Note : All research ethics applications must include:
Thesis supervisors and reviewers are given the following guidelines when they are asked to recommend a final grade for the honours thesis:
96-100% | An unusually superb thesis, one of the best you have seen in years, involving rare dedication and a tremendous amount of independent work, at the level of a strong graduate student. |
93-95% | A truly excellent thesis, representing an impressive level of achievement all round (e.g., clear and effective writing throughout; illuminating, correctly reported data analyses; probing, well-informed introduction and discussion sections), and unusual independence. Should be considered for a thesis award. |
90-92% | An excellent thesis, representing a high level of achievement all round (e.g., clear and effective writing throughout; illuminating, correctly reported data analyses; probing, well-informed introduction and discussion sections), and unusual independence. Not quite thesis award quality. |
85-89% | A strong thesis, representing a high level of competence overall, but having some specific, nontrivial shortcomings that the student could have rectified; with a fine level of independence. |
80-84% | A good thesis overall, but one that has more major shortcomings than we would typically expect in a strong honours thesis; usually with a modest level of independence. |
70-79% | A just satisfactory thesis, clearly below the level we would typically expect, with serious shortcomings; typically with a relatively low level of independence. |
60-69% | Just barely acceptable as an honours thesis, far below the level we would typically expect, with lots of serious shortcomings and a low level of independence. |
Each year, the Psychology Department recognizes the achievement of a small number of students who have produced the most outstanding honours theses. Theses will be considered for a thesis award if the thesis supervisor nominates the student and the thesis receives a final grade of 93 or above. Theses submitted for marking after the second Friday in May will not be considered for a thesis award. Nominated theses will be reviewed to select the award recipients and the recipients will be notified by the Psychology Undergraduate Office.
The thesis conference is an informal forum for students to present (orally or in poster format) a summary of their honours thesis to a friendly and enthusiastic audience of their peers and to discuss their work with others who have similar interests.
Registration is required. There is no registration fee for presenters or thesis supervisors and lunch is provided. Participants report that the event is very worthwhile and enjoyable. Clearly a great way to end fourth year!
The conference is typically held at the end of April or early May. If you will be presenting at the conference, data collection for the thesis should be completed by March. You are not required to present a complete analysis of your thesis results at the conference.
Further details about the thesis conference
Failing to adhere to established standards in the conduct of research is a serious offence. Please refer to "Obtaining ethics clearance for research" above for further details.
Students should also familiarize themselves with Policy 71 (Student Academic Discipline Policy) as well as the advice from the Faculty of Arts regarding avoiding academic offences .
Please check the Information Systems & Technology (IST) Department website for information regarding setting up your University of Waterloo computer account, accessing the internet, costs for printing, accessing your account from off-campus, etc. If you are enrolled in the Faculty of Arts, please also check the Arts Computing Office website for information.
The University of Waterloo computer accounts give students free access to applications such as word processing, statistical and graphics packages, spreadsheets, and electronic mail. Students also have access to the internet which allows them to use Waterloo's Electronic Library including the electronic journal article databases. Students are charged for printing and can put money for printing on to their resource account at various locations across campus including PAS 1080 using their WatCard.
It is critical that the University (e.g., administration, instructors, academic advisors, etc.) can reach you reliably by email (e.g., regarding academic standing, degree requirements, deadlines, etc.). If you are using a web email account such as Hotmail or Yahoo, we strongly encourage you to consider using a more reliable email account such as your Waterloo account. Your Waterloo account is just as easy to use from off-campus as other free web accounts but is more secure. You can access your Waterloo account from the " mywaterloo " website.
If you are using an email address other than your Waterloo email address you should do one of the following two things:
Intent to Graduate Forms and general convocation information is available on the Registrar's Office website. Students who want to graduate in June must submit an Intent to Graduate Form to the Registrar's Office before March 1. The deadline to apply for October convocation is August 1. Students who apply to graduate, but do not complete their honours thesis in time to graduate at the preferred convocation must submit another Intent to Graduate Form for the next convocation.
Those who submit their thesis for marking beyond the end of the final examination period for the PSYCH 499C term should refer to " Extensions on the thesis submission deadline " for further details regarding graduation deadlines.
REG Co-ordinator. Inquiries about obtaining ethics clearance for studies involving human participants should be directed to: | David McLean |
Inquiries about obtaining ethics clearance for research studies involving animals should be directed to: | Cindy Futher or Julie Joza |
Dr. Stephanie Denison | |
Psychology undergraduate advisor | Ceylan Enver Location: PAS 3007 Phone: 519.888.4567 x47190 Email: |
Nick Fuller | |
Psychology undergraduate website | |
Psychology Department | Department Fax: 519.746.8631 |
While Sandel argues that pursuing perfection through genetic engineering would decrease our sense of humility, he claims that the sense of solidarity we would lose is also important.
This thesis summarizes several points in Sandel’s argument, but it does not make a claim about how we should understand his argument. A reader who read Sandel’s argument would not also need to read an essay based on this descriptive thesis.
Michael Sandel’s arguments about genetic engineering do not take into consideration all the relevant issues.
This is an arguable claim because it would be possible to argue against it by saying that Michael Sandel’s arguments do take all of the relevant issues into consideration. But the claim is too broad. Because the thesis does not specify which “issues” it is focused on—or why it matters if they are considered—readers won’t know what the rest of the essay will argue, and the writer won’t know what to focus on. If there is a particular issue that Sandel does not address, then a more specific version of the thesis would include that issue—hand an explanation of why it is important.
While Sandel argues persuasively that our instinct to “remake” (54) ourselves into something ever more perfect is a problem, his belief that we can always draw a line between what is medically necessary and what makes us simply “better than well” (51) is less convincing.
This is an arguable analytical claim. To argue for this claim, the essay writer will need to show how evidence from the article itself points to this interpretation. It’s also a reasonable scope for a thesis because it can be supported with evidence available in the text and is neither too broad nor too narrow.
Given Sandel’s argument against genetic enhancement, we should not allow parents to decide on using Human Growth Hormone for their children.
This thesis tells us what we should do about a particular issue discussed in Sandel’s article, but it does not tell us how we should understand Sandel’s argument.
So, you’ve done most of the hard work, and now it's time to write the conclusion. You will probably have a few questions, along the lines of:
What should be in the conclusion.
The length of your conclusion will depend on a number of variables, including the School in which you are studying and the number of elements you are expected to include.
Some Schools ask for Conclusions to be combined with Discussion, while others will expect you to combine Conclusions with Future Directions. Check with your supervisor and with highly regarded past theses.
For a brief overview of the length and type of information in an Honours thesis Conclusion see examples of conclusions .
What you are trying to say is:
Or, in other words:
Engineering & science.
