mla citing from a thesis

How do I cite a dissertation in MLA style?

Note: This post relates to content in the eighth edition of the MLA Handbook . For up-to-date guidance, see the ninth edition of the MLA Handbook .

A dissertation is a unique type of source. It is a finished, stand-alone work written under the auspices of an institution. In a change from the previous edition of the MLA Handbook ,    we do not distinguish between published and unpublished dissertations. To cite a dissertation, include in the entry the author, title, and date of publication as core elements. As an optional element, list the institution granting the degree and a description of the work.

Njus, Jesse. Performing the Passion: A Study on the Nature of Medieval Acting . 2010. Northwestern U, PhD dissertation.

If you accessed the dissertation through an online repository, include this fact as the title of the second container:

Njus, Jesse. Performing the Passion: A Study on the Nature of Medieval Acting . 2010. Northwestern U, PhD dissertation.  ProQuest , search.proquest.com/docview/305212264?accountid=7432.

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MLA 9th Edition Style Guide: Dissertation/Thesis

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Njus, Jesse. Performing the Passion: A Study on the Nature of Medieval Acting . 2010. Northwestern U,

MA thesis.  ProQuest , search.proquest.com/docview/305212264?accountid=7432.

Dissertation

PhD dissertation.  ProQuest , search.proquest.com/docview/305212264?accountid=7432.

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Mla 8th ed. style guide: dissertations, theses.

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Essential Elements

Citations for dissertations/master's theses should include the following:

1. Name of Author 

2. Title of dissertation/thesis (italicized)

3. Date of Publication

5. Institution granting the degree (optional)

6. Description of the work (optional)

7. Database and URL if accessed through a database or repository

Sample Citation - Dissertations

Dissertations

The institution granting the degree and description of the work are optional. If you accessed the work online, include that information. 

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Dissertation and Theses: Unpublished

Dissertation and theses: published, contact kelly.

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General, Electronic:

Last-name, First-name. “Title of Dissertation.” Diss. Place of Study, Year. Title of Database . Web. Date Month Year of Access.

Forrester, Pearl. “Psychological Distress and Repeated Television Viewing.” Diss. Miskatonic University, 1990. ProQuest Dissertations and Theses . Web. 13 May 2010.

General, Print:

Last-name, First-name. “Title of Dissertation.” Diss. Place of Study, Year. Print.

Forrester, Pearl. “Psychological Distress and Repeated Television Viewing.” Diss. Miskatonic University, 1990. Print.

General Rule:

Author's Last-name, First-name. Title of Disstertaion . Diss. Place of Study, Year. Place of Publication: Publisher, Year of Publication. Format.

Diamond, Oscar. How to Care for Your Diabetic Cat . Diss. West Virginia University, 1999. New York: Knopf, 2000. Print.

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MLA Citation Style, 9th Edition: Thesis or Dissertation

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• Thesis or Dissertation
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Thesis or Dissertation - Examples

Example 1 – MA Thesis

In-Text:       

( Gaudette 47 )

Works Cited:

Example 2 – PhD Dissertation

( Thomson 145-51 )

Help & Guide Contents

Home General Guidelines     In-Text Reference     Works Cited Books     One Author or Editor     Multiple Authors or Editors     Author and Editor     Author and Translator     Organization as Author     Anonymous Work     Chapter from an Edited Work     Introduction, Preface, Foreword, or Afterword     Multivolume Work     Edition Other than the First     Dictionary or Encyclopedia     E-Book Articles     Journal Article     Magazine Article     Newspaper Article     Book Review Websites     Basic Webpage     Blog Post     Tweet Audiovisual Media     Video Recording     Sound Recording     YouTube Video Other Sources     Interview or Personal Communication     Lecture or Presentation     Thesis or Dissertation     Scripture     Indirect Source     Government Document Plagiarism

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Cite a Thesis in MLA

Don't let plagiarism errors spoil your paper

Consider your source's credibility. ask these questions:, contributor/author.

• Has the author written several articles on the topic, and do they have the credentials to be an expert in their field?
• Can you contact them? Do they have social media profiles?
• Have other credible individuals referenced this source or author?
• Book: What have reviews said about it?
• What do you know about the publisher/sponsor? Are they well-respected?
• Do they take responsibility for the content? Are they selective about what they publish?
• Take a look at their other content. Do these other articles generally appear credible?
• Does the author or the organization have a bias? Does bias make sense in relation to your argument?
• Is the purpose of the content to inform, entertain, or to spread an agenda? Is there commercial intent?
• Are there ads?
• When was the source published or updated? Is there a date shown?
• Does the publication date make sense in relation to the information presented to your argument?
• Does the source even have a date?
• Was it reproduced? If so, from where?
• If it was reproduced, was it done so with permission? Copyright/disclaimer included?
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An MLA citation generator is a software tool designed to automatically create academic citations in the Modern Language Association (MLA) citation format. The generator will take information such as document titles, author, and URLs as in input, and output fully formatted citations that can be inserted into the Works Cited page of an MLA-compliant academic paper.

