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DISSERTATION in a Sentence Examples: 21 Ways to Use Dissertation

sentence with Dissertation

A dissertation is a formal academic document presenting research and findings on a specific subject. Typically required for completion of a doctoral degree, a dissertation showcases original research and analysis conducted by the author.

This comprehensive document serves as a written representation of the author’s scholarly work and demonstrates their expertise in a particular field of study. Often ranging from 100 to over 300 pages, a dissertation requires meticulous research, critical thinking, and writing skills to produce a well-supported argument or study.

Table of Contents

7 Examples Of Dissertation Used In a Sentence For Kids

  • Dissertation is a big project for students to show what they learned.
  • I need to do a dissertation about animals for school.
  • My sister is writing a dissertation about plants in her college.
  • Dissertation is a long paper that needs lots of research.
  • I will make a dissertation on colors and share it with my classmates.
  • My friend’s dissertation is about space and planets.
  • When I grow up, I want to write a dissertation like my mom.

14 Sentences with Dissertation Examples

  • Dissertation submission deadline is approaching, make sure to proofread your work before final submission.
  • It is essential to seek guidance from professors while choosing a topic for your dissertation .
  • Library resources are crucial for conducting research for your dissertation .
  • Forming a study group can help you stay motivated during the dissertation writing process.
  • Use academic databases to find relevant literature for your dissertation .
  • Time management is key when working on your dissertation alongside other academic commitments.
  • Seek feedback from peers on your dissertation draft to improve the quality of your work.
  • Creating an outline can help you structure your dissertation effectively.
  • Make sure to cite all sources properly to avoid plagiarism in your dissertation .
  • Attending workshops on research methodologies can improve your skills for dissertation writing.
  • Collaborating with industry professionals can add valuable insights to your dissertation .
  • Use software tools like EndNote for easier referencing in your dissertation .
  • Take breaks during your dissertation writing process to prevent burnout.
  • Presenting your dissertation findings at conferences can enhance your academic profile.

How To Use Dissertation in Sentences?

Dissertation is a formal academic document that presents research findings and conclusions on a particular topic. It is usually written by students pursuing a higher degree, such as a master’s or doctorate.

To use dissertation in a sentence, first, identify the main topic or idea you want to convey. For example, “Carla’s dissertation explores the impact of climate change on coral reefs.” In this sentence, the word “dissertation” is used to indicate that Carla has conducted research on a specific subject.

Make sure to place the word dissertation appropriately within the sentence to ensure clarity and coherence. You can also use it to describe the writer’s academic achievement or the significance of their research. For instance, “Dr. Patel’s dissertation on sustainable agriculture received high praise from her colleagues.”

Remember that dissertation is a formal and specific term, so it is important to use it accurately in academic or professional contexts. Avoid using it in casual conversations or when referring to general research papers.

By following these guidelines and practicing with different sentence structures, you will become more comfortable using dissertation in your writing.

In conclusion, the examples provided demonstrate how sentences with ‘dissertation’ encompass a range of academic and research-related contexts. Whether discussing the process of writing a dissertation, providing guidelines for structuring it, or highlighting the significance of original research in a dissertation, these sentences underscore the importance and complexity of this academic endeavor. Through these varied examples, it becomes clear that a dissertation serves as a cornerstone of advanced education, requiring careful planning, rigorous research, and critical analysis to successfully contribute to one’s field of study.

By highlighting the various aspects and stages involved in writing a dissertation, these sentences illustrate the comprehensive nature of this academic task. From defining research objectives and developing a methodology, to analyzing findings and drawing meaningful conclusions, the dissertation plays a crucial role in advancing knowledge and understanding in a particular subject area. Ultimately, these examples underscore the rigour, dedication, and intellectual effort required to produce a high-quality dissertation that makes a valuable contribution to academia.

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  • dissertation

a written essay, treatise, or thesis, especially one written by a candidate for the degree of Doctor of Philosophy.

any formal discourse in speech or writing.

Origin of dissertation

Other words from dissertation.

  • dis·ser·ta·tion·al, adjective
  • dis·ser·ta·tion·ist, noun

Words that may be confused with dissertation

  • dissertation , thesis

Words Nearby dissertation

  • dissenting opinion
  • dissentious
  • dissepiment

Dictionary.com Unabridged Based on the Random House Unabridged Dictionary, © Random House, Inc. 2024

How to use dissertation in a sentence

Thirteen years ago, while working on her PHD dissertation in Madagascar’s Masoala Peninsula, Borgerson encountered a problem.

At Harvard, he received a PhD in government and wrote his dissertation under Henry Kissinger, who became a lifelong friend.

I planned to go back to physics after a couple of years and then return to wrap up my dissertation .

My buba’s lived experience helped shape me into the girl who wrote her college dissertation on the gender pay gap, arguing for equal parental leave for dads and moms, almost 20 years before any major employer implemented any such thing.

My PhD dissertation was a highly theoretical model representing computer systems that were framed as a mathematical model, and if they were interconnected in such a way that these interconnected computers would communicate like cells in the body.

A terrific cultural studies dissertation awaits on how the fortunes of the Cheneys provide a mirror on a changing America.

Today, he visits online forums and bombards them with dissertation -length comments.

In her dissertation , McFate had asked whether ‘good anthropology’ might lead to ‘better killing.’

Heritage has distanced itself from Richwine and his dissertation .

No single dissertation will alter the status quo on its own.

I've never had time to write home about it, for I felt that it required a dissertation in itself to do it justice.

Dr. Pitcairn, published at Leyden his dissertation on the circulation of the blood through the veins.

Start not, reader, I am not going to trouble you with a poetical dissertation ; no, no!

dissertation sur les Assassins, Académie des Inscriptions, tom.

This dissertation , which is illustrated by several plates, will repay for the time spent in reading it.

British Dictionary definitions for dissertation

/ ( ˌdɪsəˈteɪʃən ) /

a written thesis, often based on original research, usually required for a higher degree

a formal discourse

Derived forms of dissertation

  • dissertational , adjective
  • dissertationist , noun

Collins English Dictionary - Complete & Unabridged 2012 Digital Edition © William Collins Sons & Co. Ltd. 1979, 1986 © HarperCollins Publishers 1998, 2000, 2003, 2005, 2006, 2007, 2009, 2012

The Writing Center • University of North Carolina at Chapel Hill

Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

A thesis statement:

  • tells the reader how you will interpret the significance of the subject matter under discussion.
  • is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
  • directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
  • makes a claim that others might dispute.
  • is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

  • Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
  • Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
  • Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
  • Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
  • Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
  • Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

  • Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
  • Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
  • Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
  • Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
  • Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

  • Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.
  • Do I answer the question? Yes!
  • Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
  • Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
  • Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
  • Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Writing a paper: thesis statements, basics of thesis statements.

