scientific master's thesis

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This collection of MIT Theses in DSpace contains selected theses and dissertations from all MIT departments. Please note that this is NOT a complete collection of MIT theses. To search all MIT theses, use MIT Libraries' catalog .

MIT's DSpace contains more than 58,000 theses completed at MIT dating as far back as the mid 1800's. Theses in this collection have been scanned by the MIT Libraries or submitted in electronic format by thesis authors. Since 2004 all new Masters and Ph.D. theses are scanned and added to this collection after degrees are awarded.

MIT Theses are openly available to all readers. Please share how this access affects or benefits you. Your story matters.

If you have questions about MIT theses in DSpace, [email protected] . See also Access & Availability Questions or About MIT Theses in DSpace .

If you are a recent MIT graduate, your thesis will be added to DSpace within 3-6 months after your graduation date. Please email [email protected] with any questions.

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MIT Theses may be protected by copyright. Please refer to the MIT Libraries Permissions Policy for permission information. Note that the copyright holder for most MIT theses is identified on the title page of the thesis.

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What is a thesis | A Complete Guide with Examples

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.

Aspect	Thesis	Thesis Statement
Definition	An extensive document presenting the author's research and findings, typically for a degree or professional qualification.	A concise sentence or two in an essay or research paper that outlines the main idea or argument.
Position	It’s the entire document on its own.	Typically found at the end of the introduction of an essay, research paper, or thesis.
Components	Introduction, methodology, results, conclusions, and bibliography or references.	Doesn't include any specific components
Purpose	Provides detailed research, presents findings, and contributes to a field of study.	To guide the reader about the main point or argument of the paper or essay.

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.

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.

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.

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.

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.

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.

• 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.

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.

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.

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.

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.

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.

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.

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.

Aspect	Thesis	Dissertation
Purpose	Often for a master's degree, showcasing a grasp of existing research	Primarily for a doctoral degree, contributing new knowledge to the field
Length	100 pages, focusing on a specific topic or question.	400-500 pages, involving deep research and comprehensive findings
Research Depth	Builds upon existing research	Involves original and groundbreaking research
Advisor's Role	Guides the research process	Acts more as a consultant, allowing the student to take the lead
Outcome	Demonstrates understanding of the subject	Proves capability to conduct independent and original research

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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How to write a masters dissertation or thesis: top tips.

It is completely normal to find the idea of writing a masters thesis or dissertation slightly daunting, even for students who have written one before at undergraduate level. Though, don’t feel put off by the idea. You’ll have plenty of time to complete it, and plenty of support from your supervisor and peers.

One of the main challenges that students face is putting their ideas and findings into words. Writing is a skill in itself, but with the right advice, you’ll find it much easier to get into the flow of writing your masters thesis or dissertation.

We’ve put together a step-by-step guide on how to write a dissertation or thesis for your masters degree, with top tips to consider at each stage in the process.

1. Understand your dissertation or thesis topic

There are slight differences between theses and dissertations , although both require a high standard of writing skill and knowledge in your topic. They are also formatted very similarly.

At first, writing a masters thesis can feel like running a 100m race – the course feels very quick and like there is not as much time for thinking! However, you’ll usually have a summer semester dedicated to completing your dissertation – giving plenty of time and space to write a strong academic piece.

By comparison, writing a PhD thesis can feel like running a marathon, working on the same topic for 3-4 years can be laborious. But in many ways, the approach to both of these tasks is quite similar.

Before writing your masters dissertation, get to know your research topic inside out. Not only will understanding your topic help you conduct better research, it will also help you write better dissertation content.

Also consider the main purpose of your dissertation. You are writing to put forward a theory or unique research angle – so make your purpose clear in your writing.

Top writing tip: when researching your topic, look out for specific terms and writing patterns used by other academics. It is likely that there will be a lot of jargon and important themes across research papers in your chosen dissertation topic. 

2. Structure your dissertation or thesis

Writing a thesis is a unique experience and there is no general consensus on what the best way to structure it is. 

As a postgraduate student , you’ll probably decide what kind of structure suits your research project best after consultation with your supervisor. You’ll also have a chance to look at previous masters students’ theses in your university library.

To some extent, all postgraduate dissertations are unique. Though they almost always consist of chapters. The number of chapters you cover will vary depending on the research. 

A masters dissertation or thesis organised into chapters would typically look like this: 

Section	Description
Title page	The opening page includes all relevant information about the project.
Abstract	A brief project summary including background, methodology and findings.
Contents	A list of chapters and figures from your project.
Chapter 1 – Background	A description of the rationale behind your project.
Chapter 2 – Literature Review	A summary and evaluation of the literature supporting your project.
Chapter 3 – Methodology	A description of the specific methodology used in your project.
Chapter 4-6 – Data analysis and Findings	An overview of the key findings and data from your research.
Chapter 7 - Discussion and Evaluation	A description of what the data means and what you can draw from the findings.
Chapter 8 - Conclusion	Main summary of your overall project and key findings.
Bibliography	A list of the references cited in your dissertation or thesis.
Appendices	Additional materials used in your research.

Write down your structure and use these as headings that you’ll write for later on.

Top writing tip : ease each chapter together with a paragraph that links the end of a chapter to the start of a new chapter. For example, you could say something along the lines of “in the next section, these findings are evaluated in more detail”. This makes it easier for the reader to understand each chapter and helps your writing flow better.

3. Write up your literature review

One of the best places to start when writing your masters dissertation is with the literature review. This involves researching and evaluating existing academic literature in order to identify any gaps for your own research.

Many students prefer to write the literature review chapter first, as this is where several of the underpinning theories and concepts exist. This section helps set the stage for the rest of your dissertation, and will help inform the writing of your other dissertation chapters.

What to include in your literature review

The literature review chapter is more than just a summary of existing research, it is an evaluation of how this research has informed your own unique research.

Demonstrate how the different pieces of research fit together. Are there overlapping theories? Are there disagreements between researchers?

Highlight the gap in the research. This is key, as a dissertation is mostly about developing your own unique research. Is there an unexplored avenue of research? Has existing research failed to disprove a particular theory?

Back up your methodology. Demonstrate why your methodology is appropriate by discussing where it has been used successfully in other research.

4. Write up your research

For instance, a more theoretical-based research topic might encompass more writing from a philosophical perspective. Qualitative data might require a lot more evaluation and discussion than quantitative research. 

Methodology chapter

The methodology chapter is all about how you carried out your research and which specific techniques you used to gather data. You should write about broader methodological approaches (e.g. qualitative, quantitative and mixed methods), and then go into more detail about your chosen data collection strategy. 

Data collection strategies include things like interviews, questionnaires, surveys, content analyses, discourse analyses and many more.

Data analysis and findings chapters

The data analysis or findings chapter should cover what you actually discovered during your research project. It should be detailed, specific and objective (don’t worry, you’ll have time for evaluation later on in your dissertation)

Write up your findings in a way that is easy to understand. For example, if you have a lot of numerical data, this could be easier to digest in tables.

This will make it easier for you to dive into some deeper analysis in later chapters. Remember, the reader will refer back to your data analysis section to cross-reference your later evaluations against your actual findings – so presenting your data in a simple manner is beneficial.

Think about how you can segment your data into categories. For instance, it can be useful to segment interview transcripts by interviewee. 

Top writing tip : write up notes on how you might phrase a certain part of the research. This will help bring the best out of your writing. There is nothing worse than when you think of the perfect way to phrase something and then you completely forget it.

5. Discuss and evaluate

Once you’ve presented your findings, it’s time to evaluate and discuss them.

It might feel difficult to differentiate between your findings and discussion sections, because you are essentially talking about the same data. The easiest way to remember the difference is that your findings simply present the data, whereas your discussion tells the story of this data.

Your evaluation breaks the story down, explaining the key findings, what went well and what didn’t go so well.

In your discussion chapter, you’ll have chance to expand on the results from your findings section. For example, explain what certain numbers mean and draw relationships between different pieces of data.

Top writing tip: don’t be afraid to point out the shortcomings of your research. You will receive higher marks for writing objectively. For example, if you didn’t receive as many interview responses as expected, evaluate how this has impacted your research and findings. Don’t let your ego get in the way!

6. Write your introduction

Your introduction sets the scene for the rest of your masters dissertation. You might be wondering why writing an introduction isn't at the start of our step-by-step list, and that’s because many students write this chapter last.

Here’s what your introduction chapter should cover:

Problem statement

Research question

Significance of your research

This tells the reader what you’ll be researching as well as its importance. You’ll have a good idea of what to include here from your original dissertation proposal , though it’s fairly common for research to change once it gets started.

Writing or at least revisiting this section last can be really helpful, since you’ll have a more well-rounded view of what your research actually covers once it has been completed and written up.

Masters dissertation writing tips

When to start writing your thesis or dissertation.

When you should start writing your masters thesis or dissertation depends on the scope of the research project and the duration of your course. In some cases, your research project may be relatively short and you may not be able to write much of your thesis before completing the project. 

But regardless of the nature of your research project and of the scope of your course, you should start writing your thesis or at least some of its sections as early as possible, and there are a number of good reasons for this:

Academic writing is about practice, not talent. The first steps of writing your dissertation will help you get into the swing of your project. Write early to help you prepare in good time.

Write things as you do them. This is a good way to keep your dissertation full of fresh ideas and ensure that you don’t forget valuable information.

The first draft is never perfect. Give yourself time to edit and improve your dissertation. It’s likely that you’ll need to make at least one or two more drafts before your final submission.

Writing early on will help you stay motivated when writing all subsequent drafts.

Thinking and writing are very connected. As you write, new ideas and concepts will come to mind. So writing early on is a great way to generate new ideas.

How to improve your writing skills

The best way of improving your dissertation or thesis writing skills is to:

 Finish the first draft of your masters thesis as early as possible and send it to your supervisor for revision. Your supervisor will correct your draft and point out any writing errors. This process will be repeated a few times which will help you recognise and correct writing mistakes yourself as time progresses.

If you are not a native English speaker, it may be useful to ask your English friends to read a part of your thesis and warn you about any recurring writing mistakes. Read our section on English language support for more advice. 

Most universities have writing centres that offer writing courses and other kinds of support for postgraduate students. Attending these courses may help you improve your writing and meet other postgraduate students with whom you will be able to discuss what constitutes a well-written thesis.

Read academic articles and search for writing resources on the internet. This will help you adopt an academic writing style, which will eventually become effortless with practice.

Keep track of your bibliography 

The easiest way to keep the track of all the articles you have read for your research is to create a database where you can summarise each article/chapter into a few most important bullet points to help you remember their content. 

Another useful tool for doing this effectively is to learn how to use specific reference management software (RMS) such as EndNote. RMS is relatively simple to use and saves a lot of time when it comes to organising your bibliography. This may come in very handy, especially if your reference section is suspiciously missing two hours before you need to submit your dissertation! 

Avoid accidental plagiarism

Plagiarism may cost you your postgraduate degree and it is important that you consciously avoid it when writing your thesis or dissertation. 

Occasionally, postgraduate students commit plagiarism unintentionally. This can happen when sections are copy and pasted from journal articles they are citing instead of simply rephrasing them. Whenever you are presenting information from another academic source, make sure you reference the source and avoid writing the statement exactly as it is written in the original paper.

What kind of format should your thesis have?

Read your university’s guidelines before you actually start writing your thesis so you don’t have to waste time changing the format further down the line. However in general, most universities will require you to use 1.5-2 line spacing, font size 12 for text, and to print your thesis on A4 paper. These formatting guidelines may not necessarily result in the most aesthetically appealing thesis, however beauty is not always practical, and a nice looking thesis can be a more tiring reading experience for your postgrad examiner .

When should I submit my thesis?

The length of time it takes to complete your MSc or MA thesis will vary from student to student. This is because people work at different speeds, projects vary in difficulty, and some projects encounter more problems than others. 

Obviously, you should submit your MSc thesis or MA thesis when it is finished! Every university will say in its regulations that it is the student who must decide when it is ready to submit. 

However, your supervisor will advise you whether your work is ready and you should take their advice on this. If your supervisor says that your work is not ready, then it is probably unwise to submit it. Usually your supervisor will read your final thesis or dissertation draft and will let you know what’s required before submitting your final draft.

Set yourself a target for completion. This will help you stay on track and avoid falling behind. You may also only have funding for the year, so it is important to ensure you submit your dissertation before the deadline – and also ensure you don’t miss out on your graduation ceremony ! 

To set your target date, work backwards from the final completion and submission date, and aim to have your final draft completed at least three months before that final date.

Don’t leave your submission until the last minute – submit your work in good time before the final deadline. Consider what else you’ll have going on around that time. Are you moving back home? Do you have a holiday? Do you have other plans?

If you need to have finished by the end of June to be able to go to a graduation ceremony in July, then you should leave a suitable amount of time for this. You can build this into your dissertation project planning at the start of your research.

It is important to remember that handing in your thesis or dissertation is not the end of your masters program . There will be a period of time of one to three months between the time you submit and your final day. Some courses may even require a viva to discuss your research project, though this is more common at PhD level . 

If you have passed, you will need to make arrangements for the thesis to be properly bound and resubmitted, which will take a week or two. You may also have minor corrections to make to the work, which could take up to a month or so. This means that you need to allow a period of at least three months between submitting your thesis and the time when your program will be completely finished. Of course, it is also possible you may be asked after the viva to do more work on your thesis and resubmit it before the examiners will agree to award the degree – so there may be an even longer time period before you have finished.

How do I submit the MA or MSc dissertation?

Most universities will have a clear procedure for submitting a masters dissertation. Some universities require your ‘intention to submit’. This notifies them that you are ready to submit and allows the university to appoint an external examiner.

This normally has to be completed at least three months before the date on which you think you will be ready to submit.

When your MA or MSc dissertation is ready, you will have to print several copies and have them bound. The number of copies varies between universities, but the university usually requires three – one for each of the examiners and one for your supervisor.

However, you will need one more copy – for yourself! These copies must be softbound, not hardbound. The theses you see on the library shelves will be bound in an impressive hardback cover, but you can only get your work bound like this once you have passed. 

You should submit your dissertation or thesis for examination in soft paper or card covers, and your university will give you detailed guidance on how it should be bound. They will also recommend places where you can get the work done.

The next stage is to hand in your work, in the way and to the place that is indicated in your university’s regulations. All you can do then is sit and wait for the examination – but submitting your thesis is often a time of great relief and celebration!

Some universities only require a digital submission, where you upload your dissertation as a file through their online submission system.

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How to Write a Science Thesis/Dissertation

A thesis/dissertation is a long, high-level research paper written as the culmination of your academic course. Most university programs require that graduate and postgraduate students demonstrate their ability to perform original research at the thesis/dissertation level as a graduation requirement.