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So, you’ve got a decent understanding of what a dissertation is , you’ve chosen your topic and hopefully you’ve received approval for your research proposal . Awesome! Now its time to start the actual dissertation or thesis writing journey.
To craft a high-quality document, the very first thing you need to understand is dissertation structure . In this post, we’ll walk you through the generic dissertation structure and layout, step by step. We’ll start with the big picture, and then zoom into each chapter to briefly discuss the core contents. If you’re just starting out on your research journey, you should start with this post, which covers the big-picture process of how to write a dissertation or thesis .
In this post, we’ll be discussing a traditional dissertation/thesis structure and layout, which is generally used for social science research across universities, whether in the US, UK, Europe or Australia. However, some universities may have small variations on this structure (extra chapters, merged chapters, slightly different ordering, etc).
So, always check with your university if they have a prescribed structure or layout that they expect you to work with. If not, it’s safe to assume the structure we’ll discuss here is suitable. And even if they do have a prescribed structure, you’ll still get value from this post as we’ll explain the core contents of each section.
As I mentioned, some universities will have slight variations on this structure. For example, they want an additional “personal reflection chapter”, or they might prefer the results and discussion chapter to be merged into one. Regardless, the overarching flow will always be the same, as this flow reflects the research process , which we discussed here – i.e.:
In other words, the dissertation structure and layout reflect the research process of asking a well-defined question(s), investigating, and then answering the question – see below.
To restate that – the structure and layout of a dissertation reflect the flow of the overall research process . This is essential to understand, as each chapter will make a lot more sense if you “get” this concept. If you’re not familiar with the research process, read this post before going further.
Right. Now that we’ve covered the big picture, let’s dive a little deeper into the details of each section and chapter. Oh and by the way, you can also grab our free dissertation/thesis template here to help speed things up.
The title page of your dissertation is the very first impression the marker will get of your work, so it pays to invest some time thinking about your title. But what makes for a good title? A strong title needs to be 3 things:
Typically, a good title includes mention of the following:
For example:
A quantitative investigation [research design] into the antecedents of organisational trust [broader area] in the UK retail forex trading market [specific context/area of focus].
Again, some universities may have specific requirements regarding the format and structure of the title, so it’s worth double-checking expectations with your institution (if there’s no mention in the brief or study material).
This page provides you with an opportunity to say thank you to those who helped you along your research journey. Generally, it’s optional (and won’t count towards your marks), but it is academic best practice to include this.
So, who do you say thanks to? Well, there’s no prescribed requirements, but it’s common to mention the following people:
There’s no need for lengthy rambling. Just state who you’re thankful to and for what (e.g. thank you to my supervisor, John Doe, for his endless patience and attentiveness) – be sincere. In terms of length, you should keep this to a page or less.
The dissertation abstract (or executive summary for some degrees) serves to provide the first-time reader (and marker or moderator) with a big-picture view of your research project. It should give them an understanding of the key insights and findings from the research, without them needing to read the rest of the report – in other words, it should be able to stand alone .
For it to stand alone, your abstract should cover the following key points (at a minimum):
So, in much the same way the dissertation structure mimics the research process, your abstract or executive summary should reflect the research process, from the initial stage of asking the original question to the final stage of answering that question.
In practical terms, it’s a good idea to write this section up last , once all your core chapters are complete. Otherwise, you’ll end up writing and rewriting this section multiple times (just wasting time). For a step by step guide on how to write a strong executive summary, check out this post .
This section is straightforward. You’ll typically present your table of contents (TOC) first, followed by the two lists – figures and tables. I recommend that you use Microsoft Word’s automatic table of contents generator to generate your TOC. If you’re not familiar with this functionality, the video below explains it simply:
If you find that your table of contents is overly lengthy, consider removing one level of depth. Oftentimes, this can be done without detracting from the usefulness of the TOC.
Right, now that the “admin” sections are out of the way, its time to move on to your core chapters. These chapters are the heart of your dissertation and are where you’ll earn the marks. The first chapter is the introduction chapter – as you would expect, this is the time to introduce your research…
It’s important to understand that even though you’ve provided an overview of your research in your abstract, your introduction needs to be written as if the reader has not read that (remember, the abstract is essentially a standalone document). So, your introduction chapter needs to start from the very beginning, and should address the following questions:
These are just the bare basic requirements for your intro chapter. Some universities will want additional bells and whistles in the intro chapter, so be sure to carefully read your brief or consult your research supervisor.
If done right, your introduction chapter will set a clear direction for the rest of your dissertation. Specifically, it will make it clear to the reader (and marker) exactly what you’ll be investigating, why that’s important, and how you’ll be going about the investigation. Conversely, if your introduction chapter leaves a first-time reader wondering what exactly you’ll be researching, you’ve still got some work to do.
Now that you’ve set a clear direction with your introduction chapter, the next step is the literature review . In this section, you will analyse the existing research (typically academic journal articles and high-quality industry publications), with a view to understanding the following questions:
Depending on the nature of your study, you may also present a conceptual framework towards the end of your literature review, which you will then test in your actual research.
Again, some universities will want you to focus on some of these areas more than others, some will have additional or fewer requirements, and so on. Therefore, as always, its important to review your brief and/or discuss with your supervisor, so that you know exactly what’s expected of your literature review chapter.
Now that you’ve investigated the current state of knowledge in your literature review chapter and are familiar with the existing key theories, models and frameworks, its time to design your own research. Enter the methodology chapter – the most “science-ey” of the chapters…
In this chapter, you need to address two critical questions:
Remember, the dissertation part of your degree is first and foremost about developing and demonstrating research skills . Therefore, the markers want to see that you know which methods to use, can clearly articulate why you’ve chosen then, and know how to deploy them effectively.
Importantly, this chapter requires detail – don’t hold back on the specifics. State exactly what you’ll be doing, with who, when, for how long, etc. Moreover, for every design choice you make, make sure you justify it.
In practice, you will likely end up coming back to this chapter once you’ve undertaken all your data collection and analysis, and revise it based on changes you made during the analysis phase. This is perfectly fine. Its natural for you to add an additional analysis technique, scrap an old one, etc based on where your data lead you. Of course, I’m talking about small changes here – not a fundamental switch from qualitative to quantitative, which will likely send your supervisor in a spin!
You’ve now collected your data and undertaken your analysis, whether qualitative, quantitative or mixed methods. In this chapter, you’ll present the raw results of your analysis . For example, in the case of a quant study, you’ll present the demographic data, descriptive statistics, inferential statistics , etc.
