chapter 5 thesis parts

Thesis Writing: What to Write in Chapter 5

Table of contents, introduction.

This article tells what a budding researcher must include in Chapter 5-the Summary. It also includes the tense of the verb and the semantic markers, which are predominantly used in writing the summary, conclusions, and recommendations.

For others, writing Chapter 5 is the easiest part of thesis writing, but there are groups of students who would like to know more about it. If you are one of them, this article on how to write chapter 5 of your thesis is purposely written for you.

What to Write in Chapter 5

1. write the summary.

Your summary in Chapter 5 may include:

• objectives of the study.
• statement of the problem.
• respondents.
• sampling procedures.
• method/s of research employed.
• statistical treatment/s applied, or hypotheses tested, if there is any; and

If you notice, all the parts mentioned above are already included in your Chapters 1- 4. So, the challenge is on how you are going to write and present it in Chapter 5 briefly.

First, you must go directly to the point of highlighting the main points. There is no need to explain the details thoroughly. You must avoid copying and pasting what you have written in the previous chapters. Just KISS (keep it short and simple)!

Then, write sentences in  simple past  and always use  passive voice  construction rather than the active voice. You must also be familiar with the different semantic markers.

When I was enrolled in Academic Writing in my master’s degree, I learned that there are semantic markers which can be used in order not to repeat the same words or phrases such as  additionally, also, further, in addition to, moreover, contrary to, with regard to, as regards, however, finally, during the past ___ years, from 1996 to 2006, after 10 years, as shown in, as presented in, consequently, nevertheless, in fact, on the other hand, subsequently and nonetheless.

Next, you may use the following guide questions to check that you have not missed anything in writing the summary:

• What is the objective of the study?;
• Who/what is the focus of the study?;
• Where and when was the investigation conducted?;
• What method of research was used?;
• How were the research data gathered?;
• How were the respondents chosen?;
• What were the statistical tools applied to treat the collected data?; and
• Based on the data presented and analyzed, what findings can you summarize?

Finally, organize the summary of the results of your study according to the way the questions are sequenced in the statement of the problem.

2. Write the Conclusion or Conclusions

Once you have written the summary in Chapter 5, draw out a conclusion from each finding or result. It can be done per question, or you may arrange the questions per topic or sub-topic if there is any. But if your research is quantitative, answer the research question directly and tell if the hypothesis is rejected or accepted based on the findings.

As to grammar, make sure that you use the  present tense of the verb  because it comprises a general statement of the theory or the principle newly derived from the present study. So, don’t be confused because, in your summary, you use past tense, while in conclusion; you use the present tense.

3. Write the Recommendations

The recommendations must contain practical suggestions that will improve the situation or solve the problem investigated in the study.

First, it must be logical, specific, attainable, and relevant. Second, it should be addressed to persons, organizations, or agencies directly concerned with the issues or to those who can immediately implement the recommended solutions. Third, present another topic which is very relevant to the present study that can be further investigated by future researchers.

But never recommend anything that is not part of your study or not being mentioned in your findings.

First, it must be logical, specific, attainable, and relevant. Second, it should be addressed to persons, organizations, or agencies directly concerned with the issues or to those who can immediately implement the recommended solutions. Third, present another topic that is very relevant to the present study that can be further investigated by future researchers.

Recommend nothing that is not part of your research or not being mentioned in your findings.

However, there are universities, especially in the Philippines, that require a specific thesis format to be followed by students. Thus, as a student, you must conform to the prescribed form of your college or university.

Nordquist, R. n.d. Imperative Mood. Retrieved July 29, 2014, from https://www.thoughtco.com/imperative-mood-grammar-1691151

© 2014 July 29 M. G. Alvior | Updated 2024 January 10

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5 ways on how to generate ideas even when you are not inspired, analyzing the macro and microstructures of editorial texts, about the author, mary g. alvior, phd.