Not all theses/dissertations are structured the same way. In this article, we’ll specifically look at how to structure a thesis/dissertation in the sciences and examine what belongs in each section. Before you begin writing, it is essential to have a good understanding of how to structure your science thesis/dissertation and what elements you must include in it.

How are science theses/dissertations structured?

There isn’t a universal format for a science thesis/dissertation. Each university/institution has its own rules, and these rules can vary further by department and advisor. For this reason, you must start writing/drafting your thesis/dissertation by checking the rules and requirements of your university/institution.

Some universities mandate a minimum word count for a thesis/dissertation, while others provide a maximum. The number of words you are expected to write will also vary depending on the program/course you are a part of. A Master’s level thesis/dissertation can range, for example, from 15,000 to 45,000 words, while a PhD thesis/dissertation can be around 80,000 words.

While your university/institution may have its own specific requirements or guidelines, this article provides a general overview of how a typical thesis/dissertation in the sciences should be structured. For easier understanding, let’s break it up into two parts:

• Thesis body
• Supplemental information

The thesis body of your thesis/dissertation includes:

• Acknowledgements

Table of contents

Introduction/literature review, materials/methodology, discussion/conclusion, figure and tables, list of abbreviations.

Your thesis will conclude with the supplemental information section, which comprises:

Reference list

Your thesis may or may not include each and every one of these sections. Now, let’s examine the parts of a thesis/dissertation in greater detail.

The parts of a science thesis/dissertation: Getting started

Let’s begin by reviewing the sections of the thesis body, from the title page to the glossary. This part of your thesis/dissertation should ideally be written last, even though it comes at the beginning. That is because it is the easiest to put it togethe r once you have written the rest of your thesis/dissertation.

Your thesis/dissertation should have a clear title that sums up the content. In addition, the title page should include your name, the degree of your thesis/dissertation, your department, your advisor, and the month/year of submission. Your university/institution likely has its own format for what should be included in the title page, so make sure to check the relevant guidelines.

Acknowledgments

This section gives you the opportunity to say thanks to anyone who gave you support while you worked on your thesis/dissertation. Many people use this section to give credit to their advisor, editor, or even their parents. If you received any funding for your research or technical assistance, make sure to mention it here.

Your abstract should be a brief summary (generally around 300 words) of your thesis/dissertation. You can think of your abstract as a distillation of your thesis/dissertation as a whole. You need to summarize the scope and objectives, methods, and findings in this section.

 The table of contents is a directory of the various parts of your thesis/dissertation. It should include the headings and subheadings of each section along with the page numbers where those sections can be found.

 Think of this section as the table of contents for figures and tables in your thesis/dissertation. The titles of each figure/table and the page number where it can be found should be in this list.

This list is intended to identify specialized abbreviations used throughout your thesis/dissertation. This can include the names of organizations (WHO, CDC), acronyms (PFC), and so on. For a science thesis/dissertation, it is preferable also to include a note regarding any abbreviations for units of measurement and standard notations for chemical elements, formulae, and chemical abbreviations used.

In this section, you would define any terminology that your target audience may be unfamiliar with.

The parts of a science thesis/dissertation: Presenting your data

Following the glossary, the thesis body of a science thesis/dissertation begins with the introduction. The introduction section of a science thesis/dissertation often also includes the literature review. This is unlike most social science or humanities theses/dissertations, where the literature review commonly forms a separate chapter. The introduction section should begin by clearly stating the background and context for your research study, followed by your thesis question, objectives, hypothesis , and thesis statement . An example might be: 

“The connection between nicotine consumption and insulin resistance has long been established. However, there is no substantial body of research on how long insulin resistance is maintained after people quit smoking. In this study, we aim to measure levels of insulin resistance in otherwise healthy subjects following a total cessation of nicotine consumption. We hypothesize that insulin resistance will begin to decline rapidly within six months.”

 The introduction should be immediately followed by a review of earlier literature written on the thesis topic. In this section, you should also clearly identify where the literature connects to your study and how your research study fills a gap or bolsters previous studies. Fit your study within the puzzle of previous work and demonstrate the importance of your research.

In the methodology section of your thesis/dissertation, you must explain what you did and how you did it. If you used materials (for example, bacteria), make sure you clearly list each one. Live materials should be listed, including the specific strain and genus. You must explain your techniques, materials, and methods such that another researcher can replicate exactly what you have done.

In the results section, you will explain what happened. What were your findings? This section should be heavy on data and light on analysis. Usually, in-depth analysis and interpretation of your results will be covered in the discussion section of your thesis/dissertation. While you should present your results in full, any supplementary data that you don’t have room for can be included in an appendix. As a note, this section is often written in the past tense. While other portions of your thesis/dissertation may use past and present interchangeably depending on the topic at hand, the results section of a scientific paper focuses on what has already happened (in an experiment), which is why it is written this way.

In this part of your thesis/dissertation, you will discuss what your findings mean. Did they align with your hypothesis? If so, how? If not, what was different? If there were any exceptions, errors, or total lack of correlation found, do not try to hide it. Clearly discuss what it might mean, or if you aren’t sure, don’t be afraid to say so. In this section, you can also highlight potential practical applications for your research study, limitations of your study, directions for future studies, and once again highlight the importance of your study in the field. This section usually concludes with an overall summarization of whether your results support your hypothesis or not. For example:

“Our study found that 500 of our 600 subjects continued to exhibit high levels of insulin resistance three years or more after stopping nicotine use. This does not support our hypothesis that insulin resistance would begin to drop around six months after subjects stopped nicotine use. Further research is warranted into the mechanisms by which past nicotine use alters insulin resistance levels in former smokers.”

The reference list is an alphabetical or numerical list of sources you’ve used while researching and writing your thesis. The formatting of your reference list will be dependent on your university guidelines. Useful tools like citation generators can help you correctly format your references. Reference managers like EndNote or Mendeley are also helpful for compiling this list. Furthermore, a professional editor or proofreading service can ensure that each reference is correctly formatted.

This section can be very useful if you want to include materials that are relevant to the topic of your thesis/dissertation but that you were unable to include in the main text. Tables, large bodies of text, illustrations, forms used to collect data or perform studies, and other such materials can all be included in an appendix.

Critical steps for planning, drafting, and structuring a science thesis/dissertation

Writing your thesis/dissertation is a daunting and lengthy task. Here are some helpful tips to keep in mind when drafting your science thesis/dissertation:

• Choose a thesis topic that is of professional interest to you. You are going to spend a lot of time thinking, reading, and writing about your thesis topic. Many aspiring young researchers end up working in a field related to their thesis/dissertation . If you start researching or writing a proposal and then decide you aren’t into the topic, don’t be afraid to change directions!
• Plan your thesis timelines carefully. Is your topic realistic given the time and material constraints you have? Do you need to apply for external funding for your research study? Will that take additional time? Write a schedule and revisit/revise it often throughout your thesis/dissertation process.
• Don’t wait until the last minute to start writing! A thesis/dissertation isn’t like an undergraduate paper where you spend some time researching and then some time writing it. You will need to write your thesis/dissertation as you continue your research study. Write as you work in the lab. Write as you learn things and then revise. Ideally, by the time you have finished your actual research study, you will already have a substantive draft.
• Start writing the methodology section first. This is often the easiest because it is straightforward and you have already done quite a lot of the work while preparing your research study. The order in which you write your thesis/dissertation doesn’t matter too much—if you find yourself jumping between sections, that is perfectly normal.
• Keep a detailed list of your references using a reference manager or similar system, with tags so that you can easily identify the source of your information.

Final tips for writing and structuring a science thesis/dissertation

Writing a thesis/dissertation is a rewarding process. As a final tip for getting through this process successfully, don’t forget to leave sufficient time for editing and proofreading. Your thesis/dissertation will go through many drafts and revisions before it reaches its final form.

Engaging the services of a professional can go a long way in helping you produce a professional and high-quality document worthy of your research. In addition, there are many helpful tools like AI grammar checker tools available online for students and young researchers.

Check out our site for more tips on how to write a good thesis/dissertation , where to find the best thesis editing services , and more about thesis editing and proofreading services .

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Review Checklist

Use this checklist to ensure that your science thesis/dissertation isn’t missing any important structural components.

Title page: Does your thesis/dissertation have a title page with your title, name, department, advisor’s name, and other important information?

Acknowledgements: Did you give credit to your funders, research colleagues, and anyone else who helped you?

Abstract: Does your thesis/dissertation include a brief summary?

Table of contents: Does your table of contents include headings, subheadings, and page numbers?

Figure and tables: Is there a complete list of figures and tables that are in your thesis/dissertation?

List of abbreviations: Are all of the abbreviations used in your thesis/dissertation listed here?

Glossary: Did you clearly define any specialized terminology used in your thesis/dissertation?

Introduction/Literature review: Did you justify your research study, state your objectives, and your hypothesis? Did you review the previous relevant literature in your field and explain how your thesis/dissertation fits in?

Materials/Methodology: Could another scientist replicate what you did by reading this section?

Results: Did you include all of the data from your experiments/research study?

Discussion/Conclusion: Did you clearly explain what your results mean and whether your hypothesis was correct or not?

Reference list: Are your references properly formatted and listed alphabetically or numerically?

Bibliography and Appendices: Did you include any additional relevant data, figures, or text that didn’t fit into the main section of your thesis/dissertation?

How long is a typical science thesis/dissertation? +

A typical Master’s thesis/dissertation ranges from 15,000-45,000 words, while a Ph.D. thesis/dissertation can be as much as 80,000 words.

How do I start my thesis/dissertation? +

You don’t have to start with the introduction when you begin writing. You can start with the methodology section or any other section you prefer and revise it later.

How do I structure a science thesis/dissertation? +

The main section of a science thesis/dissertation includes an introduction/literature review, materials/methodology section, results, discussion/conclusion section, and a references list.

Harvard University Theses, Dissertations, and Prize Papers

The Harvard University Archives ’ collection of theses, dissertations, and prize papers document the wide range of academic research undertaken by Harvard students over the course of the University’s history.

Beyond their value as pieces of original research, these collections document the history of American higher education, chronicling both the growth of Harvard as a major research institution as well as the development of numerous academic fields. They are also an important source of biographical information, offering insight into the academic careers of the authors.

Spanning from the ‘theses and quaestiones’ of the 17th and 18th centuries to the current yearly output of student research, they include both the first Harvard Ph.D. dissertation (by William Byerly, Ph.D . 1873) and the dissertation of the first woman to earn a doctorate from Harvard ( Lorna Myrtle Hodgkinson , Ed.D. 1922).

Other highlights include:

• The collection of Mathematical theses, 1782-1839
• The 1895 Ph.D. dissertation of W.E.B. Du Bois, The suppression of the African slave trade in the United States, 1638-1871
• Ph.D. dissertations of astronomer Cecilia Payne-Gaposchkin (Ph.D. 1925) and physicist John Hasbrouck Van Vleck (Ph.D. 1922)
• Undergraduate honors theses of novelist John Updike (A.B. 1954), filmmaker Terrence Malick (A.B. 1966),  and U.S. poet laureate Tracy Smith (A.B. 1994)
• Undergraduate prize papers and dissertations of philosophers Ralph Waldo Emerson (A.B. 1821), George Santayana (Ph.D. 1889), and W.V. Quine (Ph.D. 1932)
• Undergraduate honors theses of U.S. President John F. Kennedy (A.B. 1940) and Chief Justice John Roberts (A.B. 1976)

What does a prize-winning thesis look like?

If you're a Harvard undergraduate writing your own thesis, it can be helpful to review recent prize-winning theses. The Harvard University Archives has made available for digital lending all of the Thomas Hoopes Prize winners from the 2019-2021 academic years.

Accessing These Materials

How to access materials at the Harvard University Archives

How to find and request dissertations, in person or virtually

How to find and request undergraduate honors theses

How to find and request Thomas Temple Hoopes Prize papers

How to find and request Bowdoin Prize papers

• email: Email
• Phone number 617-495-2461

Related Collections

Harvard faculty personal and professional archives, harvard student life collections: arts, sports, politics and social life, access materials at the harvard university archives.

How to Tackle Your Bachelor’s or Master’s Thesis in Science* Without Losing Your Mind

* Based on my personal experience in successfully writing a bachelor’s thesis in biology and a master’s thesis in neurosciences in Germany. My view might be biased, but a lot of things probably apply across different fields and borders.

First of all, congrats! You made it! You are currently taking your first step into the direction of independent research. The only thing that is still separating you from your degree is your bachelor’s or master’s thesis work (and maybe some assignments and the last exam). You already heard from other people that stressful times are coming ahead and you are worried that everything will go wrong? It will not! To help you not loose your mind during the process, I put together some tips for you. I was lost in the beginning, too, and as a firstgen I thought I would never be able to find through the jungle and graduate. But here I am, holding a bachelor’s and master’s degree, and currently starting the most scary one so far: the PhD.

The Research Process

The research process of a bachelor’s or master’s thesis itself typically starts with an idea and is followed by a literature research identifying the status quo in the research field, resulting in refinement of the idea and the formation of a research question. Then, adequate methods to answer the question are decided, followed by data collection and analysis. The whole work is then finished off by writing the ‘thesis’.

As a bachelor’s or master’s student, you can technically jump in at any point of this process. Some labs have already decided on a question and the methodology you are going to use because it belongs to an ongoing project. This was for example the case in my bachelor’s thesis. As the bachelor’s thesis at my university needed to be conducted in a time frame of 12 weeks, I was working together with a PhD student collecting data (I was mainly staining brain sections, imaged them, and counted cells!). In my master’s thesis work (duration: 6 months), however, I was allowed to design my own project from beginning to the end and worked independently.

“Es ist noch kein Meister vom Himmel gefallen”

German for: A master has never come falling from heaven.

Lab work can be scary, you can feel like you are not good enough. I still remember how insecure I was on my first day in the lab as a bachelor’s student. I was shaking while pipetting under supervision because I was so nervous and didn’t want to do anything wrong. I thought my supervisor would think I was not made for the lab. But oh boy, was I wrong! No one, and I say NO ONE, expects you to be a perfect scientist already! You are in the process of learning the scientific method and getting trained! It is ok to make mistakes and ask for help, it is part of the learning process and will help you when conducting research in the future! Back then, thanks to great supervision, I gained confidence over time and was rewarded with beautiful immunofluorescence-stained brain sections!

How Do I Start?

1. choose a project you find interesting and a supervisor you feel comfortable with.

BOTH are important. You should choose a project you find interesting, in which you would enjoy working towards answering the research question and reading up on the literature. This will make it way easier to stay motivated. However, you should also be comfortable in your research environment. You will probably spend a lot of time with your supervisor and your supervisor might be the one grading you.

2. Ask for Important Literature and Example Theses

In order to gain a good overview of the field you will conduct your research in it is helpful to read up on literature straight ahead. A good way to do so and not miss the key concepts is to ask your supervisor. They are the expert in the field and can give you the most important papers. From there on you can guide your literature research looking through the names and references and checking related topics. Also, ask which data base (PubMed, WebOfScience, etc.) is commonly used in your field.