Typically, Chapter 4 is simply a presentation and description of the data, not a discussion of the meaning of the data. In other words, it’s descriptive, rather than analytical – the meaning is discussed in Chapter 5. However, some universities will want you to combine chapters 4 and 5, so that you both present and interpret the meaning of the data at the same time. Check with your institution what their preference is.
Now that you’ve presented the data analysis results, its time to interpret and analyse them. In other words, its time to discuss what they mean, especially in relation to your research question(s).
What you discuss here will depend largely on your chosen methodology. For example, if you’ve gone the quantitative route, you might discuss the relationships between variables . If you’ve gone the qualitative route, you might discuss key themes and the meanings thereof. It all depends on what your research design choices were.
Most importantly, you need to discuss your results in relation to your research questions and aims, as well as the existing literature. What do the results tell you about your research questions? Are they aligned with the existing research or at odds? If so, why might this be? Dig deep into your findings and explain what the findings suggest, in plain English.
The final chapter – you’ve made it! Now that you’ve discussed your interpretation of the results, its time to bring it back to the beginning with the conclusion chapter . In other words, its time to (attempt to) answer your original research question s (from way back in chapter 1). Clearly state what your conclusions are in terms of your research questions. This might feel a bit repetitive, as you would have touched on this in the previous chapter, but its important to bring the discussion full circle and explicitly state your answer(s) to the research question(s).
Next, you’ll typically discuss the implications of your findings . In other words, you’ve answered your research questions – but what does this mean for the real world (or even for academia)? What should now be done differently, given the new insight you’ve generated?
Lastly, you should discuss the limitations of your research, as well as what this means for future research in the area. No study is perfect, especially not a Masters-level. Discuss the shortcomings of your research. Perhaps your methodology was limited, perhaps your sample size was small or not representative, etc, etc. Don’t be afraid to critique your work – the markers want to see that you can identify the limitations of your work. This is a strength, not a weakness. Be brutal!
This marks the end of your core chapters – woohoo! From here on out, it’s pretty smooth sailing.
The reference list is straightforward. It should contain a list of all resources cited in your dissertation, in the required format, e.g. APA , Harvard, etc.
It’s essential that you use reference management software for your dissertation. Do NOT try handle your referencing manually – its far too error prone. On a reference list of multiple pages, you’re going to make mistake. To this end, I suggest considering either Mendeley or Zotero. Both are free and provide a very straightforward interface to ensure that your referencing is 100% on point. I’ve included a simple how-to video for the Mendeley software (my personal favourite) below:
Some universities may ask you to include a bibliography, as opposed to a reference list. These two things are not the same . A bibliography is similar to a reference list, except that it also includes resources which informed your thinking but were not directly cited in your dissertation. So, double-check your brief and make sure you use the right one.
The very last piece of the puzzle is the appendix or set of appendices. This is where you’ll include any supporting data and evidence. Importantly, supporting is the keyword here.
Your appendices should provide additional “nice to know”, depth-adding information, which is not critical to the core analysis. Appendices should not be used as a way to cut down word count (see this post which covers how to reduce word count ). In other words, don’t place content that is critical to the core analysis here, just to save word count. You will not earn marks on any content in the appendices, so don’t try to play the system!
And there you have it – the traditional dissertation structure and layout, from A-Z. To recap, the core structure for a dissertation or thesis is (typically) as follows:
Most importantly, the core chapters should reflect the research process (asking, investigating and answering your research question). Moreover, the research question(s) should form the golden thread throughout your dissertation structure. Everything should revolve around the research questions, and as you’ve seen, they should form both the start point (i.e. introduction chapter) and the endpoint (i.e. conclusion chapter).
I hope this post has provided you with clarity about the traditional dissertation/thesis structure and layout. If you have any questions or comments, please leave a comment below, or feel free to get in touch with us. Also, be sure to check out the rest of the Grad Coach Blog .
This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...
many thanks i found it very useful
Glad to hear that, Arun. Good luck writing your dissertation.
Such clear practical logical advice. I very much needed to read this to keep me focused in stead of fretting.. Perfect now ready to start my research!
what about scientific fields like computer or engineering thesis what is the difference in the structure? thank you very much
Thanks so much this helped me a lot!
Very helpful and accessible. What I like most is how practical the advice is along with helpful tools/ links.
Thanks Ade!
Thank you so much sir.. It was really helpful..
You’re welcome!
Hi! How many words maximum should contain the abstract?
Thank you so much 😊 Find this at the right moment
You’re most welcome. Good luck with your dissertation.
best ever benefit i got on right time thank you
Many times Clarity and vision of destination of dissertation is what makes the difference between good ,average and great researchers the same way a great automobile driver is fast with clarity of address and Clear weather conditions .
I guess Great researcher = great ideas + knowledge + great and fast data collection and modeling + great writing + high clarity on all these
You have given immense clarity from start to end.
Morning. Where will I write the definitions of what I’m referring to in my report?
Thank you so much Derek, I was almost lost! Thanks a tonnnn! Have a great day!
Thanks ! so concise and valuable
This was very helpful. Clear and concise. I know exactly what to do now.
Thank you for allowing me to go through briefly. I hope to find time to continue.
Really useful to me. Thanks a thousand times
Very interesting! It will definitely set me and many more for success. highly recommended.
Thank you soo much sir, for the opportunity to express my skills
Usefull, thanks a lot. Really clear
Very nice and easy to understand. Thank you .
That was incredibly useful. Thanks Grad Coach Crew!
My stress level just dropped at least 15 points after watching this. Just starting my thesis for my grad program and I feel a lot more capable now! Thanks for such a clear and helpful video, Emma and the GradCoach team!
Do we need to mention the number of words the dissertation contains in the main document?
It depends on your university’s requirements, so it would be best to check with them 🙂
Such a helpful post to help me get started with structuring my masters dissertation, thank you!
Great video; I appreciate that helpful information
It is so necessary or avital course
This blog is very informative for my research. Thank you
Doctoral students are required to fill out the National Research Council’s Survey of Earned Doctorates
wow this is an amazing gain in my life
This is so good
How can i arrange my specific objectives in my dissertation?
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A Student Guide to Writing an Undergraduate Psychology Honors Thesis
DOI link for A Student Guide to Writing an Undergraduate Psychology Honors Thesis
A Student Guide to Writing an Undergraduate Psychology Honors Thesis takes students through the entire process of creating a full-scale research project, from selecting a topic, choosing an experimental or correlational design, to writing and presenting their paper.
The book offers valuable guidance on developing broader skills like communicating with your supervisor, time management and critical writing skills. Chapters cover topics such as mentor selection, collecting journal articles, gathering and analysing data, and writing a full APA or BPS experimental paper and will orientate and guide psychology students as they navigate the expected components of an honors thesis.
