes. However, the traditional diagnostic process is often time-consuming and subject to human error. This project seeks to improve this aspect by employing deep learning for anomaly detection in MRI scans, exclusively using images from healthy participants for model training [1].