Since every university, even every faculty, and every professor has different guidelines and expectations for the thesis, try to get hold of theses from prior bachelor or master students. Often your supervisor or university library can provide them.

3. Create an Outline of Your Thesis

Maybe start out with a mind map. Write down EVERYTHING that comes to your mind when thinking about your topic. Write down what you already know. Write down your questions, which methods you are using. And then, connect the dots . Try to find a ‘red thread’ (= Roten Faden ) that you can weave through your text. Find the story you want to tell and arrange it in an order.

Then, open a word document and create the skeleton of your thesis. Put all headings and subheadings in an order. Start with the most obvious things: Create a space for your cover, the table of contents. Add the title ‘abstract’, introduction, material and methods, results, discussion, and conclusion. Then add subheadings and a few bullet points about what you would like to write about in this section. This way you will already have a document that you can slowly feed with more information. And you will see your pages filling faster, which will give you a boost in motivation.

You don’t need to finish this all in one day. This can be a growing document meanwhile you are working in the lab.

4. Create a Schedule

If you are like me, you will probably still end up working up until the last minute, even if you scheduled everything perfectly and worked accordingly. However, it is definitely important to make a schedule of the whole time-frame of your research project. Schedule your experiments and when you are writing which chapter. Schedule how long the data analysis will probably take. Schedule the proof-reading, corrections, and formatting. Schedule the printing. Leave one- to two weeks extra for emergencies. Also, because it WILL take longer than you initially think. Especially, because you WILL probably be procrastinating at some points. But keep in mind: In case you get sick or something doesn’t work, most universities offer an extension of the deadline.

Also, try to schedule normal workdays for your thesis, include regular breaks, and enjoy time off (Feierabend!) of your thesis, too! This will keep you sane.

Tip: Check out how long copy shops take for printing BEFORE it is time for printing. Also make sure to put away some money, as it can sadly be quite expensive.

5. Invest Time in Learning a Citation Manager

It might take a moment, but will definitely pay off. When working on my bachelor’s thesis I made the mistake to not use one. I had more than 10 pages of references and sorting and formatting them took several days. Days that I could have used for proof-reading, or, finally relaxing for a bit 😉 Some examples are EndNote, Mendeley, Zotero.

Actually, I don’t understand why they don’t teach this in uni…

What to Think About When Writing the Different Parts of Your Thesis

Some general things on writing: don’t try to show off too much. Yes, it is important to use the adequate vocabulary when writing, but don’t make your sentences unnecessarily complicated. On a side note: not everyone is a native English speaker. I’m not. I actually wrote my bachelor’s thesis in German and only my master’s thesis in English. Looking back at it, I would choose to write the bachelor’s thesis in English, too, as it is easier to stick to the specific terms of the field, because most findings are reported in English. Besides, try to write every other day, even if it is just one sentence. Just write down what comes to your mind and directly put the reference next to it. It does not have to be a beautiful sentence. Beautiful sentences get born in the editing process. The flow of your text comes with time. Since we got that sorted now, let’s get to the different parts of your thesis!

Introduction

In this part you want to give an overview of the field of your research. Why is this research important (why important for scientists? why for the general public?)? Is it about a disease? How many people suffer from it? Why should people care? What has been done in this field already? Where are the gaps? Maybe there are controversial results? Typically the introduction ends with the aim/research question that is based on the literature review. How does the aim relate to findings of previous studies? What is the main question? What are the subquestions? With which methods are you going to tackle them?

Tip: As you do your literature research for the introduction, summarize the main findings of the paper already with the reference in form of bullet points and put them in the corresponding chapter of the introduction. This way you will already have a skeleton that you can use for writing. The introduction should have the ‘shape’ of an inverted cone in the end, meaning that you should go from the broader topic to the specific question.

Material and Methods

Here you want to describe the material and methods you have used and why you have used them. Don’t only write down the steps of the protocol you applied, but also write down how the method works and why you used the substances (for example: To remove DNA, an additional DNAse treatment was performed applying DNAsI solved in RDD buffer directly on the column and incubating it for 15 minutes at room temperature).

Don’t forget to explain your analysis

Your results depend on the analysis/statistics you applied, therefore it is crucial to describe the program and the statistical tests you used and WHY they fit your data. What kind of data do you have? What results to you consider as significant (p-value below 0.05?)?

Tip: Write the methods as you apply them in the lab. Since you are basically writing down a protocol, it is a fast way to fill your pages and feel like you already made progress. Also your memory is still fresh. Make sure to write down from which company your substances and programs are.

Describe your results, but don’t interpret them yet. Put the description of a table ABOVE the table and the description of a figure BELOW the figure. The description should be written in a way that one can understand the table/figure without reading the main text. You don’t need to arrange the results in a chronological order, you can also put them in an order that helps you tell your story. This order should be consistent over sections (use the same order in the discussion!). Besides, don’t put too many figures. Put the most important ones that help you tell your story. Any additional figures can be put into the appendix.

This section can naturally feel like it is the most important part of your thesis. A lot of people were stressing out about not having good results or not having the results they wanted. I can assure you: IT DOESN’T MATTER. Experiments do not always work how we wanted it and in such a limited time frame it is totally normal that you might not get ‘good’ results. No one will give you a bad grade for that. The point of your thesis is to show that you understood how scientific research is conducted and how to wrap it up. YOU DON’T NEED TO WIN THE NOBEL PRIZE (if you do tho, congrats!). If you don’t have good results, put more effort into a great discussion and the introduction and you will be fine.

Tip: It can help to arrange your results figures in a PowerPoint first to create your story. Put the numbers to the figures last. Make sure you refer to the correct figures.

Discuss your results based on previous literature/similar studies and your aims. Did you answer your question? Are your data analysed correctly? Were there any problems while running the experiments? Did the problems influence the results? How could one eliminate the problems? How can you apply your results on further research? Write a good conclusion of your findings after the discussion.

Usually the first thing after the table of contents, but often written last. THIS IS PROBABLY THE MOST IMPORTANT PART OF YOUR THESIS. It is the part, that everyone will read first. It is there to quickly give an overview of your work and should include a few words about the background, the question, the methods, and the main findings. Try to not exceed one page.

Acknowledgements

You can put these in the beginning (before the table of contents) or the end (before or after literature) of your thesis. They are not only a way of showing your gratitude towards your supervisors, but also a way to state the resources you used for your thesis, such as intellectual input! So maybe also consider including the technical assistant or fellow student that helped you or teached you a new technique.

Make Your Supervisor Your Best Friend

Maybe not literally, but definitely stay in contact, send them the chapters of your thesis for feedback, and don’t be afraid to ask questions. Your supervisor might be the one grading your thesis or writing a recommendation letter for you.

I had weekly meetings with the direct supervisor of my master’s thesis. These were extremely helpful to stay on track, give updates, and receive valuable input. If you are stuck somewhere (e.g. data analysis), your supervisor can help you. Asking for help it is not a sign of weakness. In fact, your supervisor might even get suspicious if you don’t ask for help at all.

But please, also keep in your mind that your supervisors are busy people (they are first of all people!). Don’t expect them to tell you each and every step and plan all the meetings. Do your work and initiate meetings. They will happy to meet with you. Don’t send them your thesis one week before handing in and give them enough time to get back to you.

General Tips for Motivation

Find the right workplace for you. Some people work best in the library, some at home in pajamas (but keep the work out of your bedroom!). Try to incorporate rituals to condition yourself into a working mood. I was for example always lighting a scented candle when working and drinking coffee. I liked to have music or even Netflix in the background. Others prefer it quiet. Try what works for you.

Also, finding yourself a group of other students working on their theses, too, can be very helpful for motivation, but also for helping each other proof reading. Try to update each other regularly.

Accept That You Will Find Typos After Submission

Despite having it proof-read by supervisor and friends, I still had an extra word in the abstract of both my bachelor’s and my master’s thesis. After submission, I noticed several typos. THIS IS NORMAL. After having worked on your thesis for so long, it is hard to notice mistakes. As long as you don’t get stuck in every paragraph, no one will care.

Last but not Least: Make it Pretty!

You shouldn’t underestimate the importance of good formatting. If your thesis looks good to begin with, your examiners will be more pleased to read it (even if it might be subconscious) and vice versa . Try to deep dive a bit into the formatting functions of Word/your writing program (but of course stay also within the guidelines of your university).

Here are some of my suggestions:

• Use ‘styles’ for your headers and sub-headers. This way they will be already assembled in a hierarchy in the table of contents you are going to add in the end. Additionally, when converting your document into a PDF, you can just click the chapter titles and it will automatically jump to the corresponding section. Keep in mind that your examiner might read your thesis as a PDF 🙂
• Justify your text .
• Put conceptual paragraphs within chapters for easier reading.
• Turn on the non-printable signs to check for double-spaces and returns .
• Make sure you wrote out each term before you make it an abbreviation. If you created an abbreviation, use it throughout the whole text. If you have a lot of abbreviations, create a table of them.
• Use margins big enough for binding your printed thesis. The margins in my bachelor’s and master’s thesis were 3cm on both sides.
• Add a page number and automatically add the name of the chapter in header or footer. This helps orientation when reading the printed version of your thesis. For adding the name of the chapter, create a header. Go to the design tab and choose quick parts > field… A dialog box should pop up. Select Link and references from the drop down list, in field names you choose ‘StyleRef’. Then choose ‘Heading 1’ so you always get the heading of the first level displayed. Click ok. The name of the chapter can only be added automatically if a header style is applied.
• Use page breaks to arrange your text and figures so they don’t break off in weird places. I for example prefer to have the beginning/heading of the introduction/material and methods/results/discussion always at the top of the page. Also I don’t like it when the figure description is cut off.
• Use the same color scheme for figures throughout the whole thesis . Be consistent, for example the control group is always blue and the treatment group orange. You can find inspiration for well-fitting colors googling color palettes.
• Create your own figures. If you have that extra time, definitely invest it in creating ‘your own’ scientific illustration. A great website that makes it very easy in a consistent style is biorender.com .

Take Home Message

Remember, the first version will never be the final one. The beautiful sentences get born in the editing process. You will be stressed, but you will be able to handle it. You are not alone! Ask for help when you need it. I wish you all the best in your process, and hope that your labs find a way to still operate during these difficult times. If you have any further questions, leave a comment.

Remember: YOU CAN DO IT. YOU HAVE COME THIS FAR.

Stay safe. Stina. ❤

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Published by Stina Börchers

Stina Börchers is a German neuroscience PhD student at the University of Gothenburg, Sweden. She completed her undergrad studies in biology in 2017 and her master's in neurosciences in 2020. Next to studying, Stina blogs about scientific topics, her daily life and experiences as a student here and on instagram. View all posts by Stina Börchers

6 thoughts on “ How to Tackle Your Bachelor’s or Master’s Thesis in Science* Without Losing Your Mind ”

I am currently writing my Master’s thesis. This is incredibly helpful, thank you 🥰

Oh great to hear that! I wish you the best of luck, you are going to nail this! ♥️

Thank you so much ! deffo really helpful and motivating to finally complete my thesis 🙂

Yay! Happy to hear that! Good luck with your thesis! Take care!

Ausgezeichnet, sogar glänzend! 🤠🎷🎼🎶🎶🎶

Thannks for this

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LIBRARIES | ARCH

Data science masters theses.

The Master of Science in Data Science program requires the successful completion of 12 courses to obtain a degree. These requirements cover six core courses, a leadership or project management course, two required courses corresponding to a declared specialization, two electives, and a capstone project or thesis. This collection contains a selection of masters theses or capstone projects by MSDS graduates.

Collection Details

List of items in this collection

	Title	Date Added	Visibility
		2022-06-15
		2022-06-05
		2020-06-16
		2020-06-13
		2019-11-26
		2019-11-21
		2019-06-23

MSc in Environmental Science

• Environmental Science
• Programme Structure

Examples of MSc theses

In the list below you can read the descriptions of 11 very different theses, authored by students at the MSc Programme in Environmental Science. You are welcome to contact the author if you have further questions regarding a specific thesis.

Chronic toxicity of silver nanoparticles to Daphnia magna under different feeding conditions

Author : Aiga Mackevica

Supervisor : Anders Baun, DTU Environment.

Ecotoxicity of nanoparticles has been an emerging issue in recent years, which is why it is necessary to evaluate the effects of nanoparticle exposure to the aquatic environment. In this study, we performed series of 21-day chronic tests with Daphnia magna exposed to silver nanoparticles to obtain information on growth and reproductive effects. The results were used for modelling to find possible modes of action of silver nanoparticle toxicity.

Determination of Steroid Hormones in Polar Bear Hair (Ursus maritimus) - a Methodology Study

Author: Johan Weisser

Supervisors: Bjarne Styrishave, Erland Björklund & Martin Hansen; Department of Pharmacy, Faculty of Health and Medical Sciences, University of Copenhagen.

The aim of this thesis was to develop an analytical methodology to determine steroid hormones in hair, for the purpose of using hair as a biomarker to study endocrine imbalance in polar bears ( Ursus maritimus ). Hair was chosen because steroids are incorporated into the hair shaft while growing and thereby gives a prolonged steroid profile which reflect blood steroid concentration in that given time period. An extraction and clean up method was developed. For analyte determination both gas chromatography (GC) and liquid chromatography (LC) was tested followed by tandem mass spectrometry (MS/MS). It was possible to detect progestagens, androgens and estrogens using GC-MS/MS whereas LC-MS/MS is a better analytical technic for detecting corticosteroids. Hair steroid profiling may be used to assess stress in polar bears in response to pollution and climate changes.

Effects of Carbon Nanotubes on the Female Reproductive Axis: Interference with the female reproductive cycle. A Study in Mice.

Author: Hanna Lilith Katarina Johansson

Supervisor: Karin Sørig Hougaard; National Research Centre for the Working Environment & University of Copenhagen

Very little is known on the effects of nanoparticles on reproductive function. Inhalation of nanoparticles induces inflammation in the lung – and inflammation interferes with the female reproductive axis. In this study, we investigated the effect of airway exposure to multi walled CNTs (MWCNTs) on the estrous cycle of female mice. The results showed that female reproduction may be susceptible to acute exposure to nanoparticles.

Fluorochemicals and antiandrogenic effects – an in vitro study of per- and polyfluorinated chemicals on steroidogenesis and androgen receptor activation

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A complete guide to writing a master’s thesis

Speak right now to our live team of english staff.

If you’re reading this because you have been accepted onto a master’s programme that requires you to write a thesis – congratulations! This is a very exciting time in your life.

Hopefully what we’re about to tell you doesn’t come as too much of a surprise – as part of your master’s course you are going to be spending a considerable amount of time working on a single written submission. In fact, your master’s thesis may be the longest and most detailed piece of writing that you have ever been asked to complete.