Designed for any student that is currently working on an independent research project, A Student Guide to Writing an Undergraduate Psychology Honors Thesis is the perfect companion for those working on their senior honours thesis in psychology.
Part i | 20 pages, getting started, chapter 1 | 4 pages, chapter 2 | 3 pages, choosing and working with your mentor, chapter 3 | 11 pages, difficult concepts made easier, part ii | 27 pages, designing your experiment and writing your proposal, chapter 4 | 6 pages, picking a topic and designing your experiment, chapter 5 | 4 pages, submitting a proposal for irb approval, chapter 6 | 5 pages, understanding journal articles, chapter 7 | 5 pages, writing a literature review, chapter 8 | 5 pages, writing a methods section, part iii | 36 pages, conducting your study, analyzing your data, and finishing your paper, chapter 9 | 3 pages, conducting your experiment, chapter 10 | 12 pages, analyzing your data and writing a results section, chapter 11 | 4 pages, writing a discussion section, chapter 12 | 6 pages, final touches, chapter 13 | 6 pages, presenting your findings, chapter 14 | 3 pages.
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Structuring your thesis.
This resource provides advice for writing the structural elements of your thesis. It includes activities to help you apply tips to your own context and reflect on your learning, and should take you 15-20 minutes to complete. Check out the further resources at the bottom of each section and references on the last page for more information on this topic.
This page introduces you to the macro and micro structures that thesis writers use to clearly convey the value and importance of their research to their readers (Dunleavy, 2003, p. 50). The structure of a thesis should be guided by what readers will expect, what the discipline requires, and what makes sense for the research.
The macro structure consists of three parts. Note that the lead-in and lead-out sections will include your introduction and conclusion respectively but may include other material as well.
1) Lead-in material
2) Core material
3) Lead-out material
This basic structure should help you envision your thesis as a whole. (Adapted from Dunleavy, 2003, p. 50)
The micro structure consists of chapters and the sub-headings within an individual chapter. What constitutes a chapter will vary by discipline, but typical chapters include a brief chapter introduction followed by relevant sections and a chapter conclusion.
1) Chapters
2) Sub-headings
Watch this video to see examples of Macro and Micro structures in theses.
This activity will help you to plan your own thesis structure.
Use the side menu to go the next section : Introducing your research , where we discuss writing an introduction.
Introductions set the scene and prepare the reader to see how and why your research is a contribution to the field. Your introduction should also be linked to your conclusion to demonstrate the progression of your arguments through your thesis.
As a guideline, introductions are usually around 10% of the word count of the thesis and should begin with the big picture and narrow down to the specifics of your own research. Consider working on the introduction and conclusion chapters together. Reviewing them together periodically will help you build a strong frame for your narrative.
An introduction should provide readers with:
Some researchers include a personal anecdote, tantalising statistics or a puzzle in their introductions. This is generally called a hook and, if included, should come before the broader context.
In this activity, you will identify the elements discussed above in three sample thesis excerpts.
For each excerpt:
1) Match the numbered sentences (1-4) with the elements identified above 2) Use the 'check' button at the bottom to see feedback 3) Navigate to the next excerpt using the arrow.
*If content below does not display, please refresh your browser
Use the side menu to go the next section: Reviewing the literature , where we discuss writing a literature review.
The literature review situates your work and demonstrates your expertise in the field through selecting, analysing, and synthesising relevant literature, leading to the identification of the gap, problem or issue your research will address.
As you review the literature:
In your initial draft, you may not be able to structure your literature review in a way that reflects how you’ll discuss your own research, as you may not have completed your research yet.
Keep that in mind for when you are revising the literature review, after your research has been conducted.
Watch this video for tips on how to structure and organise your literature review, whether you are starting to write, or revising your draft.
Literature Reviews Libguide
23 Research Things
University of Manchester Phrasebank
Use the side menu to go the next section: Writing conclusions , where we discuss writing a conclusion.
The conclusion of your thesis, whether embedded in or separated from your discussion chapter, should create a strong closure to your thesis as it leads out to future research and pathways.
Depending on your discipline, you could include a section reflecting on your professional learning as a researcher through the study, especially if you started the thesis with a personal anecdote. Keep your conclusion concise – it could be just several pages long.
Compare the differences between discussions and conclusions in the table below:
The discussion | The conclusion |
---|---|
Presents an evidence-based argument of a new insight or solution to the research problem. | States why this new insight or solution matters, who should care about it, and what should be done next. |
Focuses on what your original contribution is. | Emphasises its social significance and as such delivers the influence, or 'punch' of the research. |
As you write or edit your thesis, gather in one place ideas that don’t quite fit the tight purpose of an earlier chapter, or ideas that you would love to develop in another project. These can provide fresh material for the conclusion. For example, they can become statements about the social implications of your research or your recommendations for future investigations.
The introduction and conclusion, as well as the mini-introductions and mini-conclusions of the core chapters, form the bulk of a thesis narrative as they give readers a holistic perspective of the research.
To align the conclusion:
In this activity, you’ll read short introduction and conclusion excerpts from two example theses. As you read, think about the ways the author has linked or connected their conclusions to their introductions. Then, turn each card to read a brief commentary.
Conclusions - practice getting to the point(s)
Boostering your introduction and conclusion
Use the side menu to go the next section: Using disciplinary conventions , where we discuss how to use the conventions of your discipline.
Although academic writing conventions are common to most disciplines, the way they are applied may differ. For example, some STEM and social science disciplines may require a systematic review that outlines clear inclusion and exclusion criteria for the sources reviewed, while other disciplines may only ask for sufficient background information to justify your methods. Look at examples from your discipline of lead-in and lead-out material and check with your supervisors if you have questions.
Study an example thesis to observe how the author introduced their topic and object of research, where they situated their literature review and how they organised it, and how they linked their lead-out material to their introductory or lead-in material. Then, look at your own writing or plan for these parts.
Answer the following questions for both the example thesis and your own to help you reflect on how you are using disciplinary conventions in shaping your own thesis narrative.
1. How are lead-in and lead out sections organised?
2. Are there headings and sub-headings? How specific are they?
3. Does the introduction include context, background, motivation, definitions and an overview of the organisation?
4. How is the literature review structured?
5. Has the conclusion of the thesis conveyed the key implications of the research and made useful recommendations for future work in the field? Do you find these convincing?
6. Are the introduction and conclusion aligned in opening and closing the same thesis narrative?
7. How could you improve this thesis in the above aspects?
Anticipate revisiting your lead-in material several times during the writing process, especially as you write the lead-out chapters of your thesis. Together, your lead-in and lead-out material should give your readers a strong sense of purpose, unified structure and closure. Read your lead-in and lead-out chapters together to see if you provide that sense.