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

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

Being Specific

This thesis statement has no specific argument:

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

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

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

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

Making a Unique Argument

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

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

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

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

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

Creating a Debate

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

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

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

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

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

Choosing the Right Words

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

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

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

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

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

Leaving Room for Discussion

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

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

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

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

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

Thesis Mad Libs

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

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

Words to Avoid and to Embrace

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

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

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

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Word Use, Syntax & Sentence Structure in PhD Theses – Grammar Advice

Posted by Rene Tetzner | Oct 29, 2021 | PhD Success | 0 |

Word Use, Syntax & Sentence Structure in PhD Theses – Grammar Advice

5.4 Word Use, Syntax and Sentence Structure

Although the advice on writing formal scholarly prose provided in this section will prove especially helpful for those who are just developing their scholarly voice (as is the case with many doctoral candidates) and/or those whose first language is not English, even students who consider their English writing skills excellent may well find some of the information useful. Please note that while the focus here is on words and their order in English sentences, a sentence must also be properly punctuated to function effectively, so Section 5.6 on various marks of punctuation and their use should be consulted in conjunction with this section. Some matters of punctuation can be determined by author preferences or university or department guidelines because there is more than one correct approach (using a serial comma or not, for instance: see Section 5.6.1): in such cases one acceptable method should be chosen and used consistently. With other aspects of punctuation, however, there are right and wrong ways of proceeding (a comma splice should always be avoided, for example: again, see Section 5.6.1), and in those cases the correct punctuation should be used in all relevant instances. In all cases, punctuation should enhance and clarify the structure, language and meaning of your sentences whether they are short and simple or long and extremely complex.

5.4.1 Using Words in a Scholarly Fashion without Bias

Word use is not only an enormous and wide-ranging topic, but, like punctuation, the use of individual words can be not only correct or incorrect, but also a matter of authorial choice, which means that the writer of a thesis must choose his or her words with care. Dehumanising language, for instance, should always be avoided when writing about human beings, and words that assert the presence or role of human beings in a study should not be omitted. There is a tendency, however, for study participants to be reduced through a kind of shorthand to the condition they represent in a study: ‘diabetes and nondiabetes’ might be used, for instance, instead of the more humanising ‘participants with and without diabetes’ or ‘participants with and without a diagnosis of diabetes.’ While such shorthand language is sometimes necessary to convey results efficiently, especially in tabular form, it should be avoided as much as possible and certainly not used when first introducing the people involved in a study. Some departments or thesis committees may even frown upon the use of ‘subjects’ instead of ‘individuals’ or ‘people’ because it is too impersonal, and most will want the age of participants and other people to be referred to accurately: young men and women, for instance, should not be called ‘boys’ and ‘girls,’ which, as a general rule, should be used only of children 12 years of age and under. It can therefore be helpful to discuss such language with your supervisor and check university or department guidelines for any restrictions of this kind, and it is also important to keep the particular context in mind and use common sense while considering each term. For example, while referring to a 25-year-old man as a ‘boy’ is inappropriate in most cases, referring to a 40-year-old prostitute as a ‘working girl’ may not be if that is what the prostitute calls herself and you use the term in quotations and/or with appropriate explanation.

a sentence with the word dissertation

Appropriate word use of this kind is a matter of achieving precision and avoiding bias. If, for instance, an author refers to a 30-year-old man as a ‘man,’ but refers to a woman of the same age as a ‘girl,’ or uses the masculine pronoun ‘he’ when writing of doctors and the feminine pronoun ‘she’ when writing of nurses without specifying a context and details that justify this treatment, it may not be a deliberate distinction, but it will come across as both inaccurate and biassed. Bias can occur in terms of race, nationality, sex/gender, class, education, age and so on, and can involve arbitrarily prioritising one group of people over another or stereotyping any particular group of people (see the advice on avoiding bias of various kinds in the Publication Manual of the APA , 2010, pp.73–77). Some readers might extend this to historical times and their people (the idea, for example, that any one time is better than another or the common notion that people now are more intelligent or more imaginative than people were in the past) as well as to animals and other creatures (with the prioritisation of people over animals or the environment, for instance, smacking of anthropocentrism). Avoiding gender bias is particularly important in western (including English-speaking) societies of the twenty-first century, so be sure to reflect on any instances in which you mention men or women alone: if women are the only subjects of the study or if women alone are relevant for a particular statement (only women can actually bear children, for instance), using ‘women’ alone is appropriate, but if both men and women are involved (both men and women can be parents, for example), both should be mentioned or an alternative that implies both (such as ‘parents,’ ‘people’ or ‘participants’) should be used.

a sentence with the word dissertation

5.4.2 The Precise and Appropriate Use of Pronouns

Although uncomplicated in many instances, the gender-specific pronouns ‘he’ and ‘she’ must always be used with care. Their use is straightforward when speaking of a male or female person, but when ‘a person’ (singular) is used more generally or hypothetically, problems can arise because ‘he’ (once used in most situations of this sort: e.g., ‘When a person is learning to write scholarly prose, he requires sound examples’) is no longer acceptable as a neutral pronoun, and although ‘she’ is now used as neutral by some authors, it really just inverts rather than solves the problem. A better choice is the singular pronoun ‘one,’ which is suitably neutral but can sound artificial to some writers and readers, or ‘he or she’ (or ‘s/he’) which covers the necessary ground but can come across as awkward, especially if used frequently. Some writers uncomfortable with using ‘one,’ ‘he or she’ or ‘s/he’ (as well as ‘him or her,’ ‘his or her,’ ‘himself or herself’ and ‘him/herself’) would argue that ‘they’ (along with ‘them,’ ‘their’ and ‘themselves’) is an acceptable non-gender-specific substitute for the singular forms (When a person is learning to write scholarly prose, they require sound examples). However, ‘they,’ ‘them,’ ‘their’ and ‘themselves’ are all plural, so they are not really appropriate or correct as pronouns referring to singular nouns, and using them as though they are can quickly become extremely confusing. So if you use ‘a person,’ ‘an individual’ or similar phrasing, you need a singular pronoun, and both ‘he’ and ‘she’ are required to render the language inclusive: ‘When a person is learning to write scholarly prose, he or she requires sound examples.’ Only if the noun is plural is the plural pronoun appropriate: ‘When students are learning to write scholarly prose, they require sound examples.’ Careful proofreading of your own writing will catch most problems associated with gender-specific language, but for more information on sexist and nonsexist language, see Miller and Swift (1995).

