key words for thesis

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Title, Abstract and Keywords

The importance of titles.

The title of your manuscript is usually the first introduction readers (and reviewers) have to your work. Therefore, you must select a title that grabs attention, accurately describes the contents of your manuscript, and makes people want to read further.

An effective title should:

• Convey the  main topics  of the study
• Highlight the  importance  of the research
• Be  concise
• Attract  readers

Writing a good title for your manuscript can be challenging. First, list the topics covered by the manuscript. Try to put all of the topics together in the title using as few words as possible. A title that is too long will seem clumsy, annoy readers, and probably not meet journal requirements.

Does Vaccinating Children and Adolescents with Inactivated Influenza Virus Inhibit the Spread of Influenza in Unimmunized Residents of Rural Communities?

This title has too many unnecessary words.

Influenza Vaccination of Children: A Randomized Trial

This title doesn’t give enough information about what makes the manuscript interesting.

Effect of Child Influenza Vaccination on Infection Rates in Rural Communities: A Randomized Trial This is an effective title. It is short, easy to understand, and conveys the important aspects of the research.

Think about why your research will be of interest to other scientists. This should be related to the reason you decided to study the topic. If your title makes this clear, it will likely attract more readers to your manuscript. TIP: Write down a few possible titles, and then select the best to refine further. Ask your colleagues their opinion. Spending the time needed to do this will result in a better title.

Abstract and Keywords

The Abstract is:

• A  summary  of the content of the journal manuscript
• A time-saving  shortcut  for busy researchers
• A guide to the most important parts of your manuscript’s written content

Many readers will only read the Abstract of your manuscript. Therefore, it has to be able to  stand alone . In most cases the abstract is the only part of your article that appears in indexing databases such as Web of Science or PubMed and so will be the most accessed part of your article; making a good impression will encourage researchers to read your full paper.

A well written abstract can also help speed up the peer-review process. During peer review, referees are usually only sent the abstract when invited to review the paper. Therefore, the abstract needs to contain enough information about the paper to allow referees to make a judgement as to whether they have enough expertise to review the paper and be engaging enough for them to want to review it.

Your Abstract should answer these questions about your manuscript:

• What was done?
• Why did you do it?
• What did you find?
• Why are these findings useful and important?

Answering these questions lets readers know the most important points about your study, and helps them decide whether they want to read the rest of the paper. Make sure you follow the proper journal manuscript formatting guidelines when preparing your abstract.

TIP: Journals often set a maximum word count for Abstracts, often 250 words, and no citations. This is to ensure that the full Abstract appears in indexing services.

Keywords  are a tool to help indexers and search engines find relevant papers. If database search engines can find your journal manuscript, readers will be able to find it too. This will increase the number of people reading your manuscript, and likely lead to more citations.

However, to be effective, Keywords must be chosen carefully. They should:

• Represent  the content of your manuscript
• Be  specific  to your field or sub-field

Manuscript title:  Direct observation of nonlinear optics in an isolated carbon nanotube

Poor keywords:  molecule, optics, lasers, energy lifetime

Better keywords:  single-molecule interaction, Kerr effect, carbon nanotubes, energy level structure

Manuscript title:  Region-specific neuronal degeneration after okadaic acid administration Poor keywords:  neuron, brain, OA (an abbreviation), regional-specific neuronal degeneration, signaling

Better keywords:  neurodegenerative diseases; CA1 region, hippocampal; okadaic acid; neurotoxins; MAP kinase signaling system; cell death

Manuscript title:  Increases in levels of sediment transport at former glacial-interglacial transitions

Poor keywords:  climate change, erosion, plant effects Better keywords:  quaternary climate change, soil erosion, bioturbation

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Guidelines for selecting keywords

An important part of submitting your thesis or dissertation is selecting keywords and subject categories. These elements become part of the information about your thesis or dissertation and will help other researchers to find your work.