For more information and support in your writing, Explore: Academic Skills Graduate Research services
Dunleavy, P. (2003). Authoring a PhD : How to Plan, Draft, Write and Finish a Doctoral Thesis or Dissertation . Blomsbury.
Evans, D. & Gruba, P. (2014). How to write a better thesis. Springer. https://link.springer.com/book/10.1007/978-3-319-04286-2
Fahnestock, J. and Secor M. (2004). A Rhetoric of Argument. 3 rd ed. McGraw Hill.
Kamler, B. & Thomson, P. (2006). Helping Doctoral Students Write: Pedagogies for supervision. Routledge.
Lemoh, C.N. (2013). HIV in Victoria’s African communities: reducing risks and improving care. [Ph.D. Thesis, University of Melbourne].
Syiem, B.V. (2023). Attentional Reality: Understanding and Managing Limited Attentional Resources in Augmented Reality . [Ph.D. Thesis, University of Melbourne]. http://hdl.handle.net/11343/326564
Yeomans, N.D. (2022). A History of Australia’s Immigrant Doctors, 1838-2021: Colonial Beginnings, Contemporary Challenges. [PhD. Thesis, University of Melbourne].
Honours is an additional qualification where you can build on your undergraduate studies by completing a supervised research project and disciplinary or research-focused coursework. This may be embedded in your undergraduate degree or require an additional year of study.
You can undertake honours through an appended honours degree after your undergraduate degree. Some professional or specialist degrees also have embedded honours study options.
Honours provides an opportunity to work on an independent but supervised research project and is usually completed as one year full-time study (some disciplines offer part-time options).
Under the guidance of an academic supervisor, you will choose a thesis topic, create a reading list and identify your method of research.
Academics in your faculty or school will provide supervision as you write your thesis. This thesis will document your research from proposal through to conclusion.
Completing honours shows you have achieved high academic standards and gives you a Bachelor (Honours) qualification.
An honours degree can open the door for further research study, equipping you with the prerequisite research skills to undertake a research degree such as the PhD.
Alternatively, if you decide to complete an honours degree without pursuing further research, you will graduate with a robust set of transferrable skills including:
Generally, honours will consist of two components:
You will usually complete a dissertation or thesis and attend regular meetings with your supervisor to discuss your research.
Once you complete the requirements for your honours, you will graduate with a Bachelor (Honours) degree.
You can contact the faculty or school honours coordinator from the area of interest you are considering, for more information about honours. We also hold honours information sessions (usually in September) where you can discuss your options.
The type of honours you undertake depends on your individual study circumstances.
Appended honours is an additional qualification that you complete after you have finished your undergraduate degree. Generally, appended honours is available to both current University of Sydney students and external applicants. You’ll find information and eligibility criteria for most appended honours degrees in Find a course .
As a current student, often you'll need to apply through Find a course in the same way that external applicants apply, but may also need to submit an additional application form to your school or discipline. When searching for these on Sydney Courses (Find a course) these degrees will look like the Bachelor of Arts (Honours).
If you enrolled in a combined Bachelor of Advanced Studies program prior to Semester 2, 2024, and plan to apply for honours, we will advise you during your candidature of your appended honours degree options.
Some bachelor’s degrees have an honours program embedded within them. You will complete your honours study during your current undergraduate degree by completing specific units. Honours will not increase the overall time taken to complete your studies.
Joint honours is when you complete one honours thesis in two subject areas closely related to each other. A special program of study is designed that allows you to complete the course concurrently in one year.
To apply for joint honours, you need to meet the eligibility requirements for both honours.
Contact the honours coordinator in your faculty or school to discuss your options.
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I'm an undergraduate Honors student in a STEM major, and in the upcoming years I will have the option to complete an Honors thesis in my field, either as a research/data analysis or a literature review sort of thing. Because of other circumstances I can graduate "with Honors" with or without it, so it would purely be adding to my major, not so much my overall graduation status.
Either way I will have some volunteer experience in labs in my field, and a decent GPA, etc. Would an undergraduate thesis in my field greatly help my graduate program applications? Does it matter if the thesis is based on original research or literature review?
The part of an undergraduate thesis that helps you with graduate admissions is that it is a form of research experience . It's not so much the finished product, the thesis, but the process of getting there and putting the work in. Even if it isn't complete before your applications are due, just that you are working towards a thesis is useful if it will get you into a lab and learn among other people doing research.
In my personal opinion, a literature review isn't nearly as useful for building the skills that make you a good grad school applicant, it's a lot more like the rest of the (upper-level) coursework you do as an undergraduate.
There are, of course, individual factors that will heavily influence this answer, but in general, as someone who both did this, and now as someone admitting students, I'd say the answer is yes . My thoughts on the subject:
An honors thesis will probably not make much of a difference for your admissions case unless it is completed in time to show up on your transcript. If you're doing it only in your last semester, then it wouldn't show up if you apply in the fall semester of your senior year.
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How do you write an honours thesis proposal - here be some tips!
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Robertus Willy
Journalism quarterly
Pamela Shoemaker
How to write a good master’s thesis proposal
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Dr. Qais Faryadi
Otolaryngology online
Balasubramanian Thiagarajan
This book has been authored with PhD scholars in mind. The author believes that this would be a good starting point for these scholars. The following chapters have been included: Chapters: 1. Introduction to Thesis Writing 2. Choosing a Topic and Developing a Thesis Statement 3. Conducting Literature Review 4. Methodology and Data Collection 5. Writing the Introduction and Background of Your Thesis 6. Presenting Your Findings and Analysis 7. Writing the Discussion and Conclusion of Your Thesis 8. Formatting and Structuring Your Thesis 9. Referencing and Citations 10. Defending Your Thesis: Preparing for the Viva Voce 11. Revising and Editing Your Thesis 12. Time Management and Staying on Track 13. Overcoming Writer's Block and Staying Motivated 14. Using Technology and Tools to Enhance Your Thesis Writing Process 15. Publishing Your Thesis and Next Steps. 16. Data visualization 17. Statistical tools This book also contains tips about choosing an ideal thesis topic. It also warns the student about the various pitfalls involved in choosing a research topic. The topic on referencing citations would be very useful for even a novice researcher. This book also introduces the researcher to the myriad of software tools that are available to the scholar. Using these software tools would make the life of the researcher that much easier.
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A draft isn’t a perfect, finished product; it is your opportunity to start getting words down on paper, writes Kelly Louise Preece
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Congratulations; you’ve finished your research! Time to write your PhD thesis. This resource will take you through an eight-step plan for drafting your chapters and your thesis as a whole.