a sentence with the word dissertation

Pronouns can be problematic in a number of other ways as well. On the topic of referring to people appropriately, for instance, a person, participant, student, woman, father, teenager or child is never an ‘it,’ which as a neuter pronoun should be used of inanimate objects (e.g., ‘When the questionnaire is finished, it will be circulated online’) and is appropriate when referring to countries, which, like ships, are generally not referred to with feminine pronouns as they once were (Canada should reconsider its treatment of immigrants). ‘It’ should not be used when referring to people, however (When the student wrote the exam, he was feeling ill). Relative pronouns should be used similarly, with ‘who,’ ‘whom’ and ‘whose,’ not ‘that,’ representing people – ‘the student who wrote the exam’ or ‘the woman who felt depressed,’ not ‘the student that wrote the exam’ or ‘the woman that felt depressed’ – although conversely the possessive form ‘whose’ can be used of inanimate objects as well as of people (‘the house whose door was purple,’ which is often preferred to ‘the house of which the door was purple’). The essential point is that pronouns – ‘it,’ ‘who,’ ‘he,’ ‘she’ and others – should be used with the utmost accuracy so that the relationship between each pronoun and its antecedent is clearly established, leaving no doubt about the meaning of the pronoun. For example, in ‘The boy thought his sister was lost. She was actually at a friend’s house,’ ‘She’ can only refer to the sister, so there is no risk of confusion. However, in ‘The girl lost her cat Tigress. She was actually at a friend’s house,’ the antecedent of ‘She’ is not clear. Since the ‘girl’ is the subject of the first sentence, the reader might expect ‘She’ in the second sentence to refer to the ‘girl’ as well, but it could also refer to the female cat named Tigress, so confusion is created about what is actually being said and thus about the implications of the text. Is the cat safe at a friend’s house, or did the girl lose the cat at a friend’s house and thus in a less familiar and potentially more dangerous landscape? Is there continuing cause for worry or not?

The ambiguity possible even in so simple a sentence hints at the kind of confusion that can result if a long and complex sentence reporting and discussing detailed results and conclusions opens with ‘It’ and contains two more instances of that pronoun as well as a ‘they’ and a ‘them.’ Such a sentence may fail to communicate your meaning clearly to your intended audience, especially if you are also dealing with the challenge of writing in a language not your own and perhaps use one ‘it’ when referring to a plural antecedent and ‘them’ for a singular one by mistake. In most cases, five pronouns are too many for a sentence in any case, but whether you use many pronouns or only one in a sentence, it is vital that the antecedent for each can be identified readily and with certainty. Sometimes the grammar-checking function in Word will catch an incorrectly or oddly used pronoun, but much like the spell-checking function, this is far from reliable. If you detect the potential for ambiguity in your use of pronouns, your meaning would definitely be clearer were you to use nouns or noun phrases instead. Beware in particular of using pronouns to refer to large or abstract ideas which are difficult to define or explain: such concepts are far clearer and more effective in scholarly writing if they are referred to via precise terminology and carefully explained, difficult though that may be, so such an approach will not only improve your writing style, but also your argument in major as well as minor ways.

As a general rule, the pronoun ‘you’ (as well as ‘your’ and ‘yourself’) should be avoided altogether in academic and scientific prose. In quotations such as those from the direct speech of interviews or the informal answers on questionnaires, ‘you’ is fine because it is not expressed in the author’s own voice, but the reader should not be addressed directly in this way in scholarly prose: in most contexts using ‘you’ simply establishes too personal a voice for formal academic or scientific writing. This is rarely a problem for authors, but since I use the second-person voice frequently and informally in this book to adopt a casual tone and facilitate concise expression of the advice I am offering, I thought I best mention the discrepancy (definitely an instance of ‘do as I say’ rather than ‘do as I do’). ‘I’ (as well as ‘me,’ ‘my’ or ‘mine’ and ‘myself’ in the other cases) can usually be used, however, when referring specifically to yourself as the author of the thesis (e.g., ‘I circulated the questionnaire,’ ‘I detected in the results’ and ‘I discovered a striking difference’). In fact, when used specifically and with discretion, ‘I’ is often preferable to potentially awkward third-person circumlocutions such as ‘the present author’ and ‘the present investigator.’ Do check with your supervisor or department before using the first-person voice, however, as its use varies among disciplines, and deliberately avoiding this voice (perhaps to create an impression of objectivity) is still considered standard for scholarly writing in certain fields. If you do decide to use the first-person voice at times, remember that ‘I’ should never be considered interchangeable with ‘we’: a thesis has only one author and ‘we’ is never appropriate when referring to yourself. If you had assistance in conducting certain parts of your research, ‘we’ might be appropriate when you are describing what was done, but you must also make it clear who exactly you are referring to when you use ‘we.’ ‘We’ can also be used successfully (though with care) when referring to researchers or practitioners as a group, such as ‘we geologists’ or ‘we as manuscript specialists,’ especially if the thesis relates to methodology, the accumulated knowledge of a discipline and/or the self-awareness or education of the group concerned.

‘We’ used in a general or fictional sense that implicitly includes the reader or even the whole of humanity is best avoided in scholarly writing, however. Phrases such as ‘we can observe that,’ ‘we see here,’ ‘we now know that’ and ‘we human beings do not’ in which the author implies or assumes that the reader (and others) are part of that ‘we’ may be acceptable for writing in some areas and media, but they are not, generally speaking, a feature of academic and scientific theses, and avoiding them is one of the characteristics of a professional scholarly voice. The use of the fictional ‘we’ can be particularly problematic when it is used to include the reader in assumptions that have not yet been proved with convincing results or established via analysis and an effective argument, and using the ‘we now know’ stance as a substitute for true scholarly argumentation is simply unacceptable and can weaken both your writing and your thesis. It is therefore a good idea to do a search (by using the Find and Replace box in Word’s Home menu, for instance) for all occurrences of ‘we’ and perhaps ‘I’ once you have your thesis drafted, and to consider each instance carefully to be sure that you are using these pronouns accurately, effectively and professionally.

Why PhD Success?

To Graduate Successfully

This article is part of a book called "PhD Success" which focuses on the writing process of a phd thesis, with its aim being to provide sound practices and principles for reporting and formatting in text the methods, results and discussion of even the most innovative and unique research in ways that are clear, correct, professional and persuasive.

a sentence with the word dissertation

The assumption of the book is that the doctoral candidate reading it is both eager to write and more than capable of doing so, but nonetheless requires information and guidance on exactly what he or she should be writing and how best to approach the task. The basic components of a doctoral thesis are outlined and described, as are the elements of complete and accurate scholarly references, and detailed descriptions of writing practices are clarified through the use of numerous examples.

a sentence with the word dissertation

The basic components of a doctoral thesis are outlined and described, as are the elements of complete and accurate scholarly references, and detailed descriptions of writing practices are clarified through the use of numerous examples. PhD Success provides guidance for students familiar with English and the procedures of English universities, but it also acknowledges that many theses in the English language are now written by candidates whose first language is not English, so it carefully explains the scholarly styles, conventions and standards expected of a successful doctoral thesis in the English language.

a sentence with the word dissertation

Individual chapters of this book address reflective and critical writing early in the thesis process; working successfully with thesis supervisors and benefiting from commentary and criticism; drafting and revising effective thesis chapters and developing an academic or scientific argument; writing and formatting a thesis in clear and correct scholarly English; citing, quoting and documenting sources thoroughly and accurately; and preparing for and excelling in thesis meetings and examinations. 

a sentence with the word dissertation

Completing a doctoral thesis successfully requires long and penetrating thought, intellectual rigour and creativity, original research and sound methods (whether established or innovative), precision in recording detail and a wide-ranging thoroughness, as much perseverance and mental toughness as insight and brilliance, and, no matter how many helpful writing guides are consulted, a great deal of hard work over a significant period of time. Writing a thesis can be an enjoyable as well as a challenging experience, however, and even if it is not always so, the personal and professional rewards of achieving such an enormous goal are considerable, as all doctoral candidates no doubt realise, and will last a great deal longer than any problems that may be encountered during the process.

a sentence with the word dissertation

Interested in Proofreading your PhD Thesis? Get in Touch with us

If you are interested in proofreading your PhD thesis or dissertation, please explore our expert dissertation proofreading services.

a sentence with the word dissertation

Rene Tetzner

Rene Tetzner's blog posts dedicated to academic writing. Although the focus is on How To Write a Doctoral Thesis, many other important aspects of research-based writing, editing and publishing are addressed in helpful detail.