With that in mind, getting some guidance before you begin is an important first step.

As you progress through your degree, you may have questions on exactly how to write a master’s thesis and are thus looking to obtain some thesis writing tips to help you on your way.

This post is designed to provide you with a comprehensive guide to writing a master’s thesis in the UK context. It will help you not just now, but will also be something you can refer back to throughout the duration of your master’s studies. If you haven’t already, we strongly recommend bookmarking this post so can you find it easily when you inevitably have questions during the thesis writing process.

In this post, we’ll clue you in to some strategies best suited to master’s students trying to complete a thesis. We’ll focus on what to expect at each stage, including creating a working plan, doing your reading, undertaking research, writing your master’s thesis, editing it, and leaving time to finish and proofread.

Hopefully, by the time you have finished reading, you will have the confidence and motivation to get going on a path that will lead to ultimate success in your thesis writing.

Start with a plan (and stick to it)

OK, we realise we may be teaching your grandma how to suck eggs here – starting with a plan is the obvious first step in any piece of academic writing.

And yet, as good as everyone’s intentions may be when students start writing a master’s thesis, circumstances (nearly) always arise that make sticking to the plan much more challenging.

So, first tip: when writing your thesis, make sure that your plan is flexible , and allows time for dealing with unexpected circumstances.

Next, reconsider your research proposal. It is likely you had to write one before you were accepted onto your master’s programme. If this was your first time producing a research proposal, you may read it back now and find it’s a little over-ambitious in its claims about what you planned to do. It’s a common trap to fall into, so don’t despair! Book some time with your research supervisor to determine whether your research proposal is actually realistic for your master’s thesis. If you claimed that you were going to do qualitative interviews of 200 participants across the UK, and you only have a year to complete your master’s, you might want to rethink your project and scale it to something that is achievable and not setting you up for failure.

Another tip on supervisors: make sure that you ask them questions about their expectations throughout the thesis writing process. Will they want to see drafts of your chapters as they’re written? If the answer is yes, finding out these dates will help you to develop a plan to achieve this without scrambling at the last minute.

Another tip for planning how to write your master’s thesis is to set yourself a goal of doing a little bit each day. Framing your thesis in your mind as a long-term project with a deadline very far away in the future will only encourage you to put off writing it. Then ‘far away in the future’ will all of a sudden be ‘next month’ and major panic will set in, and the lack of time at your disposal will make for rushed, compromised writing.

Set yourself milestones: a realistic plan for writing certain chapters by certain dates. Then within these milestones, commit to writing an amount of words per day, or per week. Then be disciplined and stick to your plan. Avoiding procrastination isn’t easy, but will very much work in your favour in the long run.

A final tip when devising your plan: it is easy to go back and delete words that you do not need during the editing process. Conversely, having to add thousands of words at the last minute will be stressful and sometimes impossible. Plan to start writing early, and budget for, say, 1000-2000 words every day. Not only will you then reach the full word count of your master’s thesis quickly, but you’ll leave yourself plenty of time to edit it, remove sections that aren’t working, and add more words that strengthen the overall assignment, all long before the deadline arrives.

Do your reading

The trick here is to find a balance between reading enough and not spending too much time doing so. There is so much reading to do and it can be easy to drift off topic.

Doing your reading and producing the final literature review are important components of a master’s thesis, but if you spend too much time reading there won’t be ample time for the data collection process and the writing up phase.

Here are some steps you can take to ensure that your reading process is both effective and efficient.

Step 1 – Understand your research questions

The first step in the reading phase of your master’s thesis is knowing what research questions you are trying to answer. Hopefully you have identified these questions with your supervisor before you started to work on your thesis. If you do not have a clear research question, your reading strategies will be severely hindered.

There are certain databases that are going to be more relevant to your area of study. Getting research from these databases is going to streamline the writing process for you to ensure that your project is focused within the context that it needs to be. A research librarian can likely help you focus this search, making the process significantly easier.

Step 2 – Make reading easier

There are several challenges associated with reading. First, it is easy to get distracted, especially if your reading material is lengthy and complex. So you want to keep your reading blocks short and sweet. ‘Chunk’ your reading. Spend 20 to 25 minutes reading without distraction (it hurts we know, but putting your phone on flight mode and leaving it in another room will ultimately help) and then take a 5 to 10 minute break (on your phone, if you must!) before starting up again.

Furthermore, whilst there is a lot of reading to do, it is unrealistic to spend your whole day doing it. Earmark just a portion of the day for reading, then make sure that you have other things that you can do with the rest of your time (like completing your ethics forms, or starting to create your research instruments). By dividing up your time, you are going to be able to keep your focus for longer, making you more productive and efficient overall.

Step 3 – Take good notes

It’s always worth remembering the forgetting curve – ah that’s a paradox if we ever saw one. The forgetting curve is the amount of information you will forget as time passes. It can be quite steep, and after a month passes you likely won’t remember much about what you have previously read. This could lead to disaster when writing up your literature review, so make sure that you take good, thorough notes throughout the reading process.

A good idea is to build out an excel spreadsheet or other list that documents your reading in a detailed and organised manner. You can keep track of key information, such as:

• Location of research
• Sample size
• Research methods
• Main findings

Not only will this help slow the curve of your inevitable forgetfulness, but crucially, it will also make referring back to your reading much easier when you move on to writing your overall literature review.

A note to remember: not everything that you read will end up in your literature review. The purpose of reading is to make sure that you, as a researcher, understand how your project is positioned within your area of study. The literature review explains this to the reader but in much simpler terms. So to reiterate, the reading process is for your own benefit, not solely to find studies to include in your literature review.

Do your research

Even if you did research as part of your undergraduate work, research for a master’s thesis is a whole different story. As an undergraduate, your project was likely quite small or it was significantly guided by a faculty member; as a master’s student, this is typically your first opportunity to do research on a topic that you have chosen to pursue. While this is an exciting step, it also means that you are accountable for your actions.

Your research type and tools

The first step in the research process is deciding on what type of research you will do. Is it going to be qualitative or quantitative? Maybe it will be a combination of the two. You have likely documented this in your research proposal, but your answer to this question will have implications about how you will organise and analyse your data once it is collected.

Regardless of what route you choose, you will need software to help you manage your data. Many universities have free data management software tools available, and if that is the case for your institution then use them –tools available otherwise can rack up quite a hefty bill.

The most common tools are SPSS, which deals primarily with quantitative data, or NVivo which focuses more on qualitative measures. There are numerous other software packages available, and your supervisor may have suggestions about which management tool is most suitable for your project.

Planning ahead for better outcomes

The second step in the process is to think about timing and distribution. If you are planning a qualitative study, perhaps using interviews, remember that you will need to transcribe all of the words that are contained in the interview. While some programmes allow speech-to-text translation, it is not always accurate. The process of transcription takes considerable time, and therefore, as a researcher, you should consider how many participants you are looking to have in your project.

While a quantitative project may not have the same level of detail in the data input process, there are likely to be more participants and a wider range of outcomes. As a researcher, you must recruit these participants and ensure that they meet the criteria for inclusion. Finding people who are willing to participate in this type of project (often volunteering their time for free) can be challenging, and so as a researcher, it can be useful to have a minimum number of participants that you believe (based on past research) will give you findings that can be reliable and valid within your context.

It is also worth mentioning that you will likely end up with a lot of data, much more than can actually be presented in your master’s thesis.

One of the challenging pieces of the research process is deciding which findings make the cut for your thesis and which get saved for a later date. While your data are probably very interesting to you, it is important that you do not overwhelm the reader or deviate from the research questions that you set out to answer.

To sum up, the process of actually carrying out research and distilling it for the writing part of your thesis takes time. You need to carefully plan your research steps to ensure not only that you cover everything you intend to, but that you also do it in good time, leaving yourself ample space in your schedule to write up your thesis.

Write your Master’s thesis: the right structure

It’s helpful to start here by going over the structure of a master’s thesis. The precise way that different master’s theses are structured is largely going to depend on the discipline area. But most of the time, empirical dissertations follow a format including:

• Table of contents
• List of tables/figures
• Introduction
• Literature review
• Methodology

Before you start writing

Before you start to write, draft an outline of your approach to each section including the word count you expect to have (total word counts also vary by discipline).

Within each section you should also include all the major subheadings that you plan to include in the final version.

Before writing any of the sections, meet with your supervisor to ensure that your outline generally conforms to their expectations. Supervisors are the experts in the field and have likely seen many master’s theses, so they will be able to tell you if you are on the right track.

Beginning to write

It’s worth noting here that the order in which you write all the sections of your master’s thesis can vary depending on your process and preferences.

Once you have a detailed outline, there is no rule that says you have to start with the introduction and end with the conclusion. While the reader will inevitably read your thesis this way, you are free to write the ‘easy’ sections first and then move on to ones that you find more challenging.

For many students, beginning with the methodology chapter makes the most sense, as this allows the project to be framed around the steps that you, as a researcher, will take. The methodology usually includes:

• The research question(s).
• Any hypotheses that you might have.
• Your theoretical framework, and the methods that you will use to collect your data.
• Often, but not always, it includes ethical considerations, especially if you are working with human participants.

For many writers, the methodology chapter is written prior to the collection of data, whereas other chapters may be written after the data have been collected and analysed.

The same can be said for writing the literature review . For some writers, the literature review begins to take shape early in the project, but others choose to leave the writing until after data collection has occurred.

Both strategies have value. Writing the literature review early can give a researcher a clear indication of what data already exists and how this could relate to the potential project. The downside is that if the findings from the current project do not match the historical findings from the literature, the whole chapter may need to be revised to better align with the current findings.

Leaving the literature review until after the data collection means a bigger gap between when the reading was actually done for the project and the writing up period, meaning that the sources may need to be consulted repeatedly. In addition, leaving all the writing to the end of the project may seem tedious for some writers.

Another element that you will need to consider is how to present your findings . For some researchers, combining the findings and discussion sections makes logical sense, whereas for others, this presentation makes the chapter unwieldy and difficult to read.

Staying on track

There is no universal approach to writing a master’s thesis, but there are a lot of people out there who are willing to help you along the way. You will put yourself in a really good place if you seek advice at multiple stages in the process and from multiple different sources.

Your university library is going to be a useful source for research and reference, whereas your supervisor can give more discipline-specific advice on writing. Your university will likely have a writing centre too that can offer suggestions on how to improve your writing and make sure that you are staying on track. Making appointments at your writing centre can also help with accountability, as you will have to actually complete parts of your writing in order to discuss them with others.

Finishing and proofreading

When you write those last few words of your conclusion and you have made it to the end of your thesis (hopefully in one piece – you, not the thesis), there may be a sense of finality. It’s a huge feat you’ve just overcome and for that, you deserve a pat on the back.

But finishing writing your master’s thesis is a little like reaching Camp 4 on an Everest summit trek. Without wanting to sound too ominous, there is still a considerable amount of work to do – chiefly, putting the finishing touches on your thesis through editing and proofreading.

Hopefully, during the process of writing your thesis, you sent drafts to your supervisor for review. These drafts may have included individual chapters or various sections within the data set that required clarification. Your supervisor would have provided feedback on these drafts either through written or verbal comments. It is essential that you keep track of these comments, as they will become crucial for the final stages prior to submission.

There are two ways that you can approach the editing of your master’s thesis. Both have value and it depends on how you view the process of writing. These are:

• Individually edit sections as they are returned from the supervisor.
• Edit at the very end, so that the editing can be consistent across sections.

With the first strategy, the editing process is broken up into manageable chunks, but at the end you will have to go back and re-edit sections to improve the clarity and flow.

With the second strategy, you may be able to achieve better flow, but the number of edits at the end may seem overwhelming and take up considerable time.

These challenges bring us back to the importance of a timeline. Leaving several weeks for the editing process is necessary because editing can take longer than you think . Also, once you have made these necessary edits, you will need to go through and proofread your document to make sure that the fine details are consistent across chapters. This includes things like making sure acronyms are clearly defined, tables are appropriately numbered/titled, that punctuation and syntax are accurate, and that formatting and alignment is consistent.

Something you may find challenging during the finishing process is knowing when to stop. With writing there are always changes that can be made – ideas or sentences that can be written just a little bit better or slightly more clearly. You could spend years (really!) refining your work – writing and rewriting sections to make them exactly how you want them – but the simple fact is: you do not have time for that.

Use the time that you do have for editing your thesis to the best of your ability, but also be willing to say “this is good enough” and submit your work.

Handing something in that you have worked diligently on for a long time is a truly satisfying feeling, so try to cherish that moment when it comes.

Also, it goes without saying but is always worth the reminder: the expert editors we have on board here at Oxbridge Editing can not only relieve a phenomenal amount of effort in this final hurdle of your assignment, but, thanks to their experience and skill, they will also ensure your thesis is flawless and truly ready for submission. You can find out more about thesis editing here .

Read Also : How to Improve English Punctuation

Final words

Hopefully, by reading this post you have identified some tips for writing your master’s thesis that you can apply in your own context.

While the finished product will vary by discipline, the strategies listed above can apply across a wide range of contexts.

Above all else: start early and stick to the plan.

There are many examples of master’s dissertations that you can refer to for guidance so that you can identify the appropriate thesis structure for your project. By doing a little bit each day and by keeping track of your reading, you can ensure that you remain organised and efficient with your work.

Remember that writing your master’s thesis is your first opportunity to demonstrate to the academic community that you are a proficient scholar in your field. A UK master’s dissertation is no easy task, but there are lots of people and resources available to help you. Take guidance from your supervisor and use the facilities that exist on your university campus, including the writing centre and the library.

Best of luck!

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Master's thesis at the Faculty of Science

The master's thesis is the culmination of your academic master's programme. You actively participate in scientific research within your chosen field. This allows you to demonstrate your ability to independently approach and develop a research project in a scientific manner. In addition to research skills, you will also apply knowledge gained from your studies, such as problem-solving, analysis, reporting, and collaboration.

Faculty Master's Thesis Calendar

• Choosing a Topic
• Roles and Responsibilities
• Scientific Integrity & Plagiarism
• Writing and Submission
• Graduating in January

FACULTY MASTER'S THESIS CALENDAR

Please also check the departmental deadlines for your programme in the corresponding Toledo community.

The various aspects involved in a master's thesis have been outlined in a faculty note .

In addition to the education and examination regulations, there is the faculty master's thesis regulation , which details the expectations for students, supervisors, advisors, and the master's thesis coordinator.

As with every course component, certain objectives must be achieved by the end of the master's thesis. The emphasis for the master's thesis is on the students' ability to actively contribute to scientific research.

Finally, there are specific conditions regarding the selection, commencement, and submission of the master’s thesis.

CHOOSING A TOPIC

If you are enrolled in the master's programme, you may choose an existing topic for your master's thesis. You can also propose your own topic. In some cases, it is possible to write the master's thesis in pairs with another student. Read more about choosing a topic here

Are you on an exchange for your thesis or internship and writing your master's thesis abroad ? If so, you will follow a separate procedure.