Follow these guidelines:

• You must have at least one keyword. You can enter up to 6 keywords for your thesis or dissertation.
• Capitalize the first letter of keywords. If your keyword is a phrase, capitalize only the first letter of the first word, for example: Business administration . If your keyword is a proper name, capitalize the first letter of each word, for example: Mississippi River .
• Use full phrases rather than acronyms or abbreviations. For example, use Health Maintenance Organization rather than HMO .
• Add a keyword if the concept or concepts covers at least 20% of your dissertation or thesis. Keywords should categorize your work as a whole, so focus on major concepts. It's OK to disregard minor aspects of your paper.
• Ask yourself what your dissertation or thesis is about. If you were searching for this topic, what keywords would help you find it?
• You may need more than one keyword or keyword phrase to adequately cover a concept.
• Keywords may be a single word or several words. Keywords may include phrases.
• Avoid bringing out every single concept with separate keywords when broader keyword(s) or keyword phrase(s) will do.
• If you have two or more keyword concepts that are equally important, assign multiple keywords.
• It may be useful to browse the ProQuest Subject Categories list to help you think of keywords.

If you have questions on selecting keywords or categories, contact the IT Service Desk ( Submit a Ticket or Start a Live Chat ) and ask for an ETDR consultant.

• Updated: 7/14/23

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• Writing Tips

How to Choose the Best Keywords for Your Research Paper

• 6-minute read
• 29th July 2023

After writing a research paper, you will want others to find your research online. But how? Through social media? By telling your friends? You could. The only thing is that scholars and researchers typically find research through academic databases and search engines. To get your research noticed, you need to include keywords in your paper. But why do keywords matter? How can you choose the right keywords?

We’ll answer these questions in this post. You’ll learn how to choose the best keywords for a research paper . Additionally, you’ll learn:

• The importance of keywords.
• Strategies for choosing quality keywords.
• Where to include keywords in a paper.

While keywords may seem insignificant, failing to include them is a mistake when writing research papers . Quality keywords accurately represent the content of your research, allowing scholars in your field to find it in an online search quickly.

Why Are Keywords Important?

Keywords make it easy for others to find your research in search engines and academic databases. Finding relevant research papers can be arduous, so readers circumvent this by using specific phrases and terms to find research that aligns with their interests. Therefore, you need to include keywords to match those phrases and terms. Without quality keywords, your research will end up in the academic abyss.

In short, keywords:

●  Produce precise search results.

●  Save researchers time and effort as they search for material.

●  Enhance discoverability (i.e., help others find your research fast).

●  Ensure that your paper is properly categorized in databases.

As a rule, you should choose five keywords maximum for research papers.

Strategies for Choosing Robust Keywords

1. avoid long phrases and ambiguity.

For keywords in research papers, most journals request phrases that are one to four words in length, meaning no complete sentences. Try using nouns whenever possible, and avoid using conjunctions such as and . It’s also worth mentioning that you should avoid using terms that are in your paper’s title.

Use distinct keywords that are directly related to your research. Generic terms don’t reflect specific terms that potential readers use during their search.

2. Consider Your Audience

Who is your targeted audience? Educators? Engineers? Consider potential terms or phrases your audience would use to search for your research, then modify chosen keywords to match your audience’s terminology. Understanding your audience is vital for creating quality keywords.

3. Identify Core Concepts

What are the core concepts, topics, and themes of your research? These are the main ideas that the paper addresses, which can be found in the abstract section. Make a list of these items.

Let’s say your paper is about cyberbullying in high schools. Examples of core concepts/terms related to the research include:

●  Digital harassment

●  Exclusion

●  Trolling

●  Anonymity (the state of being nameless)

●  Impact on student mental health

●  Prevention and education

Core concepts, topics, and themes can be a few words or phrases. Once you’ve identified them, consider how to turn them into specific keywords.

4. Consult Similar Research

Consulting research papers on your topic is a great way to find keywords. As you research them, examine the keywords they use to describe their content. This can provide insight into commonly accepted terms and terminology within your field. We suggest researching at least three related papers.

5. Use Synonyms and Variations

Readers interested in your field will use different terminology in their online search. Therefore, you need to use synonyms and variations of your chosen keywords. Synonyms are words that have the same meaning as another word.

To illustrate this, let’s take the previous example of the paper about cyberbullying in high schools. You could use the following keywords for this research:

●  Cyberbullying awareness

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●  Online safety

●  Cyberbullying education

●  Student online behavior

What synonyms could you use for these keywords? Let’s try this:

●  Cyberbullying perception

●  Virtual security

●  Online harassment education

●  Student online conduct

You can play around with synonyms until you find ones that resonate with you. Using an online thesaurus, such as Word Hippo , can make finding synonyms a breeze.

6. Include Acronyms and Abbreviations

Does your paper contain commonly used acronyms and abbreviations , such as DNA and AI? If so, consider including them as keywords, as readers often use acronyms and abbreviations to find relevant research. This will significantly increase the chances of readers finding your work.