Related Posts

PhD Success – How To Write a Doctoral Thesis

PhD Success – How To Write a Doctoral Thesis

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Table of Contents – PhD Success

Table of Contents – PhD Success

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The Essential – Preliminary Matter

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The Main Body of the Thesis

The Main Body of the Thesis

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SciSpace Resources

What is a thesis | A Complete Guide with Examples

Madalsa

Table of Contents

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

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

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

What is a thesis?

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

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

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

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

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

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

What is a thesis statement?

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

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

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

Different types of thesis statements

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

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

Argumentative (or Persuasive) thesis statement

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

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

Analytical thesis statement

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

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

Expository (or Descriptive) thesis statement

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

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

Cause and effect thesis statement

Purpose : To demonstrate a cause and its resulting effect.

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

Compare and contrast thesis statement

Purpose : To highlight similarities and differences between two subjects.

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

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

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

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

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

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

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

15 components of a thesis structure

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

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

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

title-page-of-a-thesis

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

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

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

Abstract-section-of-a-thesis

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

Acknowledgments

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

Acknowledgement-section-of-a-thesis

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

Table of contents

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

Table-of-contents-of-a-thesis

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

List of figures and tables

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

List-of-tables-and-figures-in-a-thesis

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

Introduction

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

Introduction-section-of-a-thesis

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

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

Literature review section

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

Literature-review-section-thesis

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

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

Methodology

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

Methodology-section-thesis

Here's a breakdown of what it should encompass:

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

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

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

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

Results (or Findings)

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

Results-section-thesis

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

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

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

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

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

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

Practical implications (Recommendation) section

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

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

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

The conclusion provides closure to your research narrative.

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

Conclusion-section-thesis

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

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

References (or Bibliography)

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

References-section-thesis

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

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

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

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

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

Appendices-section-thesis

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

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

Glossary (optional)

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

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

Glossary-section-of-a-thesis

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

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

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

Thesis examples

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

Example 1 (History): Abolition, Africans, and Abstraction: the Influence of the ‘Noble Savage’ on British and French Antislavery Thought, 1787-1807 by Suchait Kahlon.
Example 2 (Climate Dynamics): Influence of external forcings on abrupt millennial-scale climate changes: a statistical modelling study by Takahito Mitsui · Michel Crucifix

Checklist for your thesis evaluation

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

Content and structure

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

Clarity and coherence

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

Research quality

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

Originality and significance

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

Formatting and presentation

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

Grammar and language

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

Feedback and revision

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

Overall assessment

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

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

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

Preparing your thesis defense

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

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

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

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

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

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

Dissertation vs. Thesis

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

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

Here's a table differentiating between the two.

Wrapping up

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

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

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

Good luck with your thesis writing!

Frequently Asked Questions

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

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

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

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

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

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  • What Is a Thesis? | Ultimate Guide & Examples

What Is a Thesis? | Ultimate Guide & Examples

Published on 15 September 2022 by Tegan George . Revised on 5 December 2023.

Structure of a Thesis

A thesis is a type of research paper based on your original research. It is usually submitted as the final step of a PhD program in the UK.

Writing a thesis can be a daunting experience. Indeed, alongside a dissertation , it is the longest piece of writing students typically complete. It relies on your ability to conduct research from start to finish: designing your research , collecting data , developing a robust analysis, drawing strong conclusions , and writing concisely .

Thesis template

You can also download our full thesis template in the format of your choice below. Our template includes a ready-made table of contents , as well as guidance for what each chapter should include. It’s easy to make it your own, and can help you get started.

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Table of contents

Thesis vs. thesis statement, how to structure a thesis, acknowledgements or preface, list of figures and tables, list of abbreviations, introduction, literature review, methodology, reference list, proofreading and editing, defending your thesis, frequently asked questions about theses.

You may have heard the word thesis as a standalone term or as a component of academic writing called a thesis statement . Keep in mind that these are two very different things.

  • A thesis statement is a very common component of an essay, particularly in the humanities. It usually comprises 1 or 2 sentences in the introduction of your essay , and should clearly and concisely summarise the central points of your academic essay .
  • A thesis is a long-form piece of academic writing, often taking more than a full semester to complete. It is generally a degree requirement to complete a PhD program.
  • In many countries, particularly the UK, a dissertation is generally written at the bachelor’s or master’s level.
  • In the US, a dissertation is generally written as a final step toward obtaining a PhD.

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The final structure of your thesis depends on a variety of components, such as:

  • Your discipline
  • Your theoretical approach

Humanities theses are often structured more like a longer-form essay . Just like in an essay, you build an argument to support a central thesis.

In both hard and social sciences, theses typically include an introduction , literature review , methodology section ,  results section , discussion section , and conclusion section . These are each presented in their own dedicated section or chapter. In some cases, you might want to add an appendix .

Thesis examples

We’ve compiled a short list of thesis examples to help you get started.

  • Example thesis #1:   ‘Abolition, Africans, and Abstraction: the Influence of the “Noble Savage” on British and French Antislavery Thought, 1787-1807’ by Suchait Kahlon.
  • Example thesis #2: ‘”A Starving Man Helping Another Starving Man”: UNRRA, India, and the Genesis of Global Relief, 1943-1947’ by Julian Saint Reiman.

The very first page of your thesis contains all necessary identifying information, including:

  • Your full title
  • Your full name
  • Your department
  • Your institution and degree program
  • Your submission date.

Sometimes the title page also includes your student ID, the name of your supervisor, or the university’s logo. Check out your university’s guidelines if you’re not sure.

Read more about title pages

The acknowledgements section is usually optional. Its main point is to allow you to thank everyone who helped you in your thesis journey, such as supervisors, friends, or family. You can also choose to write a preface , but it’s typically one or the other, not both.

Read more about acknowledgements Read more about prefaces

An abstract is a short summary of your thesis. Usually a maximum of 300 words long, it’s should include brief descriptions of your research objectives , methods, results, and conclusions. Though it may seem short, it introduces your work to your audience, serving as a first impression of your thesis.