The citations on a Works Cited page show the external sources that were used to write the main body of the academic paper, either directly as references and quotes, or indirectly as ideas.

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MLA style is most often used by middle school and high school students in preparation for transition to college and further education. Ironically, MLA style is not actually used all that often beyond middle and high school, with APA (American Psychological Association) style being the favored style at colleges across the country.

It is also important at this level to learn why it's critical to cite sources, not just how to cite them.

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Writing citations manually is time consuming and error prone. Automating this process with a citation generator is easy, straightforward, and gives accurate results. It's also easier to keep citations organized and in the correct order.

The Works Cited page contributes to the overall grade of a paper, so it is important to produce accurately formatted citations that follow the guidelines in the official MLA Handbook .

⚙️ How do I use MyBib's MLA Citation Generator?

It's super easy to create MLA style citations with our MLA Citation Generator. Scroll back up to the generator at the top of the page and select the type of source you're citing. Books, journal articles, and webpages are all examples of the types of sources our generator can cite automatically. Then either search for the source, or enter the details manually in the citation form.

The generator will produce a formatted MLA citation that can be copied and pasted directly into your document, or saved to MyBib as part of your overall Works Cited page (which can be downloaded fully later!).

MyBib supports the following for MLA style:

Daniel is a qualified librarian, former teacher, and citation expert. He has been contributing to MyBib since 2018.

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Don't let plagiarism errors spoil your paper

Consider your source's credibility. ask these questions:, contributor/author.

• Has the author written several articles on the topic, and do they have the credentials to be an expert in their field?
• Can you contact them? Do they have social media profiles?
• Have other credible individuals referenced this source or author?
• Book: What have reviews said about it?
• What do you know about the publisher/sponsor? Are they well-respected?
• Do they take responsibility for the content? Are they selective about what they publish?
• Take a look at their other content. Do these other articles generally appear credible?
• Does the author or the organization have a bias? Does bias make sense in relation to your argument?
• Is the purpose of the content to inform, entertain, or to spread an agenda? Is there commercial intent?
• Are there ads?
• When was the source published or updated? Is there a date shown?
• Does the publication date make sense in relation to the information presented to your argument?
• Does the source even have a date?
• Was it reproduced? If so, from where?
• If it was reproduced, was it done so with permission? Copyright/disclaimer included?
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English Resource Guide: Annotated Bibliographies

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Annotated Bibliographies

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Annotated Bibliography Examples

• Examples of an Annotated Bibliography Use this document as an example of how to create an annotated bibliography for MLA, APA or Chicago styles.

Annotations vs. Abstract

Annotation vs. abstract.

At first glance, it may seem like a resource abstract and an annotation are the same thing. However, they serve different purposes

Abstracts are specifically descriptive summaries located at the beginning of scholarly journal articles or indexes. 

Annotation:

Annotations are often contextual to the research project. They are meant to assist in writing research papers by including not only a brief summary, but also one or more sentences that (a) evaluate the author's authority, (b) comment on the intended audience, (c) explain how this work ties in with your thesis or (d) compare or contrast this work with another you have cited.

What is an Annotated Bibliography?

An annotated bibliography is a combination of two parts: the citation (in your chosen style) and a brief description of the source and how it is useful to your research. They can be used with any citation style (MLA, APA, Chicago, etc.).  

Annotated bibliographies are a great way to collect your sources and determine how and why you have chosen to include them for your assignment. They help you think about the quality of the source you have chosen. 

The annotation, or description, part of the annotated bibliography is normally between 3-5 sentences, but may vary depending on what your instructor requires. Typically included in the annotation:

• A short summary of the source and its information.
• An assessment of the quality of information in the source. (Is the information reliable? What is the goal of the source? How does it compare to other resources you have collected? etc.)
• An evaluation of how this source will be useful for your assignment. (Has it changed your thinking of your topic? How will it help shape your argument?) 

**Keep in mind your instructor may have different guidelines for your annotation than the three listed here. Always be sure to follow the requirements given by your instructor. **

Annotated Bibliographies are structured the same way as any other Works Cited or References page. Each citation is placed in alphabetical order and has a hanging indent. The annotation directly follows the citation it is describing. 

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The Process

Finding and selecting sources.