Dr. Mary Gillesania Alvior has PhD in Curriculum Development from West Visayas State University. She earned her Master of Arts in Teaching English from De La Salle University, Manila as Commission on Higher Education (CHED) scholar. As academic advisor, she helps learners succeed in their academic careers by providing them the necessary skills and tips in order to survive in this wobbling financial environment. In 2014, she got involved in the establishment of a language institute in the Middle East, particularly in the use of Common European Framework of Reference for Languages (CEFR). Then she went to Thailand and became a lecturer in the international college and handled English and Graduate Education courses. From 2017 to 2021, she became the Focal Person for the Establishment of a Medical School, Director of Curriculum and Instructional Materials Development Office (CIMDO), Head of BAC Secretariat, Quality Management System (QMS) Leader, and TWG member of the Procurement for Medical Equipment. Currently, she is the coordinator of the Project Management Committee for the Establishment of the Medical School. In spite of numerous tasks, she is into data privacy, quality management system, and space industry.

100 Comments

can you please make a summary about “Centella Asiatica with virgin Coconut Oil as Ointment”?

I am still having problem in organizing my summary and conclusion (my topic is dress code in public schools. to be more specific, at the Voinjama Public School. Can you help me with a sample?

This is very helpful especially the grammar part. It really jumped start my writing effort… really want to finish my study with style.

I just pray you are okay. Thanks for responding to the questions, I have also learnt a lot.

Hello, Daryl. Thank you so much. About your request, I will find time to write about it. I got so busy the past months.

Precise and direct to the point ,, Thanks maam Mary.

Thanks very much for this all importing information on how to write chapter five in thesis writing. It gives me more insight as to how to develop the chapter five perfectly.

Hello maam my PhD research purely a qualitative study on community based organization of slum ..i used 3 tool case study , participant observation and FGDs to analyse role, impact, challenge and aspiration of CBOs . i used tabular form (matrix to analyse ) did not use any software..

PLEASE HELP/GUIDE ME WHAT SHOULD I WRITE in my Chapter 5 .. your help is very much crucial as i have to submit thesis this weekend KULDEEP

I’m so sorry, Kuldeep. I wish you are done with your doctorate research. It is been a year then. I got sick and had a lot of work to do. God bless!

Hello ma’am, can I ask about in what part the recommendation in chapter 1 reflect the recommendation in chapter5? Thanks.

Sorry, Aly. This is very late. Take your statement of the problem. the results for the statement of the problem will be the basis for your recommendation.

You are welcome, Prince. God bless to your research endeavor.

Thank you very much very insightful.

Eric, you are welcome. I wish you are able to finish your work.

how to write a recommendation, my title is common causes of financial problem. Hope you can help me…

Hello, Jolven. Your recommendation must be based on your findings. So, if that is your title, and you found that the common causes are the ——-, then write a recommendation based on the causes.

Thanks a lot, Mimimi.

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Writing dissertation chapter 5: the biggest mistake students make, published by steve tippins on june 4, 2020 june 4, 2020.

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Chapter 5 of your dissertation is different from all of the previous four chapters.

If you’re beginning to write Chapter 5 of your dissertation, you know that most of the writing you’ve done up until now was fairly formulaic. You’ve probably been following templates with strict requirements about what needs to be included in each section and subsection. Even in Chapter 5, many schools will give you a template. But don’t let that fool you.

Regardless of whether you receive a rubric for it, Chapter 5 of your dissertation is unique. 

Your dissertation’s Chapter 5 is where you get to be more individualistic than in any other chapter and really “sing your song.” Why? It’s where you tell the reader what your results mean. Not just what they are, but what they mean. You tell them what they should take away from your study. You describe how your results can help others in the world or in the field. 

The Most Common Mistake Students Make When Writing Chapter 5 of Their Dissertation

The biggest mistake students make when writing their dissertation’s Chapter 5 is not writing enough. In fact, students often submit an “implications” section that’s only a few paragraphs.

As a committee member , it’s hard to see someone who has spent a year on a research topic and written 100+ pages about it and then get to the implications in Chapter 5 and see two paragraphs. This begs the question, “You mean this is all you have to say?”

Don’t cheat yourself in Chapter 5. Really explain and tell the story of what your results mean.

This is where you get to bring out your intellectual curiosity and help others really understand what you did and why you did it, what it means, and why it’s important. Of course, you’ll need to do this all within the guidelines of what your university will allow you to do. 

Normally Chapter 5 of a dissertation is about 15-20 pages. If it’s under ten pages, you’re really underselling your research. When you get to around 30-40 pages, your committee is going to wonder, “did all this come from your study?” or “couldn’t this have been said more succinctly?” 