Read more about abstracts

A table of contents lists all of your sections, plus their corresponding page numbers and subheadings if you have them. This helps your reader seamlessly navigate your document.

Your table of contents should include all the major parts of your thesis. In particular, don’t forget the the appendices. If you used heading styles, it’s easy to generate an automatic table Microsoft Word.

Read more about tables of contents

While not mandatory, if you used a lot of tables and/or figures, it’s nice to include a list of them to help guide your reader. It’s also easy to generate one of these in Word: just use the ‘Insert Caption’ feature.

Read more about lists of figures and tables

If you have used a lot of industry- or field-specific abbreviations in your thesis, you should include them in an alphabetised list of abbreviations . This way, your readers can easily look up any meanings they aren’t familiar with.

Read more about lists of abbreviations

Relatedly, if you find yourself using a lot of very specialised or field-specific terms that may not be familiar to your reader, consider including a glossary . Alphabetise the terms you want to include with a brief definition.

Read more about glossaries

An introduction sets up the topic, purpose, and relevance of your thesis, as well as expectations for your reader. This should:

  • Ground your research topic , sharing any background information your reader may need
  • Define the scope of your work
  • Introduce any existing research on your topic, situating your work within a broader problem or debate
  • State your research question(s)
  • Outline (briefly) how the remainder of your work will proceed

In other words, your introduction should clearly and concisely show your reader the “what, why, and how” of your research.

Read more about introductions

A literature review helps you gain a robust understanding of any extant academic work on your topic, encompassing:

  • Selecting relevant sources
  • Determining the credibility of your sources
  • Critically evaluating each of your sources
  • Drawing connections between sources, including any themes, patterns, conflicts, or gaps

A literature review is not merely a summary of existing work. Rather, your literature review should ultimately lead to a clear justification for your own research, perhaps via:

  • Addressing a gap in the literature
  • Building on existing knowledge to draw new conclusions
  • Exploring a new theoretical or methodological approach
  • Introducing a new solution to an unresolved problem
  • Definitively advocating for one side of a theoretical debate

Read more about literature reviews

Theoretical framework

Your literature review can often form the basis for your theoretical framework, but these are not the same thing. A theoretical framework defines and analyses the concepts and theories that your research hinges on.

Read more about theoretical frameworks

Your methodology chapter shows your reader how you conducted your research. It should be written clearly and methodically, easily allowing your reader to critically assess the credibility of your argument. Furthermore, your methods section should convince your reader that your method was the best way to answer your research question.

A methodology section should generally include:

  • Your overall approach ( quantitative vs. qualitative )
  • Your research methods (e.g., a longitudinal study )
  • Your data collection methods (e.g., interviews or a controlled experiment
  • Any tools or materials you used (e.g., computer software)
  • The data analysis methods you chose (e.g., statistical analysis , discourse analysis )
  • A strong, but not defensive justification of your methods

Read more about methodology sections

Your results section should highlight what your methodology discovered. These two sections work in tandem, but shouldn’t repeat each other. While your results section can include hypotheses or themes, don’t include any speculation or new arguments here.

Your results section should:

  • State each (relevant) result with any (relevant) descriptive statistics (e.g., mean , standard deviation ) and inferential statistics (e.g., test statistics , p values )
  • Explain how each result relates to the research question
  • Determine whether the hypothesis was supported

Additional data (like raw numbers or interview transcripts ) can be included as an appendix . You can include tables and figures, but only if they help the reader better understand your results.

Read more about results sections

Your discussion section is where you can interpret your results in detail. Did they meet your expectations? How well do they fit within the framework that you built? You can refer back to any relevant source material to situate your results within your field, but leave most of that analysis in your literature review.

For any unexpected results, offer explanations or alternative interpretations of your data.

Read more about discussion sections

Your thesis conclusion should concisely answer your main research question. It should leave your reader with an ultra-clear understanding of your central argument, and emphasise what your research specifically has contributed to your field.

Why does your research matter? What recommendations for future research do you have? Lastly, wrap up your work with any concluding remarks.

Read more about conclusions

In order to avoid plagiarism , don’t forget to include a full reference list at the end of your thesis, citing the sources that you used. Choose one citation style and follow it consistently throughout your thesis, taking note of the formatting requirements of each style.

Which style you choose is often set by your department or your field, but common styles include MLA , Chicago , and APA.

Create APA citations Create MLA citations

In order to stay clear and concise, your thesis should include the most essential information needed to answer your research question. However, chances are you have many contributing documents, like interview transcripts or survey questions . These can be added as appendices , to save space in the main body.

Read more about appendices

Once you’re done writing, the next part of your editing process begins. Leave plenty of time for proofreading and editing prior to submission. Nothing looks worse than grammar mistakes or sloppy spelling errors!

Consider using a professional thesis editing service to make sure your final project is perfect.

Once you’ve submitted your final product, it’s common practice to have a thesis defense, an oral component of your finished work. This is scheduled by your advisor or committee, and usually entails a presentation and Q&A session.

After your defense, your committee will meet to determine if you deserve any departmental honors or accolades. However, keep in mind that defenses are usually just a formality. If there are any serious issues with your work, these should be resolved with your advisor way before a defense.

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

When you mention different chapters within your text, it’s considered best to use Roman numerals for most citation styles. However, the most important thing here is to remain consistent whenever using numbers in your dissertation .

If you only used a few abbreviations in your thesis or dissertation, you don’t necessarily need to include a list of abbreviations .

If your abbreviations are numerous, or if you think they won’t be known to your audience, it’s never a bad idea to add one. They can also improve readability, minimising confusion about abbreviations unfamiliar to your reader.

A thesis or dissertation outline is one of the most critical first steps in your writing process. It helps you to lay out and organise your ideas and can provide you with a roadmap for deciding what kind of research you’d like to undertake.

Generally, an outline contains information on the different sections included in your thesis or dissertation, such as:

  • Your anticipated title
  • Your abstract
  • Your chapters (sometimes subdivided into further topics like literature review, research methods, avenues for future research, etc.)

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Definition of Thesis

a statement that is discussed and debated

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Nov 5, 2023; Paradise, Nevada, USA; New York Giants quarterback Daniel Jones (8)

© Stephen R. Sylvanie-USA TODAY Sports

B/R's One-sentence Advice to New York Giants Ahead of Draft

Truer words were never spoken.

  • Author: Patricia Traina
  • Publish date: Mar 28, 2024

In this story:

With the NFL Draft, perhaps the most important part of the off-season roster-building process, less than a month away, Blecher Report's Brad Gagnon, who offered one sentence of advice to all 32 NFL teams, had some very sage words of wisdom for the New York Giants:

That advice? "Daniel Jones is a sunk cost, but don't let that handcuff you further by ignoring a potential franchise quarterback in the draft."

Those words are, of course, in response to the consistent insistence by general manager Joe Schoen, head coach Brian Daboll, and now co-owner John Mara that the team plans to stick with Daniel Jones this year once the quarterback has received medical clearance to return from a torn ACL suffered in Week 10 of last season.