However, we don’t recommend using acronyms or abbreviations that are only known within your field. A general audience will likely be unfamiliar with them. We suggest spelling them out in full if you think they would be strong keywords. You should also spell the definition as a keyword if the abbreviation or acronym appears in the paper’s title.

7. Test Your Keywords for Optimal Results

Once you’ve compiled your best keywords, test them in search engines and academic databases to see if they produce the right results. Think of it as testing a tent in your backyard before going out into the woods for an overnight camping trip. If there are problems with the tent during the backyard test, you can at least retreat into your house. Likewise, if the chosen keywords don’t generate positive results in a test, you can refine them before submitting the paper.

Where Are Keywords Included in a Paper?

Some sources insist that you include keywords in the title, while others say subheadings are better. Most academic journals require paying a subscription to access full articles. However, one can easily access a paper’s abstract in academic search engines like Google Scholar.

Therefore, we recommend including keywords in the abstract section. Additionally, it provides an overall summary of your paper, making it the ideal spot for keywords.

Let’s summarize what we’ve learned:

●  Keywords help readers find your research in search engines.

●  Aim for five keywords.

●  Keywords should be one to four words in length.

●  Identify a potential audience before selecting keywords.

●  Consult similar research for samples of appropriate keywords.

●  Use word variations (synonyms).

●  Include abbreviations and acronyms.

●  Test keywords before submitting the paper.

Finally, for our visual readers, we recommend this video on choosing the best keywords for a paper.

As with any writing, we strongly recommend proofreading your research paper before submission. It needs to be checked for common errors such as typos and extra spacing. We understand the challenges of proofreading, which is why we recommend asking us to proofread and review your writing . We can check that the paper is clear and concise. Additionally, we will ensure perfect grammar, spelling, and punctuation. Consider submitting a 500-word document for free!

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How to Write a Research Paper

• Formulate Questions/Thesis
• Identify Keywords
• Find Background Info
• Search Strategies
• Dissertations
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• Statistics This link opens in a new window
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• Scholarly | General This link opens in a new window
• Creative Commons
• Cite This link opens in a new window
• Quote, Paraphrase, Summarize

Generate Keywords

• Keyword Generator University of Texas. Tutorial that walks you through generating keywords.

Image source: Powernowllc. CC0 1.0.  Wikimedia Commons.

What Are Keywords?

Keywords are important words/concepts found in your research question or thesis. 

A quick and dirty way to pull keywords from a research question/thesis is to choose the most important nouns ; all other words are irrelevant.

Using keywords to search will always retrieve more results than phrases or sentences.

Image source:  Producer.  CC BY-SA 3.0. Wikimedia Commons

Find Keywords

• within your research question or thesis
• in encyclopedias used in background research
• in bibliographies found at the end of books and  articles
• in a thesaurus (or in Word's thesaurus under the Review tab)
• by asking a librarian

Image source:  Evan-Amos .  Public Domain.  Wikimedia Commons.

Chart Keywords

• Keyword Chart

Keywords have a profound impact on search results. Using the right words will speed up the research process, while the wrong ones can bring to it to a painfully screeching halt.

If the keywords you initially choose do not give good results, try others on your list, try search strategies , or ask a librarian for help.

Use the chart above to document keywords related to your topic.  Keep it by your side when you start your research.

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Isf 189 & 190: thesis: keywords and descriptors.

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What are they?

Keywords, also called search terms, are the words you enter into the search boxes in catalogs, databases, and search engines. They represent the main concepts of your research topic. 

Descriptors, or subject headings, are terms used by the creators of a database to "officially" label a particular concept. This is referred to as a controlled vocabulary. 

It is generally easier to start your search by using keywords, but if the resource you are searching supplies you with descriptors, you may want to incorporate those into your search for more relevant results. 

Before you start searching, take a moment to consider what keywords you will use. 

• Identify the main concepts of your topic
• Brainstorm synonyms and related terms that could be used to describe your topic
• Spell out abbreviations

Be prepared to run multiple searches using various keywords. It's rare that your first search will bring back perfect results.

Turn your topic into keywords

Here is an example of a research question: What is the impact of college binge-drinking on school performance?