The quality and usefulness of your bibliography will depend on your selection of sources. Define the scope of your research carefully so that you can make good judgments about what to include and exclude. By understanding the requirements and focus of your research it will make the search process more streamlined. Refer to the  Finding Scholarly Sources  guide for searching tips. Consider these questions to help you find appropriate limits for your research:

• What topic do I want to write about? What  question(s)  am I trying to answer? If your bibliography is part of a research project, this project will probably be governed by a research question/thesis. If your bibliography is a project on a general topic (e.g. incarceration and economic status), try formulating your topic as a question or a series of questions in order to define your search more precisely( ie. How does economic status effect incarceration sentences?) 
• What  kind of material  am I looking for? (scholarly academic books and journal articles? government reports or policy statements? articles from the popular press? primary historical sources? etc.)
• Do my sources fit the requirements of the assignment?

Summarizing

Your annotation should identify the main argument of the source. This is often the source's thesis or hypothesis. Include a brief description of the source's main points and the author's final conclusion. 

The following reading strategies can help you identify the argument of your source:

• Identify the author’s thesis (central claim or purpose), research question, or hypothesis. Both the introduction  and  the conclusion can help you with this task.
• Look for repetition of key terms or ideas. Follow them through the text and see what the author does with them. Note especially the key terms that occur in the thesis or research question that governs the text.
• Notice how the text is laid out and organized. What are the main divisions or sections? What is emphasized? Why? Accounting for why will help you to move beyond listing contents and toward giving an account of the argument.
• Notice whether and how a theory is used to interpret evidence or data. Identify the method used to investigate the problem/s addressed in the text.
• Pay attention to the opening sentence(s) of each paragraph, where authors often state concisely their main point in the paragraph.
• Look for paragraphs that summarize the argument. A section may sometimes begin or conclude with such a paragraph.

This section will be specific to your overall research. How does the source fit into the argument you are making in your paper? If your annotated bibliography is not part of a larger assignment, how does the source contribute to your larger selection of sources? Some thoughts to consider:

• Are you interested in the way the source frames its research question or in the way it goes about answering it (its method)? Does it make new connections or open up new ways of seeing a problem? 
• Are you interested in the way the source uses a theoretical framework or a key concept? 
• Does the source gather and draw from other ideas and sources that you want to use? 
• How do the source’s conclusions bear on your own thoughts?

In order to determine how you will use the source or define its contribution, you will need to assess the quality of the argument: why is it of value? what are its limitations? how well defined is its research problem? how effective is its method of investigation? how good is the evidence? would you draw the same conclusions from the evidence?

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Gender Differences in Spatial Navigation Skills

• Description

Citrano, Emily O'Neal (author)

text bachelor thesis

The current study investigates the impact of aging and gender on spatial navigation and wayfinding abilities, crucial skills for daily activities. The decline in these abilities with age has been well-documented, and sex differences in spatial navigation have consistently shown through the literature that men outperform women. To comprehensively explore these phenomena, the study uses various tasks, including the Directions & Orienting Assessment (DORA)-Item Response Theory (IRT), Spatial Orientation Task (SOT), Mental Rotation (MR), and working memory assessments. The DORA evaluates left/right and cardinal points orientation, reflecting participants' spatial navigation skills. SOT assesses how individuals orient themselves using different markers, providing insights into spatial orientation abilities. The MR tasks challenge participants to mentally rotate two-dimensional objects, simulating real-world navigation scenarios. Working memory tasks are also administered, as these skills are essential for effective navigation. This research aims to delve deeper into sex differences by examining performance across tasks and identifying potential moderators. By critically analyzing inconsistent findings in the literature, the study strives to elucidate why sex differences exist and how various cognitive processes contribute to spatial navigation disparities. The ultimate goal is to provide valuable insights that enhance understanding and education about individual differences in spatial navigation, aiding individuals in navigating their environments more successfully. Results from independent samples t-tests revealed no significant differences between males and females in left/right (L/R) directional tasks or cardinal direction tasks. However, a repeated measures ANOVA showed a significant main effect of task type, indicating differences in performance between L/R and cardinal tasks across all participants. Correlation analysis demonstrated a moderate positive relationship between cardinal and L/R task scores. Interestingly, no significant correlations were found between sex and task performance. These findings suggest that while there are differences in performance across spatial navigation tasks, sex does not significantly influence these differences. The study underscores the complexity of spatial navigation abilities and emphasizes the need to further explore underlying factors contributing to individual differences. By critically analyzing inconsistent findings in the literature, the research aims to elucidate why sex differences exist and how various cognitive processes contribute to spatial navigation disparities, ultimately providing valuable insights to enhance understanding and education about individual differences in spatial navigation.