Despite the team's insistence that the "expectation" is to roll with Jones for this year, the Giants brass isn't foolish enough (we think) to pass on taking a quarterback from a ridiculously deep class that team scouting personnel has described to Mara as the best quarterbacks class in years.

Besides the fact that the team has done extensive work on the top quarterbacks in the class--Drake Maye of North Carolina, J.J. McCarthy of Michigan, and Jayden Daniels of LSU--this off-season, the Giants brass is well aware of Jones's delicate injury history, which includes two neck injuries over the last three seasons that caused him to miss chunks of time.

While Mara has gone on record as saying that the team did everything possible to screw up Jones, from not giving him a solid supporting cast to the constant changing of head coaches and offensive coordinators, he did concede that he would not stand in the way if Schoen and Daboll fell in love with a quarterback and wanted to move up in the draft order to get him.

As for Jones, there are many reasons why the Giants are likely to stick with the former Duke signal caller, the sixth overall pick in the 2019 draft. One, the Giants, if they do take a quarterback, will probably have that kid sit for as much of the upcoming year as possible while he acclimates to life in the NFL.

Two, while the offensive line does appear to be improved, at least on paper, until that unit takes the field and shows it's better, being improved on paper doesn't mean a thing. There are still concerns, for example, as to whether right tackle Evan Neal will finally start to look like a capable offensive tackle.

Thus, if the Giants want to avoid what happened to Jones as a rookie when he was rushed out to the playing field with whatever quarterback they liked, they should make sure they have all their ducks in a row regarding putting a solid supporting cast on the field.

Third, thanks to the contract they gave Jones, the Giants cannot move him off the roster this year due to the cap implications involved. By allowing him to play, if Jones, as they believe, is closer to being the quarterback they saw in 2022 than the one in 2023, perhaps they might be able to build up a trade market for him for a team desperate to acquire a starting quarterback with experience given that next year's quarterbacks class is said to be a thin one talent-wise.

Of course, this plan has a drawback: the injury guarantee in Jones's contract. If Jones were to get injured again and unable to pass a physical next year, $23 million of his $30 million base salary would become fully guaranteed.

Regardless, the finances shouldn't keep the Giants from acquiring a quarterback in this draft if they believe there is one to be had who offers more upside and a cleaner injury history. And as for Jones, if the team's season heads south early, don't be surprised if he ends up being benched so that the team can protect itself against having to be locked into the contract guarantee he has for injury.

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How the Special Counsel’s Portrayal of Biden’s Memory Compares With the Transcript

The special counsel, Robert K. Hur, accused the president last month of “significant” memory problems. The interview transcript offers context to his report.

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A side view of President Biden wearing a blue suit and a white shirt while standing at a lectern.

By Charlie Savage

Charlie Savage writes about national security and legal policy.

A transcript of a special counsel’s hourslong interview of President Biden over his handling of classified files shows that on several occasions the president fumbled with dates and the sequence of events, while otherwise appearing clearheaded.

A lightly redacted copy of the transcript, which is more than 250 pages and was reviewed by The New York Times, was sent to Congress hours before the special counsel, Robert K. Hur , testified on Tuesday in front of the House Judiciary Committee. Democrats on the panel later released the document .

In a report released last month, Mr. Hur concluded that there was insufficient evidence to charge Mr. Biden with a crime after classified documents ended up in an office he used after his vice presidency and in his home in Delaware. But the report also portrayed Mr. Biden, 81, as an “elderly man with a poor memory,” touching off a political furor amid his re-election campaign.

Mr. Biden’s lawyers, who were present for five hours of questioning over two days, have challenged the damaging portrait by Mr. Hur , a former Trump administration official. But the transcript had not been publicly available to evaluate Mr. Hur’s assessment that Mr. Biden’s memory has “significant limitations.”

Here are some highlights:

Mr. Biden repeatedly said he did not recall or know certain details.

In trying to determine whether Mr. Biden had willfully retained certain classified documents, Mr. Hur repeatedly pressed him for details, like where and how his staff stored classified documents, who packed up when his vice presidency ended and where particular files had gone.

Mr. Biden, who has denied wrongdoing, repeatedly demurred, saying he did not recall or had no idea how his staff handled such matters, and observing that there was “a continuum of a lot of these people” who assisted with those tasks.

He also said he did not recall seeing the most sensitive files investigators found — concerning the Afghanistan war that were in a tattered cardboard box in his garage in Delaware, along with a jumble of unrelated materials — and did not know how they got there.

“I don’t remember how a beat-up box got in the garage,” he said, speculating that someone packing up must have just tossed stuff into it. He added that he had “no goddamn idea” what was in a tranche of files shipped to his house and “didn’t even bother to go through them.”

Mr. Biden particularly fumbled with dates when talking about his son’s death.

Mr. Hur’s most striking assertion about Mr. Biden’s memory was that he “did not remember, even within several years, when his son Beau died.” The death of his son from cancer, in May 2015, was one of the most emotional moments in Mr. Biden’s personal life — and the subject of a memoir he wrote with a ghostwriter in 2017.

Mr. Biden expressed particular outrage about that line. “How in the hell dare he raise that?” the president said during a news conference held hours after Mr. Hur’s report became public. “Frankly, when I was asked the question I thought to myself, it wasn’t any of their damn business.”

The transcript shows that Mr. Hur did not specifically ask when Beau Biden had died. Instead, Mr. Hur pressed Mr. Biden about where he kept papers related to work he did after leaving the vice presidency in January 2017, like teaching at a think tank in Washington, a cancer “moonshot” project and the book he wrote about Beau’s death.

At that point, Mr. Biden, who sometimes stutters, began to stammer and garble matters. He said “when I got out of the Senate” when he meant to refer to leaving the vice presidency, and he seemingly conflated events in 2015, when Beau died and Mr. Biden chose not to run against Hillary Clinton for the 2016 Democratic presidential nomination, with events in 2017, when he wrote the memoir and decided to run for president in the 2020 cycle:

BIDEN: Well, um … I, I, I, I, I don’t know. This is, what, 2017, 2018, that area? HUR: Yes, sir. BIDEN: Remember, in this time frame, my son is — either been deployed or is dying, and, and so it was — and by the way, there were still a lot of people at the time when I got out of the Senate that were encouraging me to run in this period, except the president. I’m not — and not a mean thing to say. He just thought that she had a better shot of winning the presidency than I did. And so I hadn’t, I hadn’t, at this point — even though I’m at Penn, I hadn’t walked away from the idea that I may run for office again. But if I ran again, I’d be running for president. And, and so what was happening, though — what month did Beau die? Oh, God, May 30 — RACHEL COTTON, A WHITE HOUSE LAWYER: 2015. UNIDENTIFIED MALE SPEAKER: 2015. BIDEN: Was it 2015 he had died? UNIDENTIFIED MALE SPEAKER: It was May of 2015. BIDEN: It was 2015. ROBERT BAUER, BIDEN’S PERSONAL LAWYER: Or — I’m not sure of the month, sir, but I think that was the year. MARC KRICKBAUM, HUR’S DEPUTY: That’s right, Mr. President. It — BIDEN: And what’s happened in the meantime is that as — and Trump gets elected in November of 2017? UNIDENTIFIED MALE SPEAKER: 2016. UNIDENTIFIED MALE SPEAKER: ’16. BIDEN: ’16, 2016. All right. So — why do I have 2017 here? ED SISKEL, BIDEN’S WHITE HOUSE COUNSEL: That’s when you left office, January of 2017. BIDEN: Yeah, OK. But that’s when Trump gets sworn in, January. SISKEL: Right. BAUER: Right, correct. BIDEN: OK, yeah. And in 2017, Beau had passed and — this is personal …