Before you start, it’s important to get organised. Take a step back and look at the data you have, then reorganise your research. Which parts of it are central to your thesis and which bits need putting to one side? Label and organise everything using logical folders – make it easy for yourself! Academic and blogger Pat Thomson calls this “Clean up to get clearer” . Thomson suggests these questions to ask yourself before you start writing:
Once you have assessed and sorted what you have collected and generated you will be in much better shape to approach the big task of composing the dissertation.
A key message is a summary of new information communicated in your thesis. You should have started to map this out already in the section on argument and contribution – an overarching argument with building blocks that you will flesh out in individual chapters.
You have already mapped your argument visually, now you need to begin writing it in prose. Following another of Pat Thomson’s exercises, write a “tiny text” thesis abstract. This doesn’t have to be elegant, or indeed the finished product, but it will help you articulate the argument you want your thesis to make. You create a tiny text using a five-paragraph structure:
Here’s an example that Thomson provides:
Secondary school arts are in trouble, as the fall in enrolments in arts subjects dramatically attests. However, there is patchy evidence about the benefits of studying arts subjects at school and this makes it hard to argue why the drop in arts enrolments matters. This thesis reports on research which attempts to provide some answers to this problem – a longitudinal study which followed two groups of senior secondary students, one group enrolled in arts subjects and the other not, for three years. The results of the study demonstrate the benefits of young people’s engagement in arts activities, both in and out of school, as well as the connections between the two. The study not only adds to what is known about the benefits of both formal and informal arts education but also provides robust evidence for policymakers and practitioners arguing for the benefits of the arts. You can find out more about tiny texts and thesis abstracts on Thomson’s blog.
You might not be a planner when it comes to writing. You might prefer to sit, type and think through ideas as you go. That’s OK. Everybody works differently. But one of the benefits of planning your writing is that your plan can help you when you get stuck. It can help with writer’s block (more on this shortly!) but also maintain clarity of intention and purpose in your writing.
You can do this by creating a thesis skeleton or storyboard , planning the order of your chapters, thinking of potential titles (which may change at a later stage), noting down what each chapter/section will cover and considering how many words you will dedicate to each chapter (make sure the total doesn’t exceed the maximum word limit allowed).
Use your plan to help prompt your writing when you get stuck and to develop clarity in your writing.
Some starting points include:
Of course, we wish it werethat easy. But you need to approach your first draft as exactly that: a draft. It isn’t a perfect, finished product; it is your opportunity to start getting words down on paper. Start with whichever chapter you feel you want to write first; you don’t necessarily have to write the introduction first. Depending on your research, you may find it easier to begin with your empirical/data chapters.
Vitae advocates for the “three draft approach” to help with this and to stop you from focusing on finding exactly the right word or transition as part of your first draft.
This resource originally appeared on Researcher Development .
Kelly Louse Preece is head of educator development at the University of Exeter.
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Students often spend a great deal of time crafting essay introductions while leaving the conclusion as an afterthought. While the introduction is one of the most vital aspects of an essay, a good conclusion can have just as much of an impact on its effectiveness. Knowing how to write a good conclusion is crucial, as it encapsulates your main points and leaves a lasting impression on the reader.
A well-crafted conclusion should serve as the final pitch for your arguments. Your reader should walk away with a clear understanding of what they just read and how it applies to the core of your thesis. With the right approach, your conclusion can transform a good essay into a great one, making it both memorable and impactful.
This article will guide you through four simple steps of writing compelling conclusions. Each step is designed to help you reinforce your thesis and articulate your final thoughts in a way that will resonate with your teacher or professor. With a bit of practice, you can learn how to stick the landing and give every essay the finale it deserves.
Understanding the purpose of the conclusion paragraph is essential for effective essay writing. The conclusion paragraph should be more than just a summary of your essay. It should consolidate all your arguments and tie them back to your thesis.
Remember, all good writing inspires emotion. Whether to inspire, provoke, or engage is up to you, but the conclusion should always leave a lasting impression.
If in doubt, Smodin’s AI Chat tool can be handy for gauging the emotional impact of your conclusion.
By mastering the art of writing a powerful conclusion, you equip yourself with the tools to ensure your essays stand out. Whether it’s the first or last essay you’re writing for the class, it’s your chance to leave a definitive mark on your reader.
This approach ensures your conclusion adds value and reinforces your arguments’ coherence. Here are three simple and effective practices to help you craft a solid conclusion.
Restating your thesis in the conclusion is a common practice in essay writing, and for good reason. It helps underscore how your understanding has deepened or shifted based on the evidence you provided.
Just understand that a restatement of your original thesis doesn’t mean a complete word-for-word repeat. You should rephrase your original thesis so that it elucidates the insights you touched on throughout the essay. Smodin’s AI Rewriter can help refine your restatement to ensure it is fresh and impactful.
Here are a few tips to effectively restate your thesis
Finally, always ensure that the restated thesis connects seamlessly with the rest of your essay. Always try to showcase the coherence of your writing to provide the reader with a strong sense of closure.
Using AI tools like Smodin’s Outliner and Essay Writer can ensure your writing flows smoothly and is easy to follow.
Providing an effective synthesis should enhance your original thesis. All good arguments should evolve and shift throughout the essay. Rather than simply summarizing these findings, you should integrate critical insights and evidence to demonstrate a deeper or more nuanced understanding.
Draw connections between the main points discussed and show how they collectively support your thesis. Also, reflect on the implications of these insights for the broader context of your subject. And once again, always use fresh and engaging language to maintain the reader’s interest.
The last thing you want is for your reader to view your essay as a collection of individual points. A good essay should read as a unified whole, with all the pieces tying together naturally. You affirm your argument’s significance when you tie all the pieces together in your conclusion.
Also, think of this step as your opportunity to propose future research directions based on your findings. What could a student or researcher study next? What unanswered questions remain? If you’re having trouble answering these questions, consider using Smodin’s research tools to expand your knowledge of the topic.
That isn’t to say you can leave open-ended or unanswered questions about your own thesis. On the contrary, your conclusion should firmly establish the validity of your argument. That said, any deep and insightful analysis naturally leads to further exploration. Draw attention to these potential areas of inquiry.
Forming a connection with the reader in the conclusion can personalize and strengthen the impact of your essay. This technique can be powerful if implemented correctly, making your writing more relatable, human, and memorable.
That said, slime academics discourage using “I” in formal essays. It’s always best to clarify your teacher’s or professor’s stance before submitting your final draft.
If it is allowed, consider sharing a brief personal reflection or anecdote that ties back to the main themes of your essay. A personal touch can go a long way toward humanizing your arguments and creating a connection with the reader.
Whatever you choose, remember that your conclusion should always complement the analytical findings of your essay. Never say anything that detracts from your thesis or the findings you presented.