Identify the key concepts: college, binge-drinking, school performance

Identify synonyms or related terms

• College: university, higher education
• Binge-drinking: alcohol use, alcohol abuse
• School performance: grades, student achievement, academic performance, student success

Because the databases search for the exact words you enter, certain types of words can be unhelpful to include in your search. These include:

relationship words -- those that get at the relationship between two topics. Examples: compare, contrast, correlation, causation, relationship

judgement words -- those that judge something to be better or worse than something else. Examples; best, worst, pro, con, advantages, disadvantages

It may be that you will have success using these terms, but since there are many ways these ideas can be express or implied, using these terms in your searches may exclude relevant articles simply because they don't include the exact word that you entered. 

Abbreviations

Usually you'll want to spell out abbreviations when searching databases and search engines. But you can also search for both the abbreviation and the complete word or phraseby connecting the terms with OR. 

Example: Cognitive Behavior Therapy OR CBT

Descriptors

As explained above, descriptors are standardized language used by a database to describe concepts. You can usually find the database's controlled vocabulary in a section called subject terms or thesaurus. Be aware that each database can have their own controlled vocabulary, so the language used to describe a concept may not be consistent across databases.

From:  Cooper, Harris, Harris M Cooper, and Larry V. Hedges. 1994.  The Handbook of research synthesis . New York: Russell Sage Foundation. 

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Tips for Abstracts and Keywords

When submitting your ETD, you must include an abstract for your thesis or dissertation. The abstract will be included in the public record of your thesis or dissertation.

Keywords are also required for your ETD. When selecting keywords, choose keywords that describe the content of your thesis or dissertation. Use keywords that will be easily recognized by others in your discipline.

• personality
• atomic emission spectroscopy
• Renaissance music
• Pride and Prejudice
• Jane Austen
• global feminism

Try not to use adjectives by themselves as keywords. For example, the word long-term doesn’t convey meaning by itself. However, if used in conjunction with a noun (e.g. long-term care), the meaning has greater significance. If possible include at least one keyword that does not appear in the abstract or title.

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Abstract Requirements

Selecting keywords & subject headings.

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The Dissertation Abstract

The abstract is your dissertation's calling card to the world.  The abstract is usually your first connection with every potential reader.   It also is a key feature in discovery of your dissertation through search engines.

Abstract Requirements and Checklist :

• Number of paragraphs  : Abstract should be ONE PARAGRAPH  [no returns]
• CC License Option: If you have chosen a Creative Commons License , this must specified in the abstract mentioning the type of license and linking back the the CC License page.
• how many supplemental files
• type of file
• whether or not they are also accessible within the PDF.  
• T his includes the author video abstract
• Length:  Abstracts no longer have length requirements in UMI/Proquest, but the print version of the database will cut off at 350 words MAXIMUM.   APA Style calls for 150-250 words, which is most reasonable.    The shorter, the better.
• Final Sentence :  To enhance discovery every abstract must carry this sentence at the end

  This dissertation is available in open access at AURA: Antioch University Repository and Archive, https://aura.antioch.edu/  and OhioLINK ETD Center, https://etd.ohiolink.edu/

Keywords are also essential to your dissertation being discovered online.

Keyword Guidelines:

• Place the keywords a few lines below the Abstract in your dissertation
• Your Keyword field is limited to 350  characters
• The Keywords in the Final Submission Form must match the Keywords in the Dissertation

Selecting Keyword :

Consider:   Which words would someone interested in my dissertation use? 

• ​ Language/ Jargon  used in your academic field? e,g, community of practice, best self
• Synonyms and Related Terms:  e.g. non-profit, not-for-profit, third sector / eating disorders,  anorexia, bulimia
• Alternate Spellings :  e.g. organisation, organization
• Methodology : e.g. grounded theory, qualitative, etc.
• Population:   e.g.  teachers, executives, African Americans, college students, grandparents
• Venue:   e.g.  workplace, corporations, elementary schools

Test your Keywords in Google and Google Scholar to see if they yield the items similar to your dissertation.

Subject Headings

On the Final Submission Form you will also be able to select Subject Headings for the Ohiolink ETD Center Archive;

• These subject headings DO NOT go into your dissertation
• This is a "Controlled Vocabulary" List.    You cannot change or add to the list.  There is no Subject Heading for LEADERSHIP. So add 'leadership' in your keyword list.
• Choose the most appropriate subject headings for your dissertation.  

Attached below is the current list from which you will choose.

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Writing Studio

Thesis statement checklist.

This page is Part 2 of How Do I Write a Thesis Statement? .