Always adhere to the language requirements associated with your programme.

ROLES AND RESPONSIBILITIES

From start to finish, various individuals play crucial roles in the master's thesis process. The master’s thesis coordinator, the (co-)supervisor, the daily supervisor, the examiners, and the student each have specific responsibilities that contribute to the successful completion of the thesis. On this page , you can learn more about the roles of the guidance team, the student, and the examiners in the development of the thesis, as well as additional information about the role of the master’s thesis coordinator.

SCIENTIFIC INTEGRITY & PLAGIARISM

The Faculty of Science has its own policy on scientific integrity . Here, you will find guidelines on referencing, citing, and paraphrasing, as well as information about the prevention, detection, and sanctioning policies.

On the KU Leuven GenAI portal , you can find more information about what is permitted and what is not regarding the use of GenAI tools in writing the master’s thesis.

Students are required to obtain a certificate in information literacy during their studies. This is a prerequisite for submitting the master's thesis . Most master's programmes require a certificate in the faculty's Toledo community for scientific integrity . Check which certificate your programme requires .

At KU Leuven, every master's thesis is screened for plagiarism using Turnitin . In cases of suspected plagiarism, the procedure for irregularities is initiated, as described in articles 85 and 86 of the education and examination regulations and the faculty note on scientific integrity .

In the context of scientific integrity, it is also important for students to adequately acknowledge any contributions and support provided by others. This can be clarified in a separate ' contribution statement ' section in the master's thesis.

PUBLIC AVAILABILITY

Master’s theses of successful students are electronically archived and can be accessed through the online library catalog LIMO. Master’s theses with a score of 14/20 or higher are made publicly available on the internet. Master’s theses with a score of 10/20 to 14/20 are only made available in the library catalog.

Certain master’s theses may be subject to an embargo due to patent applications or the inclusion of data covered by a confidentiality agreement.

There are two types of embargo possible:

• Full Embargo : Restriction on publication on the internet and KU Leuven’s intranet (the thesis will not be publicly available or accessible to individuals with KU Leuven network access via the library catalogue Limo).
• Partial Embargo: Restriction on publication on the internet (the thesis will not be publicly available but will remain accessible to individuals with KU Leuven network access via the library catalogue Limo).

If a master’s thesis needs to remain confidential for specific reasons, the student (with the approval of the supervisor and thesis coordinator) can request an embargo on disclosure using this application form . Requests for embargo must be submitted no later than 5 weeks before the thesis defence.

If you are conducting research within a company or organisation, usually as part of your bachelor's or master's thesis, it may involve:

• research without interaction with the company or organisation
• research with interaction with the company or organisation

For research without interaction , a contract is not mandatory, but it does provide the benefit of clear agreements and the rights and obligations of all parties. If a contract is required, the KU Leuven model agreement for research without interaction (NL) with the organisation should be used.

For research involving interaction by a KU Leuven student in an external company or organisation, the KU Leuven model agreement for an internship and/or research (NL) must be used, with a clear indication that the research is part of your master's thesis.

WRITING AND SUBMISSION

There are specific requirements for the cover page, the first page, the summary, and other elements of your master's thesis. Therefore, ensure you follow the guidelines regarding format and layout .

The process for submitting your master's thesis in KU Loket is described in a step-by-step plan . Additionally, there are specific guidelines for students and a technical manual . Be sure to also read through the FAQ .

Always adhere strictly to the deadlines for uploading your thesis.

KU Leuven offers various workshops on Working on Your Master's Thesis, including practical tips and more specialised workshops.

At the end of the master's thesis, the student defends their work before a defence committee , which consists of at least the supervisor, any co-supervisors, and readers.

The committee uses an assessment rubric and a rating scale to determine whether and to what extent the objectives have been achieved. Four ratings are given: one from the supervisor, one from each of the readers, and one for the defence (by the entire committee). These scores are weighted and combined to determine the overall score.

The defence of the master's thesis takes place at fixed times during the academic year, namely at the end of the examination periods in January, June, or September. Read the full explanation about the defence (committee and defence times), graduation, the assessment rubric, and the final score.

GRADUATION IN JANUARY

Students who only need to complete their master's thesis or internship and have a maximum of two first-semester courses left to complete can submit a request to graduate in January.

The online application form will be available from December 1 to December 15.

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Master of Science in Environmental Health Sciences: Thesis

Degree at a glance.

Customize your education Select your academic focus area Areas of emphasis

Culminating experience Research and present a master’s thesis Student projects

Tuition & funding support $20,850 for annual in-state tuition and fees Funding support

Careers 1:1 career advising and internship support Career support

Areas of emphasis and required courses

A 21-month, research-based degree program for students who want specialized training in the practice of environmental public health, environmental toxicology, exposure science, infectious diseases, occupational hygiene, One Health or our customizable iindividualized track.

During the application process, students rank their top areas of emphasis and can change their selection until the end of their first quarter. 

Choose your area of emphasis

Learn more  

Occupational Hygiene

Exposure science, view degree requirements and competencies.

General Environmental Public Health Environmental Toxicology Occupational Hygiene Exposure Science Infectious Diseases One Health

Culminating experience

As a culminating experience, you will present a research thesis after formulating a hypothesis and designing an experiment to test it, with the goal of advancing knowledge in environmental and occupational health.

Recent student projects

Niloufar Ghodsian

Health effects of exposure to cannabis in workers in an indoor growing facility

MS (Thesis) | Exposure Science (ES) 2019 | Christopher D. Simpson

Seth G. McGrew

New insights from a study of chlorpyrifos toxicology in humans

MS (Thesis) | Environmental Health (EH) 2018 | Lianne Sheppard

The role of ambient particulate matter air pollution in cutaneous malignant melanoma and non-melanoma skin cancer in the Women's Health Initiative

MS (Thesis) | Environmental Toxicology (Tox) 2020 | Sverre Vedal

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• Traineeships, fellowships, research and teaching assistantships and other funding opportunities can help students reduce costs of attendance.
• MS and PhD students from 16 Western states and territories pay in-state tuition.

Learn about tuition and funding support

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DEOHS’s dedicated internship and career services manager provides DEOHS graduate students with:

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Masters Thesis vs. PhD Dissertation: Key Differences

Whether you are a graduate student just starting out in academia or a professor advising a student, making the distinction between a dissertation and a thesis is critically important to writing a strong dissertation and becoming a stronger writer. Unfortunately, the difference remains unclear since the terms are used interchangeably by graduate students, doctoral researchers, academic publishers & universities.

If you’re not sure whether you’re writing a thesis or a dissertation, this article will help you understand the differences between the two whether you’re a PhD or master’s degree student.

Main Differences Between a Dissertation and a Thesis

While theses and dissertations share many similarities (they are both advanced graduate research papers), they actually refer to two different types of academic writing, and their differences include important concepts such as scope, purpose, length, and research requirements.

Most importantly, the difference between a thesis and a dissertation depends on the level of education. Far beyond being a simple essay, a thesis is for graduate students pursuing a master’s degree while a dissertation is written by doctoral students, also referred to as PhD candidates.

There are a few key differences between a thesis versus a dissertation.

The biggest difference between a thesis and a dissertation is that a thesis makes arguments based on existing research. Meanwhile, a dissertation often requires the PhD candidate to conduct research and then perform an analysis.

More specifically, a thesis often takes the form of a literature review , which is a compilation of research knowledge in a particular field of study that proves one is competent in that subject. On the other hand, a dissertation is a more specific type of research paper written by those working toward a specific doctorate degree that contributes knowledge, theory, or methods to a field of study.

What is a master’s thesis?

A master’s thesis is an academic research paper that requires a greater degree of research than an undergraduate thesis or term paper. It is marked by a higher standard of writing, and students are expected to demonstrate competence, literacy, and mastery of a subject. It usually takes two or three years to complete. Finally, a master’s degree thesis is usually written in order to obtain a research degree and is not intended to be published separately.

What is a PhD dissertation?

A PhD dissertation is a substantial piece of independent research that is required of all students who are pursuing a doctorate degree. It is a piece of original work that has not been published elsewhere and, most importantly, makes a new contribution to the field. This contribution may be a new way of thinking about an existing topic or even a novel theory. The research performed for a dissertation is usually conducted over a period of several years to half a decade.

Features of a Master’s Thesis vs PhD Dissertation

-Original and novel testing of ideas and a hypothesis -An independent work or experimentation -Demonstrated competence and understanding of industry techniques as well as their limitations -Thorough knowledge of the literature -Ability to use synthesize and criticize the literature for the research topic -Ability to present the work in an academic capacity (conference, seminar, recitation, defense, etc.)

-All of the above characteristics -A novel contribution to the scientific literature not published previously -Original research produced directly by the author (graduate student) -A clear research question/hypothesis clearly answered (or falsified) -Advances in methods, observations, interpretation, etc.

Content and Structural Differences

So how is dissertation writing different from thesis writing?

Now that you know the definitions of a dissertation and thesis, let’s dive into some clear ways in which they differ in structure and other main characteristics.

How long is a thesis vs dissertation?

Length is the most obvious factor in differentiating between writing a thesis or dissertation. 

Generally, a doctoral dissertation has greater breadth, depth, and intention than a master’s thesis since it is based on original research. While the standard length of a master’s thesis is around 100 pages , a doctoral dissertation can be upwards of 400-500 pages. 

While most students can finish their PhD dissertation or thesis in as little as 1-2 years, it can take as long as 7 years depending on the school, program, and dissertation topic. As doctoral programs have their own formatting requirements, check with your school or university to find out what you need for your own dissertation or thesis. Most dissertations are organized into chapters, but the number of chapters varies as well.

Differences in research methods

A thesis and dissertation are both graduate-level research reports. This means they require students to investigate and report on a specific topic. But what is the difference in the scale of research between a master’s versus doctoral degree? The answer comes down to how much and what type of data you collect .

Data sources for a thesis vs dissertation

A master’s thesis is limited to secondary or reported knowledge . This knowledge has already been published, analyzed, and scrutinized in the literature. A thesis does not typically offer anything new in that regard. Your purpose is usually to write a comprehensive literature review on a novel or underreported topic using already-reported data.

-Academic journal articles -Scholarly books and publications -Academic periodicals and magazines -Survey reportsIndustry and corporate reports -Government data (census, environmental, etc.) -Published statistics -Prior studies

On the other hand, a doctoral dissertation reports on  novel data  and is published so it can be scrutinized by others. It culminates in your dissertation defense.

-All of the above sources -Laboratory experiments and investigations (e.g. basic sciences) -First-hand surveys, interviews, and focus groups (e.g. psychology, social sciences) -Unpublished data (i.e. verified data from experiments but too narrow to publish) -Abstracts, reviews, and conference presentations by other researchers

The above lists clearly show that a PhD researcher and dissertation writer must have specific hands-on experience about not only the result of others’ research but also how the researchers obtained the data. A dissertation must venture into criticism of how other studies performed their experiments, whereas a master’s student will only report on and evaluate the results.

Differences in research scope 

As mentioned above, a thesis is more of a literature review written to demonstrate competence and mastery of a field of study. In short, you are a reliable “reporter” of information related to that subject. A thesis shows that you know the technical jargon, understand the subject, are familiar with industry tools, and can translate that information to a general audience. This is why a master’s degree is sufficient and often preferred for industry jobs.

In contrast, a doctoral dissertation goes beyond simply using the building blocks of your subject and actually creates new tools, knowledge, and theories to advance the subject as a whole. If a master’s degree holder is like a seasoned Rolling Stone journalist, then a doctorate is the band/musician who actually makes the music.

So should you pursue a thesis or a dissertation?

The benefits of earning a graduate degree are huge. According to the US Census Bureau , those with an advanced degree earn 3.7 times as much as a high school dropout, and 13.1% hold a master’s, professional, or doctorate degree. If you’re a curious undergraduate student thinking of applying to graduate school, which is the right choice?

In short, a dissertation is more focused and in-depth than a thesis. While a doctoral dissertation is based on original research, a thesis is often an extension or review of others’ research in order to demonstrate literacy. Further, a dissertation can be used as the basis or subject of a thesis, but not vice versa.

Editing a Dissertation vs Thesis

So far, we’ve focused a lot on differences such as research and purpose, but in the end, a thesis or dissertation is a written document that requires skill, focus, discipline, subject knowledge, organization, and scheduling. 

For non-native English speakers, the challenge is especially difficult since English is the lingua franca of academia and research. 

How does an editing service improve your dissertation or thesis ?

From body spacing and pagination, to font size and citation formatting, the dissertation guidelines are exhaustive. Even worse, they vary by school. So besides the actual English writing and grammar, graduate students must worry about consistency, formatting, nomenclature, and terminology. That’s quite the burden!

This is why it’s very common for graduate students, especially ESL and foreign ones, to seek out dissertation editing services that specifically cater to the academic needs of researchers and students.

Here are just a few reasons why dissertation proofreading is so helpful and what these editors do:

• Correct grammar, punctuation, syntax, and structural errors
• Offer suggestions to rewrite, remove, and revise writing
• Ensure formatting and nomenclature are consistent
• Knowledgeable academic editors with master’s and PhD degrees
• Free up your time to focus on research, revisions, and content instead of looking for mistakes
• Provide a  language editing certificate , which may be necessary for non-native English-speaking students

Lastly, most PhD advisors recommend that students seek out professional editing services , specifically thesis editing or dissertation editing , since professors prefer to assess the actual research content of a dissertation, not mundane writing errors. Any graduate student reading this knows professors don’t like their time to be wasted! 

Be sure to check out other academic resources on how to improve your academic manuscript and the benefits of proofreading and editing.

And try the Wordvice FREE Citation Generator, which provides citations for four academic formatting styles:  APA Citation Generator , MLA Citation Generator , Chicago Citation Generator , and Vancouver Citation Generator .

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Use of "I", "we" and the passive voice in a scientific thesis [duplicate]

Possible Duplicate: Style Question: Use of “we” vs. “I” vs. passive voice in a dissertation

When the first person voice is used in scientific writing it is mostly used in the first person plural, as scientific papers almost always have more than one co-author, such as

We propose a new method to study cell differentiation in nematodes.

Often the "we" also includes the reader

We may see in Figure 4.2 that...

However, I am writing a thesis which means I am the only author and I even have to testify in writing that the work is my own and I did not receive any help other than from the indicated sources. Therefore it seems I should use "I", but this seems to be very unusual in scientific writing and even discouraged as one may sound pretentious or self-absorbed. However, the alternative is to use the passive voice, which seems to be even more discouraged as it produces hard to read writing and indeed an entire thesis in the passive voice may be indigestible for any reader.