Let’s explore some examples to illustrate what a well-crafted conclusion looks and sounds like. The following are two hypothetical thesis essays from the fields of science and literature.
Notice how the conclusion doesn’t simply restate the thesis. Instead, it highlights the definitive connection between climate change and coral health. It also reiterates the issue’s urgency and extends a call of action for ongoing intervention. The last sentence is direct, to the point, and leaves a lasting impression on the reader.
If you’re struggling with your closing sentence (or any sentence, for that matter), Smodin’s Rewriter can create hundreds of different sentences in seconds. Then, choose the sentences and phrases that resonate the most and use them to craft a compelling conclusion.
You will know exactly what this essay covers by reading the introduction and conclusion alone. It summarizes the evolution of the American Dream by examining the works of three unique authors. It then analyzes these works to demonstrate how they reflect broader societal shifts. The conclusion works as both a capstone and a bridge to set the stage for future inquiries.
Always remember the human element behind the grading process when crafting your essay. Your teachers or professors are human and have likely spent countless hours reviewing essays on similar topics. The grading process can be long and exhaustive. Your conclusion should aim to make their task easier, not harder.
A well-crafted conclusion serves as the final piece to your argument. It should recap the critical insights discussed above while shedding new light on the topic. By including innovative elements and insightful observations, your conclusion will help your essay stand out from the crowd.
Make sure your essay ends on a high note to maximize your chances of getting a better grade now and in the future. Smodin’s comprehensive suite of AI tools can help you enhance every aspect of your essay writing. From initial research to structuring, these tools can streamline the process and improve the quality of your essays.
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Methodology
Published on January 2, 2023 by Shona McCombes . Revised on September 11, 2023.
What is a literature review? A literature review is a survey of scholarly sources on a specific topic. It provides an overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research that you can later apply to your paper, thesis, or dissertation topic .
There are five key steps to writing a literature review:
A good literature review doesn’t just summarize sources—it analyzes, synthesizes , and critically evaluates to give a clear picture of the state of knowledge on the subject.
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What is the purpose of a literature review, examples of literature reviews, step 1 – search for relevant literature, step 2 – evaluate and select sources, step 3 – identify themes, debates, and gaps, step 4 – outline your literature review’s structure, step 5 – write your literature review, free lecture slides, other interesting articles, frequently asked questions, introduction.
When you write a thesis , dissertation , or research paper , you will likely have to conduct a literature review to situate your research within existing knowledge. The literature review gives you a chance to:
Writing literature reviews is a particularly important skill if you want to apply for graduate school or pursue a career in research. We’ve written a step-by-step guide that you can follow below.
Writing literature reviews can be quite challenging! A good starting point could be to look at some examples, depending on what kind of literature review you’d like to write.
You can also check out our templates with literature review examples and sample outlines at the links below.
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Before you begin searching for literature, you need a clearly defined topic .
If you are writing the literature review section of a dissertation or research paper, you will search for literature related to your research problem and questions .
Start by creating a list of keywords related to your research question. Include each of the key concepts or variables you’re interested in, and list any synonyms and related terms. You can add to this list as you discover new keywords in the process of your literature search.
Use your keywords to begin searching for sources. Some useful databases to search for journals and articles include:
You can also use boolean operators to help narrow down your search.
Make sure to read the abstract to find out whether an article is relevant to your question. When you find a useful book or article, you can check the bibliography to find other relevant sources.
You likely won’t be able to read absolutely everything that has been written on your topic, so it will be necessary to evaluate which sources are most relevant to your research question.
For each publication, ask yourself:
Make sure the sources you use are credible , and make sure you read any landmark studies and major theories in your field of research.
You can use our template to summarize and evaluate sources you’re thinking about using. Click on either button below to download.
As you read, you should also begin the writing process. Take notes that you can later incorporate into the text of your literature review.
It is important to keep track of your sources with citations to avoid plagiarism . It can be helpful to make an annotated bibliography , where you compile full citation information and write a paragraph of summary and analysis for each source. This helps you remember what you read and saves time later in the process.
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To begin organizing your literature review’s argument and structure, be sure you understand the connections and relationships between the sources you’ve read. Based on your reading and notes, you can look for:
This step will help you work out the structure of your literature review and (if applicable) show how your own research will contribute to existing knowledge.
There are various approaches to organizing the body of a literature review. Depending on the length of your literature review, you can combine several of these strategies (for example, your overall structure might be thematic, but each theme is discussed chronologically).
The simplest approach is to trace the development of the topic over time. However, if you choose this strategy, be careful to avoid simply listing and summarizing sources in order.
Try to analyze patterns, turning points and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred.
If you have found some recurring central themes, you can organize your literature review into subsections that address different aspects of the topic.
For example, if you are reviewing literature about inequalities in migrant health outcomes, key themes might include healthcare policy, language barriers, cultural attitudes, legal status, and economic access.
If you draw your sources from different disciplines or fields that use a variety of research methods , you might want to compare the results and conclusions that emerge from different approaches. For example:
A literature review is often the foundation for a theoretical framework . You can use it to discuss various theories, models, and definitions of key concepts.
You might argue for the relevance of a specific theoretical approach, or combine various theoretical concepts to create a framework for your research.
Like any other academic text , your literature review should have an introduction , a main body, and a conclusion . What you include in each depends on the objective of your literature review.
The introduction should clearly establish the focus and purpose of the literature review.
Depending on the length of your literature review, you might want to divide the body into subsections. You can use a subheading for each theme, time period, or methodological approach.
As you write, you can follow these tips:
In the conclusion, you should summarize the key findings you have taken from the literature and emphasize their significance.
When you’ve finished writing and revising your literature review, don’t forget to proofread thoroughly before submitting. Not a language expert? Check out Scribbr’s professional proofreading services !
This article has been adapted into lecture slides that you can use to teach your students about writing a literature review.
Scribbr slides are free to use, customize, and distribute for educational purposes.
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If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.
Statistics
Research bias
A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question .
It is often written as part of a thesis, dissertation , or research paper , in order to situate your work in relation to existing knowledge.
There are several reasons to conduct a literature review at the beginning of a research project:
Writing the literature review shows your reader how your work relates to existing research and what new insights it will contribute.
The literature review usually comes near the beginning of your thesis or dissertation . After the introduction , it grounds your research in a scholarly field and leads directly to your theoretical framework or methodology .
A literature review is a survey of credible sources on a topic, often used in dissertations , theses, and research papers . Literature reviews give an overview of knowledge on a subject, helping you identify relevant theories and methods, as well as gaps in existing research. Literature reviews are set up similarly to other academic texts , with an introduction , a main body, and a conclusion .