Tips for Writing Dissertation Chapter 5

Reference the Literature. If you’re stumped for things to write, look at what you said in Chapter 2 and tell the reader what your results mean in relation to what the researchers you quoted in Chapter 2 were talking about.l How you have added knowledge to the field?

Consider Your Defense. When you do the defense of your final document, Chapter 5 is where you end up at the end of your presentation. This is the last thing you talk about before you get to questions, and it’s where you may be able to answer questions before they come up. 

Address Your Problem and Purpose. Don’t forget to remind the reader what your problem statement and research questions were at the beginning of Chapter 5. Explain how your results apply to the problem and purpose.

Back Everything Up. Also remember that even though it’s your chance to interpret and even express yourself, you still have to back everything up. Use quotes or data points from your results section and relate it to other research.

Use a Bird’s Eye View. This is where you can use graphics, charts, graphs, or other data that are much broader in scope than you might use elsewhere. In Chapter 4, for example, you’re going to use a graph that specifically relates to a statistical test you did. In Chapter 5, you might use one that’s broader in scope if it fits the flow of what you’re writing.

Tell a story. While other chapters might have been written in more of a compartmentalized style because of their formulaic nature, in Chapter 5 you’re really telling the story of your research. In line with that, the writing will need more of a flow. 

Dissertation Chapter 5 Sample Template With Explanations

Introduction 

In the introduction, tell the reader what they’re going to learn in Chapter 5. Reiterate the problem and purpose statements and your research questions and, if appropriate, reference the results from Chapter 4.

Implications

This is where you tell people here’s what the results of your study mean and why they are important. It also acts as a summary or “summing up” of the data. “These people said this,” or “this statistic was significant.” Make sure to support what you say with the research findings and avoid drawing conclusions that are beyond the scope of the study results.

Then discuss the real-world application of your findings. For example, “This is an approach that could be used by schools to help autistic children have better learning outcomes,” or “this is a technique that investors can use to predict valuable stock market returns.” Again, make sure to stay within the scope of your study.

Place your study in context. Describe how the results respond to the study problem, align with the purpose, demonstrate significance, and contribute to the existing literature described in Chapter 2. 

Recommendations

The recommendations section is where you get to say, “and if you want to take this further, here are some suggestions for ways that this could be broadened or enhanced.” Here are some examples of what these suggestions could look like:

• Different samples and populations
• Ways to get at any limitations you reported in your study
• Different approaches: qualitative if your study was quantitative, or quantitative if yours was qualitative, for example. Describe approaches that would be complementary to your study.
• Related research that you’re already working on. Sometimes researchers work on multiple complementary projects simultaneously. Occasionally, they’ll include another related study that they’re working on in their recommendations section. This establishes a clear path of knowledge.
• Practical, real-world suggestions. “Here are some recommendations for how this research could be used in the real world.”

The conclusion of Chapter 5 is where you get to wrap up your story. “And so, boys and girls, this is what all this came down to.” Okay, you might not want to phrase it like that. But that’s essentially what you’re doing.

Don’t try to add new information in the conclusion. Remember, it’s like a speech: tell them what you’re going to tell them, tell them, then tell them what you told them. 

Finishing Your Dissertation

Writing Chapter 5 and defending your dissertation is a big step towards getting your degree. Many students benefit from the support of a coach who is an experienced Dissertation Committee Chair at this point. A coach can conduct a mock defense with you in order to prepare you for the types of questions your committee will ask. Having answers to these questions can determine whether or not you pass your defense.

Check out my dissertation coaching services or contact me to book a free 30-minute consultation.

Steve Tippins

Steve Tippins, PhD, has thrived in academia for over thirty years. He continues to love teaching in addition to coaching recent PhD graduates as well as students writing their dissertations. Learn more about his dissertation coaching and career coaching services. Book a Free Consultation with Steve Tippins

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Writing Chapter 5: Discussion and Recommendations

Last Updated on December 13, 2020 by Ayla Myrick

Open this chapter by reminding the reader of the purpose of the study.

Methods and Procedures

Summarize the approach.

Major Findings

Summarize the Chapter 4: Results.