Thesis Statement Questions to Ask as You Work Through Your Writing Process

In an effort to make our handouts more accessible, we have begun converting our PDF handouts to web pages. Download this page as a PDF: See p. 2 of How Do I Write a Thesis Statement Return to Writing Studio Handouts

Does my thesis address a debatable topic?

Almost every paper assignment requires you to make an argument.  In order to do this, you must first have a topic about which one could reasonably make at least two different arguments.  If it isn’t debatable, why spend the time to write about it?

Does my thesis make a specific claim on a topic?

The thesis statement is the central claim of your paper, so it must be a complete sentence that explains the argument or purpose of your paper. It is not a general topic or question; rather, it takes a stand on the topic at hand.

Does my thesis offer a roadmap for the reader, containing organizational cues as to how to arrange the various parts of my argument in the pages that follow?

Your thesis should not only state your argument but offer a roadmap for your readers, as to how the paper as a whole will proceed. This will often require one or two sentences beyond the single sentence that states your thesis.

Does my thesis contain the key words or central idea that focuses my argument?

Including the key words of your analysis in your thesis statement allows your reader to better understand the important points of your argument in the following paragraphs. Defining your key words also helps to keep you focused on your argument as you write the body of your paper.

Is my thesis focused enough or complex enough to satisfy the page length of the assignment?

Remember: Part of your task in writing a paper is not only to state what you will argue, but also to make the argument itself. If you cannot complete the argument in the space required, then you must narrow the scope of your topic. Similarly, if your thesis is too narrow, you will have to brainstorm ways to broaden your argument.

Can I support my thesis with the material available?

If you cannot support your claim, then you cannot make an argument. If your thesis cannot be supported with the material available in your text/s, you will have to reframe your argument in provable terms.

Does my thesis accurately reflect my final argument?

If your thesis statement does not accurately express your claim, your readers will be confused. The tricky part is that often in the course of writing a paper, our ideas change or we modify our opinions on the topic.

This means that it is vitally important to continuously check that your thesis statement is the most accurate expression of your argument possible. When you’re finished with a draft, revise your thesis so that it reflects what you’re really saying, or revise the rest of the paper so that it proves your thesis.

Last revised: 07/2008 | Adapted for web delivery: 5/2021

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Tips and Examples for Writing Thesis Statements

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Tips for Writing Your Thesis Statement

1. Determine what kind of paper you are writing:

• An analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience.
• An expository (explanatory) paper explains something to the audience.
• An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided.

If you are writing a text that does not fall under these three categories (e.g., a narrative), a thesis statement somewhere in the first paragraph could still be helpful to your reader.

2. Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence.

3. The thesis statement usually appears at the end of the first paragraph of a paper.

4. Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper.

Thesis Statement Examples

Example of an analytical thesis statement:

The paper that follows should:

• Explain the analysis of the college admission process
• Explain the challenge facing admissions counselors

Example of an expository (explanatory) thesis statement:

• Explain how students spend their time studying, attending class, and socializing with peers

Example of an argumentative thesis statement:

• Present an argument and give evidence to support the claim that students should pursue community projects before entering college

Research Process :: Step by Step

• Introduction
• Select Topic
• Identify Keywords
• Background Information
• Develop Research Questions
• Refine Topic
• Search Strategy
• Popular Databases
• Evaluate Sources
• Types of Periodicals
• Reading Scholarly Articles
• Primary & Secondary Sources
• Organize / Take Notes
• Writing & Grammar Resources
• Annotated Bibliography
• Literature Review
• Citation Styles
• Paraphrasing
• Privacy / Confidentiality
• Research Process
• Selecting Your Topic

Identifying Keywords

• Gathering Background Info
• Evaluating Sources

Mind Mapping

Created by Joshua Vossler

Make a list of keywords relevant to your topic.  Be sure to list similar, broader, narrower, and related terms . Keep the list by your side when you start your research and continue to add to it as you come across useful terms.

Before searching for information, you need to identify keywords related to your topic. The keywords you use have an impact on the results of your research. 

If the keywords you choose do not give you the results you need, try the others on your list or use the  search strategies  listed under Step 2.

Keywords and phrases can easily be found by scanning . . .

• your initial research questions
• encyclopedia and other articles used when conducting background research
• bibliographies found at the end of books and articles

If you are still struggling, try these suggestions:

• Use a thesaurus to identify synonyms
• Find pictures related to your topic, then describe the picture
• Brainstorm keywords with a librarian, your instructor, or a friend

Combining Keywords

When researching, we are like detectives trying to combine the right terms in the right place to find the information we need. This information will help you combine search terms to find relevant sources.