An annotated bibliography is a list of source references that has a short description (called an annotation ) for each of the sources. It is often assigned as part of the research process for a paper .
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.
McCombes, S. (2023, September 11). How to Write a Literature Review | Guide, Examples, & Templates. Scribbr. Retrieved June 7, 2024, from https://www.scribbr.com/dissertation/literature-review/
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In this article, I share 10 hard-earned pieces of honors thesis wisdom, including how to find a supervisor, choose a topic, and structure your paper. An honors thesis is basically just a long ...
Writing a senior honors thesis, or any major research essay, can seem daunting at first. A thesis requires a reflective, multi-stage writing process. This handout will walk you through those stages. It is targeted at students in the humanities and social sciences, since their theses tend to involve more writing than projects in the hard sciences.
The structure and specific sections of the thesis (abstract, introduction, literature review, discussion, conclusion, bibliography) should be approved by the student's faculty advisor and the Honors Council representative. The thesis should have a title page, as described in the preceding paragraphs (section II.1.10). 2.
Step 2: Find an Honors Thesis Advisor with the help of the DUS. Once you have been approved to write an Honors Thesis, you will consult with the DUS about the project that you have in mind and about which faculty member would be an appropriate advisor for your thesis. It is recommended that you reach out informally to prospective advisors to ...
Congratulations on embarking an Honors Thesis project! Your thesis is a synthesis of at least two semesters of independent research and represents one of the most important documents you will write at UC Berkeley. It is critical that you turn in your very best work. This guide is designed to help you write your Honors Thesis.
Your thesis project can begin with a question, and followed by exploring different possible answers (ideas, arguments, hypotheses to support or refute). It may be focused on an accepted idea with some gaps, or that idea may have areas that are still unclear. Your project can focus on a limited part of a larger idea.
An honors thesis gives students the opportunity to conduct in-depth research into the areas of government that inspire them the most. Although, it's not a requirement in the Department of Government, the honors thesis is both an academic challenge and a crowning achievement at Harvard. The faculty strongly encourages students to write an ...
Stages of a thesis (in order) Abstract. Write this last. It is an overview of your whole thesis, and is between 200-300 words. See writing abstracts for honours theses for what to include in your abstract or see some example abstracts. Introduction. Usually longer than an abstract, and provides the following: background to the topic;
Honours Psychology majors are not required to do an honours thesis. Good reasons for doing an honours thesis include: An honours thesis is a recommended culmination of the extensive training that honours Psychology majors receive in research methods and data analysis (e.g., PSYCH 291, 292, 389, 390, 492).
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.
Honors in Mathematics Writing a Senior Thesis (2021-2022) 1. Candidacy for Honors. A senior thesis is required for high or highest honors in Mathematics, where-as for straight honors (neither high nor highest), a senior thesis can be submit or four extra courses in Mathematics or approved related fields can be taken (above the required twelve ...
Revised on April 16, 2024. A thesis is a type of research paper based on your original research. It is usually submitted as the final step of a master's program or a capstone to a bachelor's degree. Writing a thesis can be a daunting experience. Other than a dissertation, it is one of the longest pieces of writing students typically complete.
Thesis. Your thesis is the central claim in your essay—your main insight or idea about your source or topic. Your thesis should appear early in an academic essay, followed by a logically constructed argument that supports this central claim. A strong thesis is arguable, which means a thoughtful reader could disagree with it and therefore ...
Overview of the structure. To help guide your reader, end your introduction with an outline of the structure of the thesis or dissertation to follow. Share a brief summary of each chapter, clearly showing how each contributes to your central aims. However, be careful to keep this overview concise: 1-2 sentences should be enough.
Conclusions in Honours Theses So, you've done most of the hard work, and now it's time to write the conclusion. You will probably have a few questions, along the lines of:
Time to recap…. And there you have it - the traditional dissertation structure and layout, from A-Z. To recap, the core structure for a dissertation or thesis is (typically) as follows: Title page. Acknowledgments page. Abstract (or executive summary) Table of contents, list of figures and tables.
ABSTRACT. A Student Guide to Writing an Undergraduate Psychology Honors Thesis takes students through the entire process of creating a full-scale research project, from selecting a topic, choosing an experimental or correlational design, to writing and presenting their paper. The book offers valuable guidance on developing broader skills like ...
1) Chapters. Plan for the introduction and conclusion chapters to comprise roughly 20% of your thesis (10% each) Consider that core chapter length can vary, but 8,000-12,000 words is considered a good guideline. Justify the length of any chapters that are noticeably longer or shorter than others. 2) Sub-headings.
Honours is an additional qualification where you can build on your undergraduate studies by completing a supervised research project and disciplinary or research-focused coursework. This may be embedded in your undergraduate degree or require an additional year of study. 1. Overview and types of honours. 2. Eligibility and preparing for honours.
Step 2: Write your initial answer. After some initial research, you can formulate a tentative answer to this question. At this stage it can be simple, and it should guide the research process and writing process. The internet has had more of a positive than a negative effect on education.
The part of an undergraduate thesis that helps you with graduate admissions is that it is a form of research experience. It's not so much the finished product, the thesis, but the process of getting there and putting the work in. ... a literature review isn't nearly as useful for building the skills that make you a good grad school applicant ...
Honours Proposal Writing Style Your honours thesis must be a precise expression of your research. To this end, the prose of your proposal should be composed in a clear academic style. Be conservative, careful, and clear. Use a commonly accepted footnoting/referencing system and use it precisely and consistently.
Mission. The Purdue On-Campus Writing Lab and Purdue Online Writing Lab assist clients in their development as writers—no matter what their skill level—with on-campus consultations, online participation, and community engagement. The Purdue Writing Lab serves the Purdue, West Lafayette, campus and coordinates with local literacy initiatives.
In this article, I share 10 hard-earned pieces of honors thesis wisdom, including how to find a supervisor, choose a topic, and structure your paper. An honors thesis is basically just a long research paper. Depending on the department, your paper may be required to be anywhere from 40-60 pages long. While this is likely longer than anything ...
You create a tiny text using a five-paragraph structure: The first sentence addresses the broad context. This locates the study in a policy, practice or research field. The second sentence establishes a problem related to the broad context you have set out. It often starts with "But", "Yet" or "However".
Here are a few tips to effectively restate your thesis. Show Complexity: If your essay added layers or nuances to the original statement, be sure to articulate that clearly. Integrate Key Findings: Incorporate the main findings of your essay to reinforce how they supported or refined your thesis.
Examples of literature reviews. Step 1 - Search for relevant literature. Step 2 - Evaluate and select sources. Step 3 - Identify themes, debates, and gaps. Step 4 - Outline your literature review's structure. Step 5 - Write your literature review.