Refer to the hypotheses, objectives, or questions. Assess the meaning of the results by evaluating and interpreting. Speculation should be reasonable, firmly justified, and subject to test. This is the hardest part to write because committees may challenge the interpretation of the data in the Defense.  List the primary research questions from Chapter 1 and answer them with the results. Cite several studies from Chapter 2 for comparison and contrast with the results.

Conclusions

The conclusions relate directly to the research questions or objectives. They represent the contribution to the knowledge . They also relate directly to the significance of the study, which is always, in some way, to improve the human condition. These are the major generalizations, the answer to the problem(s) revealed in Chapters 1 and 2. For the first time in the dissertation, the researcher can state a personal opinion when the collected data support it.

Recommendations

These can take two forms: recommendations for further study, or recommendations for change, or both. Each recommendation should trace directly to a conclusion.

These will follow the specific format of an individual style guide, such as APA, Chicago, or other. Every name and year in the body of the text should be repeated in the list of references with no exceptions.

In a qualitative or quantitative, if the study involves an organization, a letter of permission to conduct the study is required from the appropriate administrator at the organization.  In a qualitative study, a letter of invitation and consent form from all adult participants is included, and a letter of permission from parents if minors are involved. Data collection instruments are included.  Some institutions require a vita at the end.

Our consultants can assist students to find the meaning of the information they have collected and to present it in a manner that can be defended.

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Home » Thesis – Structure, Example and Writing Guide

Thesis – Structure, Example and Writing Guide

Table of contents.

Definition:

Thesis is a scholarly document that presents a student’s original research and findings on a particular topic or question. It is usually written as a requirement for a graduate degree program and is intended to demonstrate the student’s mastery of the subject matter and their ability to conduct independent research.

History of Thesis

The concept of a thesis can be traced back to ancient Greece, where it was used as a way for students to demonstrate their knowledge of a particular subject. However, the modern form of the thesis as a scholarly document used to earn a degree is a relatively recent development.

The origin of the modern thesis can be traced back to medieval universities in Europe. During this time, students were required to present a “disputation” in which they would defend a particular thesis in front of their peers and faculty members. These disputations served as a way to demonstrate the student’s mastery of the subject matter and were often the final requirement for earning a degree.

In the 17th century, the concept of the thesis was formalized further with the creation of the modern research university. Students were now required to complete a research project and present their findings in a written document, which would serve as the basis for their degree.

The modern thesis as we know it today has evolved over time, with different disciplines and institutions adopting their own standards and formats. However, the basic elements of a thesis – original research, a clear research question, a thorough review of the literature, and a well-argued conclusion – remain the same.

Structure of Thesis

The structure of a thesis may vary slightly depending on the specific requirements of the institution, department, or field of study, but generally, it follows a specific format.

Here’s a breakdown of the structure of a thesis:

This is the first page of the thesis that includes the title of the thesis, the name of the author, the name of the institution, the department, the date, and any other relevant information required by the institution.

This is a brief summary of the thesis that provides an overview of the research question, methodology, findings, and conclusions.

This page provides a list of all the chapters and sections in the thesis and their page numbers.

Introduction

This chapter provides an overview of the research question, the context of the research, and the purpose of the study. The introduction should also outline the methodology and the scope of the research.

Literature Review

This chapter provides a critical analysis of the relevant literature on the research topic. It should demonstrate the gap in the existing knowledge and justify the need for the research.

Methodology

This chapter provides a detailed description of the research methods used to gather and analyze data. It should explain the research design, the sampling method, data collection techniques, and data analysis procedures.

This chapter presents the findings of the research. It should include tables, graphs, and charts to illustrate the results.

This chapter interprets the results and relates them to the research question. It should explain the significance of the findings and their implications for the research topic.

This chapter summarizes the key findings and the main conclusions of the research. It should also provide recommendations for future research.

This section provides a list of all the sources cited in the thesis. The citation style may vary depending on the requirements of the institution or the field of study.

This section includes any additional material that supports the research, such as raw data, survey questionnaires, or other relevant documents.