Mr. Biden then recounted Beau’s death; how he came to write the subsequent book “Promise Me, Dad,” based on his son’s dying request that he stay involved in public service; and how he decided in 2017, after a rally by white nationalists in Charlottesville, Va., to run for president against Donald J. Trump.

Mr. Biden had several other miscues.

The transcript also contained some minor seeming slips that went unmentioned in Mr. Hur’s report. For example, Mr. Biden needed to be nudged to recall the name of the federal agency that takes custody of official records — the National Archives — or that fax machine is the name of the device that transmits images of documents over phone lines.

But Mr. Hur made a particularly striking assertion in stating that Mr. Biden “did not remember when he was vice president.” As evidence, Mr. Hur quoted him as saying, “If it was 2013 — when did I stop being vice president?” According to the report, Mr. Biden displayed similar confusion on the second day of questioning, asking, “In 2009, am I still vice president?”

The transcript provides context for those lines. In both instances, Mr. Biden said the wrong year but appeared to recognize that he had misspoken and immediately stopped to seek clarity and orient himself.

The first unfolded as Mr. Biden stressed that he did not know how material about an internal Obama administration debate in 2009 about the Afghanistan war had ended up in his Delaware garage:

BIDEN: Somebody must’ve, packing this up, just picked up all the stuff and put it in a box, because I didn’t. HUR: OK. Do you have any idea where this material would’ve been before it got moved into the garage? BIDEN: Well, if it was 2013 — when did I stop being vice president? COTTON: 2017. BIDEN: So I was vice president. So it must’ve come from vice-president stuff. That’s all I can think of.

The second happened when Mr. Biden was asked about how a particular folder of those same documents ended up in his garage. Again discussing the end of his vice presidency in 2017, he mistakenly instead invoked the year the documents were from:

BIDEN: My problem was I never knew where any of the documents or boxes were specifically coming from or who packed them. Just did I get them delivered to me. And so this is — I’m, at this stage, in 2009, am I still vice president? [indiscernible whispering] BIDEN: Yeah, OK.

Mr. Krickbaum then said he saw that Mr. Biden was “flipping ahead” and the conversation moved on.

Mr. Hur was selective in portraying Mr. Biden’s memory of an ambassador’s position.

In portraying the president’s memory as unusually faulty, Mr. Hur singled out one other issue: whether Mr. Biden accurately remembered the stance of a diplomat in Afghanistan. According to the report, Mr. Biden, in discussing a memo he wrote to President Barack Obama in 2009 arguing against a surge of additional troops to Afghanistan, had mistakenly said he “had a real difference” of opinion with Karl Eikenberry, who was the U.S. ambassador to Afghanistan. In fact, Mr. Hur noted, Mr. Eikenberry, like Mr. Biden, had opposed a surge.

That line came when Mr. Biden interrupted himself during a lengthy recollection of the internal administration debate over whether Mr. Obama should order a surge:

BIDEN: I’ll just tell you one thing, it has nothing to do with the investigation, you’ll understand why this is sensitive. The president thought that I knew a lot more about Afghanistan than he did and other members of the administration. He knew I had a real difference with the key foreign policy types, particularly — whether it was Eikenberry or whether it was — anyway. And he was looking for me to make my case as strong as I could, without him having to ask for it or being associated with it, because his concern in this period was he didn’t have overwhelming foreign policy experience, and how could he take on the most premier members of the foreign policy establishment in his administration. Quite a few that said, go, do this. So he was looking for me to make the strongest case I could. So I’d be the guy that’d basically take the heat, which I was prepared to do because I knew as much about it as they did.

Notably, later that same day, Mr. Biden invoked Mr. Eikenberry again. In that passage, Mr. Biden made clear that he recalled that Mr. Eikenberry shared his opposition to sending additional troops to Afghanistan. Mr. Biden was discussing a typed file he may or may not have seen before writing his 2009 memo to Mr. Obama.

BIDEN: I received this before I wrote the other, it was added argument why he should listen to my argument. I’m talking about — you know, “I had a long conversation with Eikenberry, yes, I urge you to call him before you make a decision. Karl can speak for himself and he has eloquently in some of his cables, let me relay just a few things. Adding troops will not speed up the ability to train Afghans because…” etc. So these are criticisms of the proposal that was being made to the president by, by others in the administration wanting him to double down in Afghanistan.

In his report, Mr. Hur did not mention this second discussion of Mr. Eikenberry’s position.

Mr. Biden appeared clearheaded most of the time.

Mr. Biden went into great detail about many matters, the transcript shows. He made jokes over the two days, teasing the prosecutors. And at certain points, he corrected his interrogators when they were the ones who misspoke.

When Mr. Hur showed him a photograph and suggested that two documents resembled each other, Mr. Biden objected to the comparison. When Mr. Krickbaum misquoted Mr. Biden as having told his ghostwriter that he had found material “marked” classified, Mr. Biden interrupted to question his inaccurate addition of that word.

Mr. Biden also critically evaluated Mr. Hur’s strategy. At the end of the first day of questioning, he told his lawyers, “They’re obviously trying to establish something.”

On the second day, when Mr. Krickbaum insinuated that Mr. Biden had improperly held onto personal diaries from his vice presidency in which he had recorded accounts of sensitive meetings, Mr. Biden forcefully stressed, “Every president before me has done the same exact thing.” He added, “I just want to make sure we’re on the same page.”

When Mr. Hur suggested that classified files found in Mr. Biden’s garage may have once been stored in a desk in his house that contained similar-looking folders, Mr. Biden questioned that premise. He argued that it was more likely that both sets were originally shipped to the garage, and someone — not him — had just found the one set and so put it in his desk.

And when Mr. Biden provided a lengthy description of the layout of his house in Delaware — portions of which were redacted in the transcript for security reasons — Mr. Hur observed that Mr. Biden appeared to have “a photographic understanding and, and recall of the house.”

Charlie Savage writes about national security and legal policy. More about Charlie Savage

Biden’s Mental Acuity Under Scrutiny

Comments about president biden’s age and memory in the special counsel’s report have captured democrats’ fears ahead of the november election and fueled republicans in their efforts to cast the president as weak..