So far, I used the second form of "we" extensively that includes me and the reader. This form is often natural when describing mathematical derivations as the truth is objective and it suggests that I am taking the reader by the hand and walking her through the process. Still, I'm trying not do overdo this form.

However, eventually I will need to refer to methods that I propose and choices that I have made. Should I just follow scientific convention and use "we" although it is factually inaccurate or indeed write in the scorned-upon "I"?

• writing-style
• mathematics
• passive-voice
• personal-pronouns

• 3 In your particular case, an inclusive we could be used to recognize the nematodes collaboration :) –  Dr. belisarius Commented May 10, 2011 at 13:01
• 3 I find the use of "we" odd if there is only one author. I read a paper by a single author recently and he consistently wrote things like "we propose...", "we then present..." and I kept thinking, wait, who did you work with? –  Flash Commented May 10, 2011 at 14:08
• 2 @Andrew: Seriously? You read academic papers, and you're not at least aware of the convention? You might not endorse it, but you could just accept it as something some people do. –  FumbleFingers Commented May 10, 2011 at 22:05
• 1 @oceanhug: Probably saying nothing you don't already know, but bear in mind this sort of question could become a bit of a 'poll'. And there will be plenty of people who actively dislike using the effectively 'singular we' in any context. Because of associations with the 'academic old guard', the 'regal we', whatever. Or in solidarity with the march towards 'individualism' that marks Western civilisation. You, on the other hand, have a thesis to write. –  FumbleFingers Commented May 10, 2011 at 22:58
• I have seen academic papers by a single author using I . However I agree with FumbleFingers that most of the time you would use we , and that I sounds strange in an academic paper. Personally, if I were to read your thesis and saw we , I wouldn't find it as an implication that you were not the only author of the work. Also, I assume you will have a thesis supervisor, who is also responsible to check (and possibly approve) your work, so you can include him/her in the we . –  nico Commented May 11, 2011 at 6:47

6 Answers 6

I tried to use "I" in the first version of my thesis (in mathematics). When my advisor suggested corrections, the most detailed and strongly-worded of them was to use "we"; later, I asked another young professor whether one could use "I" and she said "Only if you want to sound like an arrogant bastard", and observed that only old people with established reputations can get away with it.

My extremely informal recollection of some articles that are more than, say, forty years old is that the singular is used more often, so what she says may be true but for a different reason than simple pride. The modern culture may disparage apparent displays of ego simply because of the greater prevalence of collaboration, whether or not your paper is a product of it. This is complete speculation, though.

I disagreed with the change at the time but acquiesced anyway, and now, with distance, I realize that it was a good idea. Scattering the paper with "I" draws attention to the author, and especially in mathematical writing, the prose is filled with impersonal subjects (that is, you often don't mean "I" literally, as in "If y = f(x), then we have an equation..."). Using "we" allows it to simply sink into the background, where it belongs. If it's your thesis, you don't have to put any special effort into reminding the reader who is talking, just like in an essay, they used to tell me not to say "in my opinion" before stating it.

EDIT: Oh, I forgot entirely about "the author". I hate that phrase, because it is just as inconsistent with "we" as with "I" and disingenuous to boot. If you have to make a truly personal remark, just say "I", and perhaps set off the entire comment by "Personally..." or something like that.

• 3 Excellent answer. I totally agree on all points, which you express well. Egalitarianism, individualism, or whatever may push for the first person singular, but it's distracting in serious academic texts. Though I don't have a big problem with ' the author ' once (maybe twice). –  FumbleFingers Commented May 10, 2011 at 22:14
• 7 We think you’ve hit the nail on the head with your speculation. –  Konrad Rudolph Commented May 11, 2011 at 14:23
• 1 -1; I strongly disagree. Moreover, the APA (and perhaps other) style manuals disagree. The persistence of using the passive voice to minimize the use of first person pronouns is a historical affectation that most of us have been trained from a young age to slavishly employ. However, it tends to yield awkward prose that is hard to read. If the greatest crime that must be committed is either "egotism" or "lack of clarity", I certainly choose to be egotistic. –  russellpierce Commented Oct 23, 2012 at 16:06
• 6 @RyanReich: You know that a down-vote is not a personal criticism right? –  russellpierce Commented Dec 24, 2012 at 14:45
• 2 @russellpierce. There are enough people around saying "never use passive voice" that they need to be argued against. The passive voice should be used whenever it improves your prose, and this happens moderately often. If you look at some early scientific papers, the incessant use of the first person pronoun can be really distracting, and many of these uses can be avoided using the passive voice. –  Peter Shor Commented Oct 16, 2017 at 16:00

I don't think there's anything wrong with using we in single-author scientific journal papers. It's the tradition, and if you use I in scientific papers it stands out, not necessarily in a good way. On the other hand, a PhD thesis is not a scientific journal paper, but a PhD thesis, and if you want to use I in it I don't see anything wrong with that.

The passive voice should not be used to avoid writing I or we . If the entire thesis is written in the passive voice, it is much harder to read, and the sentences within it 1 have to be reworded awkwardly so that some good transitions between the sentences within a paragraph are lost. On the other hand, if some sentences seem to require the passive voice, by all means those sentences should be written in the passive voice. But the passive voice should only be used where it is justified, that is, where its use improves readability of the thesis.

1 See how much better your sentences would read here.

• Shor: In the end I mostly go with @Ryan Reich's answer, but you and @Rafael Beraldo make additional important points. I'm minded to say that - probably with no concious effort on your part - you only used I once in your second paragraph. And that was only to quote the word. When I compare my sentences here with yours, I think yours look more authoritative, academic, educational, etc. You say you don't see anything wrong with I, but I bet you wouldn't use it in OP's position lol –  FumbleFingers Commented May 10, 2011 at 22:47
• 3 @FumbleFingers: The lack of pronouns I and you in my second paragraph was quite deliberate, and took some effort. –  Peter Shor Commented May 11, 2011 at 1:30
• Shor: Ah. Well, it was worth the effort from my point of view, if that's any recompense for your labours. But I notice you don't deny you'd avoid using I in a thesis yourself, even if you wouldn't think of that as particularly wrong on the part of someone else. –  FumbleFingers Commented May 11, 2011 at 2:40
• @FumbleFingers: I've only written one thesis, and the pronoun we is the one I mainly used in it. –  Peter Shor Commented May 11, 2011 at 10:30
• 1 some authors use I instead of we when only one author: link.springer.com/article/10.1007%2Fs00114-008-0435-3 –  Tomas Commented Apr 13, 2016 at 10:39

By all means write "I". By an amusing coincidence, I have in front of me the article Deformations of Symmetric Products , a proceedings article published by Princeton University Press. The author is the late George R. Kempf, a distinguished algebraic geometer, and on the very first page I read [not we read:-)]: "My proof uses heavily the deformation theory..." . And on the second page "I will use without particular references standard facts from deformation theory". I could give any number of examples: this usage is quite widespread.

• 1 The very example you give supports the opposite view. As a ' distinguished algebraic geometer ', of course Kempf could get away with "I" if he wanted to be self-indulgent. It may become less noticed in future, but in the here and now many (including perhaps those who will assess OP's thesis) both notice and deplore it. –  FumbleFingers Commented May 10, 2011 at 22:22
• 1 @FumbleFingers: I just gave a factual reference to show that "I" is indeed used. Calling the late George Kempf self-indulgent is rather insulting. –  Georges Elencwajg Commented May 11, 2011 at 9:52
• 1 I have no opinion on Kempf. Perhaps I should have used less loaded phrasing. I just meant that what's appropriate / acceptable for distinguished academicians isn't necessarily the best option for a somewhat more humble thesis-writer. Okay, it was OTT to baldly say your example supports the opposite view. But depending how you look at things, it supports either or neither position. –  FumbleFingers Commented May 11, 2011 at 13:44

Many people in academia encourage the use of “we” instead of “I”, although many other people don’t — I can easily remember that Chomsky, at least in Aspects of the Theory of Syntax , do use the first-person singular. Personally, I prefer to use “I”, if I’m the only author. I believe that it sounds much better, not to mention, humbler.

If you have an adviser, then you should really ask him. If you’re writing for a journal, see if they have published articles in which the author use “I” instead of “we”.

• 1 I like @Ryan Reich's answer better, to be honest. But you make the important additional point that much academic output can and should be guided by what's expected in context . Ask your advisor, mentor, editor or whatever if you don't already know that context. Don't do the 'unexpected' without being aware you're doing it, and having some idea how it'll go down. That would hardly be a rigorous academic approach. –  FumbleFingers Commented May 10, 2011 at 22:33
• @FumbleFingers, thank you. For some reason, I find the use of “we” to be conservative. Although science is not a solo task,there is nothing bad in remembering the reader that this is only your interpretation and findings about the subject. This is less obvious when reading seminal books on any area — by saying “I”, the author reminds us that he is human, and not a king ruling. –  rberaldo Commented May 10, 2011 at 22:54
• I think it's a finely-balanced thing, and all your arguments carry weight. The bottom line for OP should be 'ask the man', but we can afford to have our own personal positions. I only wrote one thesis, decades ago, and I bet I never used "I" once. Since then I've been in programming, and I nearly always use "we" in comments (in code that I wrote alone), even though most of that code was never likely to even be read by anyone except me. YMMD –  FumbleFingers Commented May 10, 2011 at 23:19

Remember that in situations like this, it is common for the author to refer to himself as "this author," e.g., "This author proposes a novel solution to the problem of X."

• In general this author is used only for personal opinions. "This author believes that the statistical tools used in most previous articles on this topic are inadequate" , but not "this author collected samples ..." –  Peter Shor Commented Nov 1, 2018 at 11:45

How about using neither? What about using factual voice instead :

"A new method to study cell differentiation in nematodes is proposed.""A new method to study cell differentiation in nematodes will be proposed." or "Figure 4.2 shows that..."

"A new method to study cell differentiation in nematodes will be proposed."

Was Replaced with :

"A new method to study cell differentiation in nematodes is proposed."

in accordance with suggestions (details in comments below).

• 4 That is passive. Nothing wrong with it, but that's what it is. –  Cerberus - Reinstate Monica Commented May 10, 2011 at 12:09
• 1 Nix the "will be" with "has been". I recommend using positive and factual statements, and not futuristic promises. By the time someone reads this, the works has already been done, and has been reported on. –  John Alexiou Commented May 10, 2011 at 16:33
• 2 "Figure 4.2 shows that..." Good: definitely an improvement over the original. "A new method to study cell differentiation in nematodes will be proposed." Terrible: this kind of use of the passive voice to avoid writing we or I makes papers much harder to read. –  Peter Shor Commented May 10, 2011 at 18:19
• #Peter : Thanks , What about "A new method to study cell differentiation in nematodes is proposed."? –  jimjim Commented May 10, 2011 at 22:27
• 2 @ja72: Not will be , not has been , A new method to study ... is proposed. You're proposing it as you write; the fact that the reader reads it later is completely immaterial; if you say has been , you are saying that you (or somebody else) proposed it in a previous paper. –  Peter Shor Commented Nov 1, 2018 at 11:36

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Home > ETD > Science Education > ETDM_SCIED

Science Education Master's Theses

Theses/dissertations from 2023 2023.

Assessment of students' mathematical ideas in decoding-representing-processing-implementing problem-solving process , John Lemer G. Bravo

The effects of strategic intervention material with Edpuzzle-hosted Video Lesson (EdSIM) as a remediation tool for Grade 9 students in solving problems involving triangle similarity and right triangles , Kim Gabrielle Marin Del Puerto

Analyzing the cognitive academic mathematical communication in an online distance learning for grade 11 , Mary Joyce N. Italia

Ethnomathematical practices in tahiti farming: Integration for a localized and authentic mathematics curriculum , Wrendell Coralde Juntilla

Promoting classroom dialogue through the use of teacher scheme for educational dialogue analysis (T-SEDA) , Aubrey D. Macaspac

Characterizing stem students’ engagement in model-making through the lens of Epistemologies in Practice (EIP) , Shermaine Baylon Pingol

Theses/Dissertations from 2022 2022

Problem-posing as an instructional strategy to improve engagement in a flexible learning environment , Randy Apolinario

Virtual simulation and home-based manipulatives: Improving the practice of physics teaching , Anna Carmela B. Bonifacio

The effects of bar model in the students' performance in solving word problems involving fractions , Jireh Anne G. Cancio

Design and implementation of performance-based assessment with metacognitive prompts in mathematics , Pamela Mae Y. Cerrado

Using metacognitive e-modules on cell cycle: Exploring students' conception and self-efficacy , Joyce Ann R. Dacumos

Historical vignettes: An approach to bring back students interest in science , Kristine Joyce G. dela Cruz

The use of model method in the improvement of students' performance in solving problems involving linear equations , Carlos R. Doria

Enhancing student learning in cell cycle using interactive and reflexive E-modules , Ana Marie A. Dungca

Students’ practical flexibility and potential flexibility in performing operations involving fractions , Joy Camille M. Faustino

Supplementing printed modular distance learning with teacher-made video-based learning materials in algebra , Richelle Ann C. Mangulabnan

Implementation of collaborative learning in an online mathematics class , Romyna Fortuna G. Mapile

Investigating students' proving process in geometry through the commognitive theory , Shawn Dale C. Mendoza

Efficacy of differentiated instruction on photosynthesis and cellular respiration using google classroom , Monique Soriano Molina

Enhancing the teaching of astronomy by integrating online interactive historical video vignettes , Sherwin D. Movilla

Enhancing students' conceptual understanding and engagement in learning genetics through mobile-friendly interactive multimedia learning module , Areeya Amor Dequillo Ongoco

Empowering feedback through communication channels to strengthen conceptual learning during modular distance learning , Nathalie Gaile R. Pantoja

Students' conceptual and procedural understanding of conic sections through online guided discovery learning , Rejean Mosuela Papa

A proposed environmental management model of Chemistry laboratory: From procedure awareness and laboratory practices to extent of conformance to environmental management system , Joysol B. Tamio

Discovering Grade 9 students' metacognition in mathematical problem solving: A case study , Jingye Zhan

Theses/Dissertations from 2021 2021

Development and validation of a nature of science-based online course in evolution by natural selection , Kenneth Ian Talosig Batac

Photovoice and photo-elicitation: Engaging participatory assessment on chemical reactions and equations towards multifaceted conception , Rick Jasper A. Carvajal

Enhancing conceptual understanding and environmental literacy using online learning modules on ecological systems , Geminna Wel C. del Rosario

Validation and reliability of Filipino Colorado Learning Attitudes about Science Survey (CLASS) , Mikka Angela A. Elviña

Improving students' concepts and confidence level in learning photosynthesis through 3-minute micro-lectures , Leonardo M. Francisco Jr.