How to write Thesis

Here are some steps to help you write a thesis:

• Choose a Topic: The first step in writing a thesis is to choose a topic that interests you and is relevant to your field of study. You should also consider the scope of the topic and the availability of resources for research.
• Develop a Research Question: Once you have chosen a topic, you need to develop a research question that you will answer in your thesis. The research question should be specific, clear, and feasible.
• Conduct a Literature Review: Before you start your research, you need to conduct a literature review to identify the existing knowledge and gaps in the field. This will help you refine your research question and develop a research methodology.
• Develop a Research Methodology: Once you have refined your research question, you need to develop a research methodology that includes the research design, data collection methods, and data analysis procedures.
• Collect and Analyze Data: After developing your research methodology, you need to collect and analyze data. This may involve conducting surveys, interviews, experiments, or analyzing existing data.
• Write the Thesis: Once you have analyzed the data, you need to write the thesis. The thesis should follow a specific structure that includes an introduction, literature review, methodology, results, discussion, conclusion, and references.
• Edit and Proofread: After completing the thesis, you need to edit and proofread it carefully. You should also have someone else review it to ensure that it is clear, concise, and free of errors.
• Submit the Thesis: Finally, you need to submit the thesis to your academic advisor or committee for review and evaluation.

Example of Thesis

Example of Thesis template for Students:

Title of Thesis

Table of Contents:

Chapter 1: Introduction

Chapter 2: Literature Review

Chapter 3: Research Methodology

Chapter 4: Results

Chapter 5: Discussion

Chapter 6: Conclusion

References:

Appendices:

Note: That’s just a basic template, but it should give you an idea of the structure and content that a typical thesis might include. Be sure to consult with your department or supervisor for any specific formatting requirements they may have. Good luck with your thesis!

Application of Thesis

Thesis is an important academic document that serves several purposes. Here are some of the applications of thesis:

• Academic Requirement: A thesis is a requirement for many academic programs, especially at the graduate level. It is an essential component of the evaluation process and demonstrates the student’s ability to conduct original research and contribute to the knowledge in their field.
• Career Advancement: A thesis can also help in career advancement. Employers often value candidates who have completed a thesis as it demonstrates their research skills, critical thinking abilities, and their dedication to their field of study.
• Publication : A thesis can serve as a basis for future publications in academic journals, books, or conference proceedings. It provides the researcher with an opportunity to present their research to a wider audience and contribute to the body of knowledge in their field.
• Personal Development: Writing a thesis is a challenging task that requires time, dedication, and perseverance. It provides the student with an opportunity to develop critical thinking, research, and writing skills that are essential for their personal and professional development.
• Impact on Society: The findings of a thesis can have an impact on society by addressing important issues, providing insights into complex problems, and contributing to the development of policies and practices.

Purpose of Thesis

The purpose of a thesis is to present original research findings in a clear and organized manner. It is a formal document that demonstrates a student’s ability to conduct independent research and contribute to the knowledge in their field of study. The primary purposes of a thesis are:

• To Contribute to Knowledge: The main purpose of a thesis is to contribute to the knowledge in a particular field of study. By conducting original research and presenting their findings, the student adds new insights and perspectives to the existing body of knowledge.
• To Demonstrate Research Skills: A thesis is an opportunity for the student to demonstrate their research skills. This includes the ability to formulate a research question, design a research methodology, collect and analyze data, and draw conclusions based on their findings.
• To Develop Critical Thinking: Writing a thesis requires critical thinking and analysis. The student must evaluate existing literature and identify gaps in the field, as well as develop and defend their own ideas.
• To Provide Evidence of Competence : A thesis provides evidence of the student’s competence in their field of study. It demonstrates their ability to apply theoretical concepts to real-world problems, and their ability to communicate their ideas effectively.
• To Facilitate Career Advancement : Completing a thesis can help the student advance their career by demonstrating their research skills and dedication to their field of study. It can also provide a basis for future publications, presentations, or research projects.

When to Write Thesis

The timing for writing a thesis depends on the specific requirements of the academic program or institution. In most cases, the opportunity to write a thesis is typically offered at the graduate level, but there may be exceptions.

Generally, students should plan to write their thesis during the final year of their graduate program. This allows sufficient time for conducting research, analyzing data, and writing the thesis. It is important to start planning the thesis early and to identify a research topic and research advisor as soon as possible.

In some cases, students may be able to write a thesis as part of an undergraduate program or as an independent research project outside of an academic program. In such cases, it is important to consult with faculty advisors or mentors to ensure that the research is appropriately designed and executed.