Broad Search

Search for information using the single most important term related to your topic. Use this type of search when looking for basic background information.

Specific Search

Search for information by combining key concepts using the words you have brainstormed. Each concept/word should be separated by the word "AND" . Use this kind of search when looking for specific evidence related to your claim or thesis.

Getting Too Many Irrelevant Results?

Add more search terms.

Getting Too Few Relevant Results?

Change or remove some search terms.

Using a Concept Map

A concept map is a graphical tool used to organize and structure knowledge. 

https://bubbl.us/

http://popplet.com/

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• Last Updated: May 28, 2024 4:14 PM
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How to Choose Keywords for a Research Paper

With the ever-increasing volume of information available digitally, finding relevant sources has become quite the challenge! To hunt down the articles we want, we use search engines and type in keywords that narrow down results.

Keywords, therefore, are essential for filtering the overwhelming amount of resources available. When we use these parameters in a database or a search engine, we receive a list of results ranked according to relevancy. The more the content of an article reflects the keywords used, the higher it will appear on the results page.

So, what are the best research paper keywords?

How, then, can we make sure that our published articles and academic papers rank higher on search results and not drown in the sea of publications? The answer, of course, is choosing the best keywords! However, there are some pitfalls with using keywords, so the following is a quick guide on how to carefully choose keywords for a research paper and what mistakes to avoid.

Follow any instructions your target journal provides regarding keywords

The journal rules of the specific publication trump all others! For example, most clinical papers use terms from the US National Library of Medicine’s Medical Subject Headings (MeSH) . Many journals request five to eight terms. However, some restrict the nature of the words that can be used. For instance, some journals want single words instead of phrases. Again, double-check journal requirements!

Think about what terms you would use to search for papers related to your topic

Chances are the phrases you choose are going to be similar to what other researchers may use when searching for literature.

Note that in rule #2 we used the term “phrases” instead of “words.” In truth, “keywords” is a misnomer. These days, we search databases using phrases or complete sentences. This is because single-term searches yield a broader list of results than desired. For example, let’s imagine that I want to know the specifics of Jupiter’s air composition. If I type in “Jupiter,” I’ll receive a list containing any document related to Jupiter, but most of them might not be relevant. Therefore,  choose keyword phrases that comprise two to four words .

Avoid using terms already present in your research paper’s title

This is particularly true if your journal says not to include them . Why? Your research paper title is searchable and will be weighted (marked to have greater weight by a programming code), so keywords should contain a list of words that  supplement  your title’s content. Even if your journal doesn’t restrict title word use in keywords, we recommend using this valuable real estate for alternate terms (see rule #7).

Keywords should indicate the general subject matter; however,  they should not be too broad . For instance, if you are writing a paper on a newly-discovered epigenetic regulator, you might not want to use general keywords such as “cell biology” or “genetics.” These terms do little to reflect the specificity with which your potential readers search for source materials. Instead, focus on key concepts covered in your abstract.

If your research involves a key method or technique, put the term either in your title or your keywords

On that note, be careful with spelling/capitalization. While search engines, by default, ignore capitalization rules, hyphenation could be an issue.  Make sure you are using the officially recognized written form of each key term . Failure to do so might result in less hits for your paper. Google Scholar can help with finding the official, correct, and/or mostly used versions of field-specific terms.

Think of generally used alternate terms to the ones found in your title

That is, include significant abbreviations, acronyms, and other short-form or substitute names for your topic. Be careful, however, of using acronyms that could have other meanings. For example, HIV would be a safe abbreviation since most hits would relate to the disease. The term, ARC, on the other hand, has significance in many fields: computer programming, engineering, math, and biology, just to name a few. Therefore, if we mean the ARC file format, then we should use the phrase, “ARC file format,” as a keyword.

Test your keywords before submitting your paper

When you enter your keywords into various journal and academic databases like Google Scholar, do the results include papers similar to your topic? If not, revise the terms until they do.

Use keyword generators with caution

Some sites such as the one offered by the University of Texas provide keyword generators or keyword planners to help you think of other terms you could include. However, make sure that those words actually relate to your paper’s topic. You can double-check relevancy by using the terms as explained in rule #8.