Investigating mathematics teachers' perceived design thinking mindset and related factors , Melinda A. Gagaza

Math teachers' implementation of 5E instructional design in online distance learning: A case study , Abigail H. Gaon

Second generation of didactical Engineering: Development of an ethnogeometric teaching resource based on the Kalinga tribe's material culture , Julius Ceasar Hortelano

Students’ mathematics motivation and learning strategies towards academic performance , Angelyn Taberna Natividad

Assessing students' learning competencies and socio-emotional learning skills during online distance learning , Alicia Jane F.. Peras

Implementation and evaluation of home-based virtual learning program (HVLP) in teaching ecosystems , Jojo L. Potenciano

Design, implementation, and evaluation of an asynchronous learning module on symbolic logic for college deaf students , John Joseph E. Rivera

Using expressive writing tasks in reducing students' learning anxieties in an online chemistry class , Angelo Saja

The use of gamified differentiated homework in teaching General Chemistry 1 , Edelito G. Villamor

Basic arithmetic skills intervention for classes (B.A.S.I.C.): Towards improved arithmetic skills for junior high school mathematics , Kenneth Alex R. Villanueva

An investigation of students' van Hiele levels of geometric thinking based on Chinese Mathematics curriculum , Yu Zhang

Theses/Dissertations from 2019 2019

Fast feedback methods in G7 physics: Effects on conceptual mastery and intrinsic motivation , Karen R. Alcantara

Representational consistency, normalized gain and scientific reasoning among grade-11 students in physics , John Ray Stephen P. Arcillas

Interactive strategic intervention material (iSIM) in teaching chemistry for senior high school students-at-risk (STAR) , Enrique V. Austria

Grade 8 students’ level of conceptual change through the use of virtual and physical manipulation , Jesserene Prodigalidad Bantolo

Instilling citizenship science skills using project-based learning+1 pedagogy module among grade 9 learners , Stephen C. Capilitan

Technology-enhanced explicit vocabulary instruction in teaching biology: Improving scientific discourse and performance , Abigail A. Eval

Effects of block scheduling on grade 12 STEM students’ academic performance in general physics 1 , Marjorie A. Nariz

Effects of multiple representation in student’s metacognitive awareness and conceptual understanding in physical science: Mechanics , Mark Joseph F. Orillo

Teaching bioenergetics through guided experience approach and mobile devices: Towards meaningful learning , Rodel S. Pendergat

Physics Olympics: An innovative platform of performance tasks to enhance students’ motivation and learning , Fredyrose Ivan L. Pinar

Interactive engagement in rotational motion via flipped classroom and 5E instructional model , Jhoanne E. Rafon

Technology-integrated and brain-friendly teaching of biology: Effects on students' motivation, engagement, retention and understanding , Lourence E. Retone

Addressing learner errors through the S.E.R.O. model wrong answer note system , Ronald Christopher S. Reyes

Addressing the alternative conception of senior high school students in chemical kinetics , Marc Lancer J. Santos

The effectiveness of wait-time and inquiry-based learning in teaching evolution in grade 10 science , Allyza Mae R. Seraspi

Theses/Dissertations from 2018 2018

The effectiveness of using the 7E learning cycle model in grade 10 students' mathematics performance and motivation , Joan Marie T. Alegario

Integration of gamification in teaching grade 10 physics: Its effect on students motivation and performance , Hazel H. Arabeta

The effect of comic-based learning module in mechanics on students' understanding, motivation and attitude towards learning physics , Jeah May O. Badeo

Effects of historical physics vignettes on student's understanding on the nature of science and epistemological beliefs toward learning physics , Marc Vener C. Del Carmen

Improving students' performance, motivation, and learning attitude through influence-embedded physics instruction , Domarth Ace G. Duque

The effects of instructional scaffolding in students conceptual understanding, proving skills, attitudes and perceptions towards direct proofs of integers , Audric Curtis Pe Dy

The efficacy of creative play approach in teaching modern physics , Martin Antonio V. Frias

Using deep learning approach (DLA) in teaching gas laws , May Anne T. Lacse

Exploring senior high school STEM students' critical thinking skills and metacognitive functions in solving non-routine mathematical problems , Meriam J. Lepasana

Use of socio-scientific issues-based module in teaching biodiversity , Camille S. Mandapat

Development and validation of pre-assessment tools in grade 7 physics , Edwin A. Rieza Jr.

Learning molecular genetics in a metacognitive-oriented environment , Richard Deanne C. Sagun

Integration of historical chemistry vignettes on students' understanding of the nature of science , Jan B. Sarmiento

Theses/Dissertations from 2017 2017

Investigating the effect of gamifying a physics course to student motivation, engagement and performance , Coleen M. Amado

Scientific reasoning across grades 7-11 in the K-12 curriculum , Isalyn F. Camungol

Describing students' problem-solving in differential calculus through metacognition and attitude in mathematics , Joanne R. Casanova

Teachers implementation of the new grade 7 mathematics curriculum in selected schools: Opportunities for improvement , Anthony C. Castro

Comparative study of students performance in Newtonian physics , Jhoanne Catindig

The impact of the station rotation model in grade 11 STEM students' learning: A blended learning approach to teaching trigonometric functions , Carlo R. Dela Cruz

Use of guided inquiry with interactive simulations to enhance students conceptual understanding and attitude towards learning forces, motion and mechanical energy , Ma. Kristine L. Estipular

Metacognitive awareness and conceptual understanding in flipped physics classroom , Jaypee M. Limueco

The ultimate chemistry experience: A gamified learning system to improve student motivation and learning , Ronadane Narido Liwanag

The impact of a metacognitive intervention using I.M.P.R.O.V.E. model on grade 7 students' metacognitive awareness and mathematics achievement , Napoleon A. Montero III

Use of statistical investigation in assessing student's understanding and performance statistics , Jessica T. Obrial

Assessing the electric circuits conceptions of technical vocational education students , Jasmin Elena Boñon Orolfo

Gamified physics instruction in a reformatory classroom context , Analyn N. Tolentino

The implementation of the mother tongue-based multilingual education policy in mathematics education , Katherine Therese S. Tungul

Effect of vocabulary learning strategies on word and concept retention among different learning styles , Roxanne Diane R. Uy

Theses/Dissertations from 2016 2016

Gamification: Enhancing students' motivation and performance in grade 10 physics , Ma. Krisitina B. Dela Cruz

The effectiveness of using the 7E learning cycle model in the learning achievement of the grade 8 learners with different science views , Theresann T. Hernandez

The development and validation of Grade Eight physics test in the K-12 science curriculum , Arnel A. Lorenzana

The laboratory performance, anxiety level, and perceptions of Grade-8 students at Tanza National Trade School toward a guided inquiry physics experiment , Luzette Divina Oraa

Development and implementation of RME-based lessons on sinusoidal functions using geogebra , Maria Celeste R. Rellosa

Theses/Dissertations from 2015 2015

Assessing the mathematics performance of grade 8 students as basis for enhancing instruction and aligning with K to 12 competencies , Romee Nicker A. Capate

Mathematics teachers' perceived preparedness in the senior high school modelling program , Von Christopher G. Chua

An assessment of number sense among Grade 7 students of De La Salle University Integrated School , Perlita Torrente Padua

An investigation of the problem posing skills of selected college students in business mathematics , Geoffrey Reuel J. Pasague

Students' conceptions of forces: Similarities and differences among grade six and grade ten students , May R. Ronda

Effects of Geogebra on students' attitudes and achievement in learning quadratic functions, equations and inequalities , John Nico A. Urgena

Theses/Dissertations from 2014 2014

Behavior of gases: Describing students understanding pattern and experience variation through phenomenographic approach , Ranie G. Abia

Developing scientific reasoning skills using interactive applications , Genevieve Arizala Pillar

Students' understanding of stoichiometry using BPR holistic approach , Relen-Job M. Tolosa

Theses/Dissertations from 2013 2013

The Development of a Mechanics Science KIT and POGIL-Based laboratory manual for High School Physics , Michael A. Chiao

Students conceptual understanding, metacognitive awareness, and perceived academic self-efficacy in a POGIL-based lesson on organic reactions , Gabriel M. Mozo

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What a Thesis Paper is and How to Write One

From choosing a topic and conducting research to crafting a strong argument, writing a thesis paper can be a rewarding experience.

It can also be a challenging experience. If you've never written a thesis paper before, you may not know where to start. You may not even be sure exactly what a thesis paper is. But don't worry; the right support and resources can help you navigate this writing process.

What is a Thesis Paper?

A thesis paper is a type of academic essay that you might write as a graduation requirement for certain bachelor's, master's or honors programs. Thesis papers present your own original research or analysis on a specific topic related to your field.

“In some ways, a thesis paper can look a lot like a novella,” said Shana Chartier , director of information literacy at Southern New Hampshire University (SNHU). “It’s too short to be a full-length novel, but with the standard size of 40-60 pages (for a bachelor’s) and 60-100 pages (for a master’s), it is a robust exploration of a topic, explaining one’s understanding of a topic based on personal research.”

Chartier has worked in academia for over 13 years and at SNHU for nearly eight. In her role as an instructor and director, Chartier has helped to guide students through the writing process, like editing and providing resources.

Chartier has written and published academic papers such as "Augmented Reality Gamifies the Library: A Ride Through the Technological Frontier" and "Going Beyond the One-Shot: Spiraling Information Literacy Across Four Years." Both of these academic papers required Chartier to have hands-on experience with the subject matter. Like a thesis paper, they also involved hypothesizing and doing original research to come to a conclusion.

“When writing a thesis paper, the importance of staying organized cannot be overstated,” said Chartier. “Mapping out each step of the way, making firm and soft deadlines... and having other pairs of eyes on your work to ensure academic accuracy and clean editing are crucial to writing a successful paper.”

How Do I Choose a Topic For My Thesis Paper?

What your thesis paper is for will determine some of the specific requirements and steps you might take, but the first step is usually the same: Choosing a topic.

“Choosing a topic can be daunting," said Rochelle Attari , a peer tutor at SNHU. "But if (you) stick with a subject (you're) interested in... choosing a topic is much more manageable.”

Similar to a thesis, Attari recently finished the capstone  for her bachelor’s in psychology . Her bachelor’s concentration is in forensics, and her capstone focused on the topic of using a combined therapy model for inmates who experience substance abuse issues to reduce recidivism.

“The hardest part was deciding what I wanted to focus on,” Attari said. “But once I nailed down my topic, each milestone was more straightforward.”

In her own writing experience, Attari said brainstorming was an important step when choosing her topic. She recommends writing down different ideas on a piece of paper and doing some preliminary research on what’s already been written on your topic.

By doing this exercise, you can narrow or broaden your ideas until you’ve found a topic you’re excited about. " Brainstorming is essential when writing a paper and is not a last-minute activity,” Attari said.

How Do I Structure My Thesis Paper?

Thesis papers tend to have a standard format with common sections as the building blocks.

While the structure Attari describes below will work for many theses, it’s important to double-check with your program to see if there are any specific requirements. Writing a thesis for a Master of Fine Arts, for example, might actually look more like a fiction novel.

According to Attari, a thesis paper is often structured with the following major sections:

Introduction

• Literature review
• Methods, results

Now, let’s take a closer look at what each different section should include.

Your introduction is your opportunity to present the topic of your thesis paper. In this section, you can explain why that topic is important. The introduction is also the place to include your thesis statement, which shows your stance in the paper.

Attari said that writing an introduction can be tricky, especially when you're trying to capture your reader’s attention and state your argument.

“I have found that starting with a statement of truth about a topic that pertains to an issue I am writing about typically does the trick,” Attari said. She demonstrated this advice in an example introduction she wrote for a paper on the effects of daylight in Alaska:

In the continental United States, we can always count on the sun rising and setting around the same time each day, but in Alaska, during certain times of the year, the sun rises and does not set for weeks. Research has shown that the sun provides vitamin D and is an essential part of our health, but little is known about how daylight twenty-four hours a day affects the circadian rhythm and sleep.

In the example Attari wrote, she introduces the topic and informs the reader what the paper will cover. Somewhere in her intro, she said she would also include her thesis statement, which might be:

Twenty-four hours of daylight over an extended period does not affect sleep patterns in humans and is not the cause of daytime fatigue in northern Alaska .

Literature Review

In the literature review, you'll look at what information is already out there about your topic. “This is where scholarly articles  about your topic are essential,” said Attari. “These articles will help you find the gap in research that you have identified and will also support your thesis statement."

Telling your reader what research has already been done will help them see how your research fits into the larger conversation. Most university libraries offer databases of scholarly/peer-reviewed articles that can be helpful in your search.

In the methods section of your thesis paper, you get to explain how you learned what you learned. This might include what experiment you conducted as a part of your independent research.

“For instance,” Attari said, “if you are a psychology major and have identified a gap in research on which therapies are effective for anxiety, your methods section would consist of the number of participants, the type of experiment and any other particulars you would use for that experiment.”

In this section, you'll explain the results of your study. For example, building on the psychology example Attari outlined, you might share self-reported anxiety levels for participants trying different kinds of therapies. To help you communicate your results clearly, you might include data, charts, tables or other visualizations.

The discussion section of your thesis paper is where you will analyze and interpret the results you presented in the previous section. This is where you can discuss what your findings really mean or compare them to the research you found in your literature review.

The discussion section is your chance to show why the data you collected matters and how it fits into bigger conversations in your field.

The conclusion of your thesis paper is your opportunity to sum up your argument and leave your reader thinking about why your research matters.

Attari breaks the conclusion down into simple parts. “You restate the original issue and thesis statement, explain the experiment's results and discuss possible next steps for further research,” she said.

Find Your Program

Resources to help write your thesis paper.

While your thesis paper may be based on your independent research, writing it doesn’t have to be a solitary process. Asking for help and using the resources that are available to you can make the process easier.

If you're writing a thesis paper, some resources Chartier encourages you to use are:

• Citation Handbooks: An online citation guide or handbook can help you ensure your citations are correct. APA , MLA and Chicago styles have all published their own guides.
• Citation Generators: There are many citation generator tools that help you to create citations. Some — like RefWorks — even let you directly import citations from library databases as you research.
• Your Library's Website: Many academic and public libraries allow patrons to access resources like databases or FAQs. Some FAQs at the SNHU library that might be helpful in your thesis writing process include “ How do I read a scholarly article? ” or “ What is a research question and how do I develop one? ”

It can also be helpful to check out what coaching or tutoring options are available through your school. At SNHU, for example, the Academic Support Center offers writing and grammar workshops , and students can access 24/7 tutoring and 1:1 sessions with peer tutors, like Attari.

"Students can even submit their papers and receive written feedback... like revisions and editing suggestions," she said.

If you are writing a thesis paper, there are many resources available to you. It's a long paper, but with the right mindset and support, you can successfully navigate the process.

“Pace yourself,” said Chartier. “This is a marathon, not a sprint. Setting smaller goals to get to the big finish line can make the process seem less daunting, and remember to be proud of yourself and celebrate your accomplishment once you’re done. Writing a thesis is no small task, and it’s important work for the scholarly community.”