It is important to note that the process of writing a thesis can be time-consuming and requires a significant amount of effort and dedication. It is important to plan accordingly and to allocate sufficient time for conducting research, analyzing data, and writing the thesis.

Characteristics of Thesis

The characteristics of a thesis vary depending on the specific academic program or institution. However, some general characteristics of a thesis include:

• Originality : A thesis should present original research findings or insights. It should demonstrate the student’s ability to conduct independent research and contribute to the knowledge in their field of study.
• Clarity : A thesis should be clear and concise. It should present the research question, methodology, findings, and conclusions in a logical and organized manner. It should also be well-written, with proper grammar, spelling, and punctuation.
• Research-Based: A thesis should be based on rigorous research, which involves collecting and analyzing data from various sources. The research should be well-designed, with appropriate research methods and techniques.
• Evidence-Based : A thesis should be based on evidence, which means that all claims made in the thesis should be supported by data or literature. The evidence should be properly cited using appropriate citation styles.
• Critical Thinking: A thesis should demonstrate the student’s ability to critically analyze and evaluate information. It should present the student’s own ideas and arguments, and engage with existing literature in the field.
• Academic Style : A thesis should adhere to the conventions of academic writing. It should be well-structured, with clear headings and subheadings, and should use appropriate academic language.

Advantages of Thesis

There are several advantages to writing a thesis, including:

• Development of Research Skills: Writing a thesis requires extensive research and analytical skills. It helps to develop the student’s research skills, including the ability to formulate research questions, design and execute research methodologies, collect and analyze data, and draw conclusions based on their findings.
• Contribution to Knowledge: Writing a thesis provides an opportunity for the student to contribute to the knowledge in their field of study. By conducting original research, they can add new insights and perspectives to the existing body of knowledge.
• Preparation for Future Research: Completing a thesis prepares the student for future research projects. It provides them with the necessary skills to design and execute research methodologies, analyze data, and draw conclusions based on their findings.
• Career Advancement: Writing a thesis can help to advance the student’s career. It demonstrates their research skills and dedication to their field of study, and provides a basis for future publications, presentations, or research projects.
• Personal Growth: Completing a thesis can be a challenging and rewarding experience. It requires dedication, hard work, and perseverance. It can help the student to develop self-confidence, independence, and a sense of accomplishment.

Limitations of Thesis

There are also some limitations to writing a thesis, including:

• Time and Resources: Writing a thesis requires a significant amount of time and resources. It can be a time-consuming and expensive process, as it may involve conducting original research, analyzing data, and producing a lengthy document.
• Narrow Focus: A thesis is typically focused on a specific research question or topic, which may limit the student’s exposure to other areas within their field of study.
• Limited Audience: A thesis is usually only read by a small number of people, such as the student’s thesis advisor and committee members. This limits the potential impact of the research findings.
• Lack of Real-World Application : Some thesis topics may be highly theoretical or academic in nature, which may limit their practical application in the real world.
• Pressure and Stress : Writing a thesis can be a stressful and pressure-filled experience, as it may involve meeting strict deadlines, conducting original research, and producing a high-quality document.
• Potential for Isolation: Writing a thesis can be a solitary experience, as the student may spend a significant amount of time working independently on their research and writing.

About the author

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Researcher, Academic Writer, Web developer

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Chapter 5: Conclusion, Interpretation and Discussion

Introduction.

The following chapter concludes this report. A summary of the research is presented, and findings of the study are discussed and interpreted. The significance of this research in the immediate context of El Gallo and in the field of low-income housing is examined. Recommendations for further research end the chapter.

The scope of the following conclusions is limited to the context and historical characteristics of El Gallo. Thus, applied to other situations, these conclusions may yield incorrect assumptions. Still, these conclusions are relevant to the process of dwelling evolution in progressive development projects.

5.1 Summary of Research

This study observed the process of dwelling evolution in progressive development projects. The literature review was concentrated on the process of progressive development occurring in planned sponsored projects. It was found that, based on observations of the informal settlement process, progressive development under different contextual conditions was not questioned, and its benefits were taken for granted. Studies in the area were reduced to the period of improvement up to the time when the dwelling was physically consolidated. Longer term evaluation of progressive development projects were not found.