Gender differences, Allocentric navigation, Egocentric navigation, Spatial navigation, Working memory, Mental Rotation

https://doi.org/10.33009/FSU_55396741-d452-439f-8e88-1ed5cced55b8

honors_thesis_submission-55396741-d452-439f-8e88-1ed5cced55b8 10.33009/FSU_55396741-d452-439f-8e88-1ed5cced55b8

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How to cite a PhD thesis in MLA

To cite a PhD thesis in a reference entry in MLA style 9th edition include the following elements:

• Author(s) name: Give the last name and name as presented in the source (e. g. Watson, John). For two authors, reverse only the first name, followed by ‘and’ and the second name in normal order (e. g. Watson, John, and John Watson). For three or more authors, list the first name followed by et al. (e. g. Watson, John, et al.)
• Thesis title: Titles are italicized when independent. If part of a larger source add quotation marks and do not italize.
• Year of publication: Give the year of publication as presented in the source.
• University: Give the name of the institution.
• Degree: Type of degree.

Here is the basic format for a reference list entry of a PhD thesis in MLA style 9th edition:

Author(s) name . Thesis title . Year of publication . University , Degree .

Take a look at our works cited examples that demonstrate the MLA style guidelines in action:

A PhD thesis with one author

Confait, Marina Fatima . Maximising the contributions of PHD graduates to national development: the case of the Seychelles . 2018 . Edith Cowan U , PhD thesis .

Bowkett, David . Investigating the ligandability of plant homeodomains . 2015 . Oxford U , PhD thesis .

This citation style guide is based on the MLA Handbook (9 th edition).

More useful guides

• MLA 8th ed. Style Guide: Dissertations, Theses
• MLA, 8th Edition: Master's Thesis or Project
• How do I cite a dissertation in MLA style?

More great BibGuru guides

• MLA: how to cite a video game
• Chicago: how to cite a 10-k report
• Chicago: how to cite a TV show episode

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Assessment of Hearing Loss and Tinnitus in Hispanic College Students

• Description

Rodriguez, Kayla Nicole (author)

text bachelor thesis

Our ability to hear is fundamental in allowing us to communicate, connect with our surroundings, and appreciate the diverse sounds in our everyday lives. According to the World Health Organization (2023), over 5% of the global population has a disabling hearing loss that requires rehabilitation. This 5% translates to about 432 million adults and 34 million children, with an estimated projection of about 2.5 billion people who could experience some degree of hearing loss by the year 2050 (WHO, 2023). The etiologies of hearing loss vary significantly from person to person and across the lifespan. Among younger individuals aged 12-35 years, nearly 50%, or 1.1 billion, are at increased risk of hearing loss due to noise exposure and unsafe listening practices such as a lack of hearing protection (WHO, 2019).

hearing loss, hispanic, tinnitus, speech perception, ethnicity effect, socialization

honors_thesis_submission-efa19b33-d88e-4e67-8697-ecb1f724b5ea

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Mathematics > Dynamical Systems

Title: an algorithmic classification of generalized pseudo-anosov homeomorphisms via geometric markov partitions.

Abstract: This thesis provides a classification of generalized pseudo-Anosov homeomorphisms up to topological conjugacy using an algorithmic approach. A Markov partition of a generalized pseudo-Anosov homeomorphism is a decomposition of the surface into a finite number of rectangles with disjoint interiors, such that their images intersect with any other rectangle in the Markov partition along a finite number of horizontal sub-rectangles. Every generalized pseudo-Anosov homeomorphism has a Markov partition, and, by using the surface's orientation, we can endow any Markov partition with a geometrization. The geometric type of a geometric Markov partition was defined by Bonatti and Langevin in their book, "Diffeomorphismes de Smale des surfaces", to classify saddle-type basic pieces for structurally stable diffeomorphisms on surfaces. A geometric type is an abstract combinatorial object that generalizes the incidence matrix of a Markov partition. It takes into account not only the number of times the image of a rectangle intersects with any other rectangle in the family but also the order and change of orientation induced by the homeomorphisms. This thesis employs the geometric type of a geometric Markov partition to classify conjugacy classes of pseudo-Anosov homeomorphisms. The classification is provided by the three main results in this manuscript: I) The geometric type is a complete invariant of conjugation. II) A criterion is provided for determining whether an abstract geometric type is realized by a geometric Markov partition of a pseudo-Anosov homeomorphism. III) An algorithm is described for determining whether two geometric types in the pseudo-Anosov class are realized by generalized pseudo-Anosov homeomorphisms that are topologically conjugated or not.

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