Portrayal of Biden’s Memory: Robert Hur, the special counsel in the case examining President Biden’s handling of classified files, accused the president of “significant” memory problems in his report. The transcript of Hur’s interview  with the president as part of the inquiry offers context to his report .

An Age-Old Question: How old is too old to be president? The report has thrust the issue back into the spotlight  just as America seems poised to elect a commander in chief well past typical retirement age, no matter who wins in November.

Implications for 2024 Election: Why is the age issue hurting Biden  so much more than Donald Trump? Both are over 75, but voters are much less likely to worry that Trump is too old to serve .

Voter Reactions: To Americans in their 70s and 80s, the renewed questions swirling around Biden’s age have resonated in deeply personal ways . Many agree that it’s an issue, while others feel the criticism of Biden is insulting.

The Science of Memory Loss: After the report’s release, medical experts noted that the special counsel’s judgments on Biden’s mental health did not appear to be based on science .

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How to Write a Thesis or Dissertation Introduction

Published on September 7, 2022 by Tegan George and Shona McCombes. Revised on November 21, 2023.

The introduction is the first section of your thesis or dissertation , appearing right after the table of contents . Your introduction draws your reader in, setting the stage for your research with a clear focus, purpose, and direction on a relevant topic .

Your introduction should include:

  • Your topic, in context: what does your reader need to know to understand your thesis dissertation?
  • Your focus and scope: what specific aspect of the topic will you address?
  • The relevance of your research: how does your work fit into existing studies on your topic?
  • Your questions and objectives: what does your research aim to find out, and how?
  • An overview of your structure: what does each section contribute to the overall aim?

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Table of contents

How to start your introduction, topic and context, focus and scope, relevance and importance, questions and objectives, overview of the structure, thesis introduction example, introduction checklist, other interesting articles, frequently asked questions about introductions.

Although your introduction kicks off your dissertation, it doesn’t have to be the first thing you write — in fact, it’s often one of the very last parts to be completed (just before your abstract ).

It’s a good idea to write a rough draft of your introduction as you begin your research, to help guide you. If you wrote a research proposal , consider using this as a template, as it contains many of the same elements. However, be sure to revise your introduction throughout the writing process, making sure it matches the content of your ensuing sections.

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Begin by introducing your dissertation topic and giving any necessary background information. It’s important to contextualize your research and generate interest. Aim to show why your topic is timely or important. You may want to mention a relevant news item, academic debate, or practical problem.

After a brief introduction to your general area of interest, narrow your focus and define the scope of your research.

You can narrow this down in many ways, such as by:

  • Geographical area
  • Time period
  • Demographics or communities
  • Themes or aspects of the topic

It’s essential to share your motivation for doing this research, as well as how it relates to existing work on your topic. Further, you should also mention what new insights you expect it will contribute.

Start by giving a brief overview of the current state of research. You should definitely cite the most relevant literature, but remember that you will conduct a more in-depth survey of relevant sources in the literature review section, so there’s no need to go too in-depth in the introduction.

Depending on your field, the importance of your research might focus on its practical application (e.g., in policy or management) or on advancing scholarly understanding of the topic (e.g., by developing theories or adding new empirical data). In many cases, it will do both.

Ultimately, your introduction should explain how your thesis or dissertation:

  • Helps solve a practical or theoretical problem
  • Addresses a gap in the literature
  • Builds on existing research
  • Proposes a new understanding of your topic

Perhaps the most important part of your introduction is your questions and objectives, as it sets up the expectations for the rest of your thesis or dissertation. How you formulate your research questions and research objectives will depend on your discipline, topic, and focus, but you should always clearly state the central aim of your research.

If your research aims to test hypotheses , you can formulate them here. Your introduction is also a good place for a conceptual framework that suggests relationships between variables .

  • Conduct surveys to collect data on students’ levels of knowledge, understanding, and positive/negative perceptions of government policy.
  • Determine whether attitudes to climate policy are associated with variables such as age, gender, region, and social class.
  • Conduct interviews to gain qualitative insights into students’ perspectives and actions in relation to climate policy.

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.

I. Introduction

Human language consists of a set of vowels and consonants which are combined to form words. During the speech production process, thoughts are converted into spoken utterances to convey a message. The appropriate words and their meanings are selected in the mental lexicon (Dell & Burger, 1997). This pre-verbal message is then grammatically coded, during which a syntactic representation of the utterance is built.

Speech, language, and voice disorders affect the vocal cords, nerves, muscles, and brain structures, which result in a distorted language reception or speech production (Sataloff & Hawkshaw, 2014). The symptoms vary from adding superfluous words and taking pauses to hoarseness of the voice, depending on the type of disorder (Dodd, 2005). However, distortions of the speech may also occur as a result of a disease that seems unrelated to speech, such as multiple sclerosis or chronic obstructive pulmonary disease.

This study aims to determine which acoustic parameters are suitable for the automatic detection of exacerbations in patients suffering from chronic obstructive pulmonary disease (COPD) by investigating which aspects of speech differ between COPD patients and healthy speakers and which aspects differ between COPD patients in exacerbation and stable COPD patients.

Checklist: Introduction

I have introduced my research topic in an engaging way.

I have provided necessary context to help the reader understand my topic.

I have clearly specified the focus of my research.

I have shown the relevance and importance of the dissertation topic .

I have clearly stated the problem or question that my research addresses.

I have outlined the specific objectives of the research .

I have provided an overview of the dissertation’s structure .

You've written a strong introduction for your thesis or dissertation. Use the other checklists to continue improving your dissertation.

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

Research bias

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The introduction of a research paper includes several key elements:

  • A hook to catch the reader’s interest
  • Relevant background on the topic
  • Details of your research problem

and your problem statement

  • A thesis statement or research question
  • Sometimes an overview of the paper

Don’t feel that you have to write the introduction first. The introduction is often one of the last parts of the research paper you’ll write, along with the conclusion.

This is because it can be easier to introduce your paper once you’ve already written the body ; you may not have the clearest idea of your arguments until you’ve written them, and things can change during the writing process .

Research objectives describe what you intend your research project to accomplish.

They summarize the approach and purpose of the project and help to focus your research.

Your objectives should appear in the introduction of your research paper , at the end of your problem statement .

Scope of research is determined at the beginning of your research process , prior to the data collection stage. Sometimes called “scope of study,” your scope delineates what will and will not be covered in your project. It helps you focus your work and your time, ensuring that you’ll be able to achieve your goals and outcomes.

Defining a scope can be very useful in any research project, from a research proposal to a thesis or dissertation . A scope is needed for all types of research: quantitative , qualitative , and mixed methods .

To define your scope of research, consider the following:

  • Budget constraints or any specifics of grant funding
  • Your proposed timeline and duration
  • Specifics about your population of study, your proposed sample size , and the research methodology you’ll pursue
  • Any inclusion and exclusion criteria
  • Any anticipated control , extraneous , or confounding variables that could bias your research if not accounted for properly.

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