Research was undertaken on a 27-year-old progressive development project in Venezuela. The intention was to observe the process of dwelling evolution and the kind of housing that was being produced under progressive urban development projects on a long-term basis. The case study showed dwellings built with different initial levels of user-participation. Dwelling evolution was observed in a survey sample using parameters relevant to the case study (i.e., area increase, dwelling spatial growth and plot occupation, and changes in the functional structure).

Survey dwellings followed identifiable patterns of evolution in size, spatial structure and use-layout. Patterns were affected by aspects of the surrounding context and by aspects inherent to characteristics of the initial dwelling. Consequently, different dwelling groups showed different processes of progressive development.

5.2 Discussion and Interpretation of Findings.

As progressive developments, dwellings at El Gallo were able to adopt new and diverse roles along their whole process of evolution. In this section, relevant issues of the process of dwelling evolution observed at El Gallo are discussed. The first concerns the role of the non-permanent structure in the context of El Gallo as a sponsored progressive development project. The second comments on the process of dwelling evolution that followed the construction of the permanent structure.

In principle, non-permanent structures at El Gallo were similar to ranchos built in informal settlements. Ranchos at El Gallo served as primary shelters while more basic household priorities were met (i.e., services and infrastructure were provided, sources of income were found and generated, and even a favourable social environment was developed among neighbours). However, the majority of tin shacks were neither considerably increased nor upgraded with better materials even when they were used for long periods of time. This fact, together with the sudden change in the pace of development caused by the construction of a very complete permanent dwelling and subsequent removal of the rancho, had no connection with the gradual process of shack replacement observed in invasion settlements of Ciudad Guayana during this study (Portela, M. 1992). Neither did this process have a relationship with the system of "piecemeal construction" described by several housing researchers as characteristic of low-income dwellers.

The shanties were... housing in process of improvement. In particular the piecemeal system of building afforded great advantages to those who, like most of the poor in developing societies, have great variations in income from month to month (Peattie L. 1982:132).

Under El Gallo conditions of land security, ranchos did not show consolidation, and revealed their transient character because they were eventually substituted by permanent structures. The non-permanent structure revealed the primary household's aspiration for a minimum satisfactory habitable area. However, besides basic shelter during the initial stage, ranchos served to the purposes of capital accumulation that eventually allowed households to buy a basic unit according to official standards, or building a bigger, more complete first permanent structure. The size of ranchos reflected households' aspirations for the permanent dwelling, that is,smaller ranchos were substituted by basic units of the housing programs. Instead larger ranchos were substituted by large self-produced dwellings.

It is difficult to ascertain why ranchos were removed when they could have been kept as part of the dwelling, as in fact did a minority of households (2 cases). Is a fact that the temporary materials of ranchos contributed to their deterioration that ended with the total removal of the rancho. However, an idea that may have contributed to the demolition of the rancho was the household's adoption of the planner's belief that ranchos were a bad but necessary step on the way to obtaining permanent housing. Thus, once the permanent dwelling was built, the price households paid to gain credibility (i.e., that this stage was reached) was the demolition of the rancho itself. This interpretation can be specially true for Ciudad Guayana, where dwellings of certain quality such as those of El Gallo were seen as "casas" or houses. Instead, structures of similar quality in the hills of cities such as Caracas were still considered ranchos. In the long run, informal settlements obtained the largest benefits from this process because they gained far more official tolerance and social credibility (i.e., that shacks were actually temporary means of residence towards good-quality housing).

Those who lived in smaller ranchos improved their spatial conditions by moving to the small basic dwellings. Those who occupied bigger ranchos built bigger dwellings by themselves. Still, some households built their dwellings without going through the rancho stage. Self-produced dwellings followed the formal models either to gain the government's credibility of user commitment to build "good" government-like housing, or because households believed so. Imitation of the formal models, however, varied according to the builder's interpretation. For instance, the pattern of the detached dwelling was adopted, but often one of the side yards was reduced to a physical separation between the dwelling and the plot separation wall. More effective interpretations involved enlarging the front porch or using the central circulation axis to allow easy extension in the future.