A degree can change your life. Choose your program  from 200+ SNHU degrees that can take you where you want to go.

Meg Palmer ’18 is a writer and scholar by trade who loves reading, riding her bike and singing in a barbershop quartet. She earned her bachelor’s degree in English, language and literature at Southern New Hampshire University (SNHU) and her master’s degree in writing, rhetoric and discourse at DePaul University (’20). While attending SNHU, she served as the editor-in-chief of the campus student newspaper, The Penmen Press, where she deepened her passion for writing. Meg is an adjunct professor at Johnson and Wales University, where she teaches first year writing, honors composition, and public speaking. Connect with her on LinkedIn .

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Academic Referencing: How to Cite a Research Paper

About southern new hampshire university.

SNHU is a nonprofit, accredited university with a mission to make high-quality education more accessible and affordable for everyone.

Founded in 1932, and online since 1995, we’ve helped countless students reach their goals with flexible, career-focused programs . Our 300-acre campus in Manchester, NH is home to over 3,000 students, and we serve over 135,000 students online. Visit our about SNHU  page to learn more about our mission, accreditations, leadership team, national recognitions and awards.

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How to Write a Thesis or Dissertation Conclusion

Published on September 6, 2022 by Tegan George and Shona McCombes. Revised on November 20, 2023.

The conclusion is the very last part of your thesis or dissertation . It should be concise and engaging, leaving your reader with a clear understanding of your main findings, as well as the answer to your research question .

In it, you should:

• Clearly state the answer to your main research question
• Summarize and reflect on your research process
• Make recommendations for future work on your thesis or dissertation topic
• Show what new knowledge you have contributed to your field
• Wrap up your thesis or dissertation

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Table of contents

Discussion vs. conclusion, how long should your conclusion be, step 1: answer your research question, step 2: summarize and reflect on your research, step 3: make future recommendations, step 4: emphasize your contributions to your field, step 5: wrap up your thesis or dissertation, full conclusion example, conclusion checklist, other interesting articles, frequently asked questions about conclusion sections.

While your conclusion contains similar elements to your discussion section , they are not the same thing.

Your conclusion should be shorter and more general than your discussion. Instead of repeating literature from your literature review , discussing specific research results , or interpreting your data in detail, concentrate on making broad statements that sum up the most important insights of your research.

As a rule of thumb, your conclusion should not introduce new data, interpretations, or arguments.

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Depending on whether you are writing a thesis or dissertation, your length will vary. Generally, a conclusion should make up around 5–7% of your overall word count.

An empirical scientific study will often have a short conclusion, concisely stating the main findings and recommendations for future research. A humanities dissertation topic or systematic review , on the other hand, might require more space to conclude its analysis, tying all the previous sections together in an overall argument.

Your conclusion should begin with the main question that your thesis or dissertation aimed to address. This is your final chance to show that you’ve done what you set out to do, so make sure to formulate a clear, concise answer.

• Don’t repeat a list of all the results that you already discussed
• Do synthesize them into a final takeaway that the reader will remember.

An empirical thesis or dissertation conclusion may begin like this:

A case study –based thesis or dissertation conclusion may begin like this:

In the second example, the research aim is not directly restated, but rather added implicitly to the statement. To avoid repeating yourself, it is helpful to reformulate your aims and questions into an overall statement of what you did and how you did it.

Your conclusion is an opportunity to remind your reader why you took the approach you did, what you expected to find, and how well the results matched your expectations.

To avoid repetition , consider writing more reflectively here, rather than just writing a summary of each preceding section. Consider mentioning the effectiveness of your methodology , or perhaps any new questions or unexpected insights that arose in the process.

You can also mention any limitations of your research, but only if you haven’t already included these in the discussion. Don’t dwell on them at length, though—focus on the positives of your work.

• While x limits the generalizability of the results, this approach provides new insight into y .
• This research clearly illustrates x , but it also raises the question of y .

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You may already have made a few recommendations for future research in your discussion section, but the conclusion is a good place to elaborate and look ahead, considering the implications of your findings in both theoretical and practical terms.

• Based on these conclusions, practitioners should consider …
• To better understand the implications of these results, future studies could address …
• Further research is needed to determine the causes of/effects of/relationship between …

When making recommendations for further research, be sure not to undermine your own work. Relatedly, while future studies might confirm, build on, or enrich your conclusions, they shouldn’t be required for your argument to feel complete. Your work should stand alone on its own merits.

Just as you should avoid too much self-criticism, you should also avoid exaggerating the applicability of your research. If you’re making recommendations for policy, business, or other practical implementations, it’s generally best to frame them as “shoulds” rather than “musts.” All in all, the purpose of academic research is to inform, explain, and explore—not to demand.

Make sure your reader is left with a strong impression of what your research has contributed to the state of your field.

Some strategies to achieve this include:

• Returning to your problem statement to explain how your research helps solve the problem
• Referring back to the literature review and showing how you have addressed a gap in knowledge
• Discussing how your findings confirm or challenge an existing theory or assumption

Again, avoid simply repeating what you’ve already covered in the discussion in your conclusion. Instead, pick out the most important points and sum them up succinctly, situating your project in a broader context.

The end is near! Once you’ve finished writing your conclusion, it’s time to wrap up your thesis or dissertation with a few final steps:

• It’s a good idea to write your abstract next, while the research is still fresh in your mind.
• Next, make sure your reference list is complete and correctly formatted. To speed up the process, you can use our free APA citation generator .
• Once you’ve added any appendices , you can create a table of contents and title page .
• Finally, read through the whole document again to make sure your thesis is clearly written and free from language errors. You can proofread it yourself , ask a friend, or consider Scribbr’s proofreading and editing service .

Here is an example of how you can write your conclusion section. Notice how it includes everything mentioned above:

V. Conclusion

The current research aimed to identify acoustic speech characteristics which mark the beginning of an exacerbation in COPD patients.

The central questions for this research were as follows: 1. Which acoustic measures extracted from read speech differ between COPD speakers in stable condition and healthy speakers? 2. In what ways does the speech of COPD patients during an exacerbation differ from speech of COPD patients during stable periods?

All recordings were aligned using a script. Subsequently, they were manually annotated to indicate respiratory actions such as inhaling and exhaling. The recordings of 9 stable COPD patients reading aloud were then compared with the recordings of 5 healthy control subjects reading aloud. The results showed a significant effect of condition on the number of in- and exhalations per syllable, the number of non-linguistic in- and exhalations per syllable, and the ratio of voiced and silence intervals. The number of in- and exhalations per syllable and the number of non-linguistic in- and exhalations per syllable were higher for COPD patients than for healthy controls, which confirmed both hypotheses.

However, the higher ratio of voiced and silence intervals for COPD patients compared to healthy controls was not in line with the hypotheses. This unpredicted result might have been caused by the different reading materials or recording procedures for both groups, or by a difference in reading skills. Moreover, there was a trend regarding the effect of condition on the number of syllables per breath group. The number of syllables per breath group was higher for healthy controls than for COPD patients, which was in line with the hypothesis. There was no effect of condition on pitch, intensity, center of gravity, pitch variability, speaking rate, or articulation rate.

This research has shown that the speech of COPD patients in exacerbation differs from the speech of COPD patients in stable condition. This might have potential for the detection of exacerbations. However, sustained vowels rarely occur in spontaneous speech. Therefore, the last two outcome measures might have greater potential for the detection of beginning exacerbations, but further research on the different outcome measures and their potential for the detection of exacerbations is needed due to the limitations of the current study.

Checklist: Conclusion

I have clearly and concisely answered the main research question .

I have summarized my overall argument or key takeaways.

I have mentioned any important limitations of the research.

I have given relevant recommendations .

I have clearly explained what my research has contributed to my field.

I have  not introduced any new data or arguments.

You've written a great conclusion! Use the other checklists to further improve 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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• Self-serving bias
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• Supervised vs. unsupervised learning

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In a thesis or dissertation, the discussion is an in-depth exploration of the results, going into detail about the meaning of your findings and citing relevant sources to put them in context.

The conclusion is more shorter and more general: it concisely answers your main research question and makes recommendations based on your overall findings.

While it may be tempting to present new arguments or evidence in your thesis or disseration conclusion , especially if you have a particularly striking argument you’d like to finish your analysis with, you shouldn’t. Theses and dissertations follow a more formal structure than this.

All your findings and arguments should be presented in the body of the text (more specifically in the discussion section and results section .) The conclusion is meant to summarize and reflect on the evidence and arguments you have already presented, not introduce new ones.

For a stronger dissertation conclusion , avoid including:

• Important evidence or analysis that wasn’t mentioned in the discussion section and results section
• Generic concluding phrases (e.g. “In conclusion …”)
• Weak statements that undermine your argument (e.g., “There are good points on both sides of this issue.”)

Your conclusion should leave the reader with a strong, decisive impression of your work.

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

The conclusion of your thesis or dissertation should include the following:

• A restatement of your research question
• A summary of your key arguments and/or results
• A short discussion of the implications of your research

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George, T. & McCombes, S. (2023, November 20). How to Write a Thesis or Dissertation Conclusion. Scribbr. Retrieved September 9, 2024, from https://www.scribbr.com/dissertation/write-conclusion/

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2024 Recipients of the Wolfe Fellowship

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The Faculty of Arts is pleased to announce that six PhD candidates have been awarded the 2024 Wolfe Fellowship.

The Wolfe Chair in Scientific and Technological Literacy supports the Wolfe Graduate Fellowship for McGill graduate students in the Faculty of Arts. The Fellowship supports the research of PhD candidates whose thesis work reflects the themes of the Chair, whose mandate is to conduct research, teach, and perform public outreach regarding the intellectual foundations, nature and methods of scientific and technological innovation and to provide support to well-rounded students capable of making constructive contributions to debates surrounding science, technology, and society.

Congratulations to all of this year’s recipients.

Discover the 2024 cohort of Wolfe Fellows

Discover the 2024 Wolfe Fellows

Name	Department:	Thesis subject/title *:
	Communication Studies	“Psychoanalysis for a Blue Humanities.”
	Art History and Communication Studies	“Long Time, First Time: A History of Call-In Radio in the United States and Canada 1945-1975.”
Jay Ritchie	English	Intermedia and the effects of digitality on poetic production, circulation, and reception from 1970 to 2020
	Anthropology	Temporary marriage among disadvantaged women in Iran
	Communication Studies
	School of Information Studies	Technologies to better support the interrelated needs of older adults living alone for physical activity.

* title mentioned where specified on the Wolfe webpage.

Emma Blackett (she/they), is a PhD candidate in Communication Studies whose work is informed by queer/feminist studies, psychoanalytic theory, film studies, and ecocriticism. Her dissertation, “Psychoanalysis for a Blue Humanities”, offers a critique of environmental subjectivity, taking as its premise the failure of public communications about ecological collapse to provoke action adequate to halting it.

Sadie Couture is a PhD candidate in the Department of Art History and Communication Studies at McGill University working at the intersection of media history, sound studies, and science and technology studies. During her tenure as a Wolfe Fellow, she will be working on my dissertation project, entitled “Long Time, First Time: A History of Call-In Radio in the United States and Canada 1945-1975” which focuses on the origins, development, and conventionalization of call-in radio and traces how technologies, policies, economies, and cultural desires impacted the format and pummeled it—imperfectly—into the shape it is today. Calling-in—using a telephone to connect to a radio station and subsequently be broadcast live—is simultaneously a technical process, a feedback system, satisfies the ‘public good’ criterion of many regulatory regimes, offers an additional way to shape an audience, and generates cheap, usable content.

Jay Ritchie, is a PhD candidate in the Department of English. His SSHRC CGS-funded doctoral research examines how poets created what Fluxus artist Dick Higgins called “intermedia” art, where two or more different artistic media are combined to create an artwork both between and beyond the artwork’s component media. Situating the turn towards intermedia in the context of the emergence of digital technology, his research examines the effects of digitality on poetic production, circulation, and reception from 1970 to 2020.

“Apart from providing vital, sustaining support for research and dissertation writing in the final year of my PhD, the Wolfe Fellowship allows me to attend conferences on digital media, the digital humanities, and science and technology more broadly,” says Jay. “The opportunity to share the research I have conducted while supported by the fellowship and to learn from other academics deepens my intellectual engagement with science and technology in the arts.”

Maryam Roosta , is a PhD candidate in the department of Anthropology at McGill University. Her doctoral dissertation is focused on the practice of temporary marriage among disadvantaged women in Iran. In Twelver Shi’a Islam, temporary marriage or mut’ah is a contract lasting anywhere from an hour to 99 years between a man and an unmarried woman. While mut’ah has traditionally been an urban phenomenon, the introduction of internet has reshaped the social arrangements between men and women who intend to contract mut’ah. Maryam’s research shows that to better understand the boundaries between mut’ah and transactional intimate relations is necessary to attend to the ways in which digital technologies such as the internet both enable and constrain women in contracting such relationships. In addition to Wolfe fellowship, her doctoral research is supported by the Fonds de Recherche du Québec - Société et Culture (FRQSC) and Wenner-Gren foundation.

Mehak Sawhney (she/her) is a PhD candidate and Vanier Canada Graduate Scholar in Communication Studies at McGill University. Her doctoral project titled Audible Waters: Sounding and Surveilling the Indian Ocean traces the production of oceanic territory through underwater sonic technologies in postcolonial India and the subcontinental Indian Ocean. Through a focus on hydrography, military security, conservation, and resource extraction, the project explores the politics of underwater monitoring technologies such as sonars as well as scientific disciplines such as underwater acoustics and bioacoustics. In so doing the project offers media theoretical reflections on the idea of the planetary, ongoing submarine colonialisms, and geopolitically situated ways to think about the relationship between sound, media and the environment.

“The Wolfe fellowship will support me in completing my dissertation as a final year PhD candidate at McGill,” says Mehak. “My dissertation titled Audible Waters: Sounding and Surveilling the Indian Ocean focuses on the production of oceanic territory through underwater sonic technologies in postcolonial India and the subcontinental Indian Ocean. It is based on ethnographic and archival research in India and the US. The fellowship will be very helpful in supporting my work and stay for the next academic session as an international student in Canada.”

Muhe Yang is a PhD candidate in the School of Information Studies at McGill University. Her doctoral research investigates how to design technologies to better support the interrelated needs of older adults living alone for physical activity. Older adults engage in physical activity for myriad purposes, including health benefits, associated sensory pleasures, and increased opportunities of socializing. Yet, older adults, especially those living alone, often encounter various barriers to maintaining their exercise routines, contributing to inactivity and falling short of recommended physical activity levels. Those barriers, including health problems, lack of motivation and social support, lack of exercise resources, not only span across individual, social, and environmental levels but also are often interrelated, as revealed in Muhe’s research findings to date.

For more information on the Wolfe Fellows please visit the Wolfe Fellowship homepage . 

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