The building approach of the permanent structure influenced the process of evolution that followed. Basic units built by the housing agencies had a compact, complete layout with higher standards of construction; however, aspects of the design, such as internal dimensions, were inadequate for household criteria, and the layout was not well adapted. Dwellings built according to provided plans and specificationshad similar problems, but households enlarged spaces and modified layouts when they were building the units. The level of construction standards was also reduced since the lateral façades of some dwellings were unfinished. Dwellings built totally by self-help means were the largest permanent structures. Aspects of the design of the first permanent structure allowed easy extension of the dwelling towards open areas of the plot. More user participation was reflected in straight-forward processes of evolution without internal modifications, and fewer stages to reach the current houseform.

5.3 Significance of the Study

While this study acknowledges again the effectiveness of progressive development in the housing system, it shows how dwelling evolution in progressive development projects can have different characteristics produced by internal and external interventions. Usually, projects are designed and launched to reproduce certain desirable outcomes and meet specific expectations. However, conditions prevailing in these projects and sometimes strategies that are introduced to "improve," "speed up" or make more "efficient" the process of evolution can affect the outcome in many different ways. This study showed how contextual characteristics of El Gallo, as well as the design and level of user participation in the initial permanent dwelling, affected successive stages of progressive development. However, it is important to recognize that are other issues beyond the spatial aspects that are intrinsically related with the evolution of the dwellings and that were not included within the scope of these particular research (i.e., household's changes in income, size, and age or gender structure).

The findings at El Gallo add modestly to the body of knowledge of literature on progressive development. Progressive Urban Development Units, UMUPs , have been the main housing strategy in Ciudad Guayana these last years, and they are likely to keep being used. Simple facts such as knowing the characteristics of the additions and modifications that households make to their dwellings over time can be the basis for more assertive actions supporting or enforcing progressive development activities. Understanding the process of dwelling evolution in low-income developments would be an effective way to help the process that, in the case of Ciudad Guayana, zonings and bylaws have been unable to regulate.

5.4 Recommendations for Further Research

Long term assessments are particularly constrained by the availability and reliability of recorded data. The frequency, and often the methodology, in which censuses and surveys are made do not always suit the purposes of this kind of research. Household interviews are very important, but they may become troubled by informant's limited memories and the continuity of the household in the dwelling. Aerial documentation, if available, represents one of the most reliable sources to observe physical change. Nevertheless, a careful and detailed process of observation of aerial data becomes very time consuming. For similar studies, a first phase in which the housing diversity is identified in the aerial data according to the selected criteria, would allow to reduce the number of detailed survey samples needed, thus considerably reducing the time of data collection.

In the context of Ciudad Guayana, further studies of the non-permanent dwelling in recent UMUPs would reveal new insights into the function of these structures in progressive development projects. This would be essential especially if any kind of initial aid is to be provided. On the other hand, following the growth of progressive developments is necessary if services and infrastructure are, as they are now, the responsibility of the local government. Identifying the producers of physical evolution -- i.e., the drivers and catalysts of change -- would be an important step for further research. An interesting step within this trend could be to ascertain the extent in which other household processes -- family growth, income increase and economic stability, household aging, changes in the household composition (single- to multi- family), etc., affect the process of dwelling evolution.

In the context of low-income housing, the process of progressive development needs further understanding. As in Ciudad Guayana, progressive development is likely to be the main housing strategy for other developing countries in the near future. Local authorities would do well to follow the evolution of settlements and to identify real household needs, and the consequences of public and/or private interventions in low-income settlements. Perhaps the most important learning of this study is that the experience of El Gallo acknowledges again the dynamic participation of the low-income households under different conditions, and still leaves wide room for a positive participation for the many other actors in the evolving urban entity.

. Notes for Chapter V

1 Dodge reports that some settlers of Ciudad Guayana kept the rancho and rented it to poorer families (Dodge,C. 1968:220). This attitude has been more common in other progressive development projects. The Dandora site and services also encouraged the construction of temporary shacks while the permanent dwelling was built. However, non-permanent structures remained to be rented or used as storage areas even after the permanent dwelling was built (McCarney, P.L. 1987:90).

Department and University Information

Minimum cost housing group.

Reference management. Clean and simple.

How to structure a thesis

A typical thesis structure

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

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

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

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

Abstract : a brief overview of your entire thesis.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

🔲 Introduction

🔲 Literature review

🔲 Discussion

🔲 Conclusion

🔲 Reference list

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

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

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

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

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