We hope these quick tips help you choose the best research paper and abstract keywords. Remember, the point of these terms is to help your paper gain visibility among your target audience. So, make sure that your search terms are ones that your desired readers would use!

Wordvice Resources

If you need more general advice on writing the abstract or the Introduction, Results, Methods, and Discussion sections of your manuscript, or if you want to know how to impress the editor of your target journal with a convincing cover letter, then head over to the Wordvice academic resources pages, where you’ll find hundreds of articles on how research paper writing tips and techniques.

And before submission, don’t forget to receive professional proofreading and English editing services , including manuscript editing services , from Wordvice academic experts.

• Manuscript Preparation

How to Choose Keywords for a Manuscript?

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Table of Contents

Do you feel your article is being unnoticed? It can sometimes feel as if your work is sunk, in an ocean of millions of others, and not being found and read as often as you imagined. If this is the case, you are not alone. Unfortunately, in the internet era, just good research is hardly enough. A quality text edition of your manuscript and stunning presentations may be the next step for calling some attention, but making your work pop out from millions of others is a challenge that is often under thought by many researchers.

Actually, there are a few things in your power to help an article climb up search engine rankings. It all comes down to two concepts that you probably have heard a thousand times before: SEO and Keywords.

• Working with SEO (search engine optimization): Basically, this means helping search engines find your article relevant for certain search terms on the internet. This is done by choosing strategic keywords that correspond to words in the internet user’s search. This way your article has the best chance to appear in a higher position within a probably (very) long list of other related research.
• Choosing keywords for manuscripts: Keywords are words that capture the essence of your paper. They make your paper searchable (and findable!) and ensure that you get more citations. Therefore, it is important to include relevant keywords to help others find your paper. Don’t forget these simple tips, outlined below.

How to Select the Best Keywords for a Manuscript

The secret to choosing the best keywords for your manuscript is a matter of fine balance. On one hand, we recommend avoiding too many single-words (unless it is completely necessary) so that the search doesn’t render too unspecific. On the other hand, too many words may over-filter your article, making it more difficult to find.

There is also the tendency to add credibility to an article by selecting a lot of specialized keywords. However, that may actually dim the chances of your article being found. Rather than reducing your search chances to a specialized niche of experts, try to use more general terms used in literature to open your work to a more heterogeneous population.

Avoiding the duplication of words already in the article’s title is strongly recommended by journals. It is preferable to choose keywords that compliment the main topic of your research, including related words and/or methodology-specific terms.

Always remember to test your selected keywords. Do you think your article is difficult to find? Does the search pull up very similar articles to your own? Testing gives you the chance to tailor your keyword selection even further and, also very importantly, it can give you a valuable perspective of your “competitors.”

Making your article stand out is the ultimate challenge for its consumption. It might be daunting for researchers who feel overwhelmed by the digital world. However, don’t worry. Elsevier offers text editing services that not only provide excellent quality text for your manuscript, but also help you make the necessary amendments to fit it into your journal’s guidelines. This way, you are also ensuring that the keywords you chose as relevant line up with the journal’s requirements, making the whole process much easier.

Language Editing Services by Elsevier Author Services:

We know that, as an academic researcher, you have many things to do to stay relevant. Writing a manuscript is a crucial part of your endeavors.

That’s why we, at Elsevier Author Services, support you throughout your publication journey with a suite of products and services that help improve your manuscript before submission and beyond.

Check our video Reach the highest standard with Elsevier Author Services to learn more about Author Services.

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Input your search keywords and press Enter.

APA 7th Edition Style Guide

• Abstracts & Keywords
• Authors & Publication Dates
• Titles & Sources
• In-line, Within-Text Citation ch.8
• Is this a "real" journal? evaluating journals
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• Librarian contact

Always follow the abstract guidelines by the journal you are wishing to publish in. That being said, these are some general requirements for writing abstracts:

• An abstract is a summary of the research or article.  Essentially the goal of the abstract is to give a one or two sentence summary from each section  of the article, which typically contains an introduction, methods or design, results, discussion or conclusion. There can be of course deviations from this, but this is typical
• abstracts are in paragraph form. However, some journals have specific formats, one example is below.
• The norm is for 200-250 words for the abstract. Be concise.

What are the keywords for? They are used for indexing and abstracting of your articles, i.e., they help people searching in databases to be able to find your article.

What should I use for keywords? Basically you want to use words that collectively describe your research. They should summarize what your article is about. Look at some publications in your research area and see how they write their keywords. Really think about what the keywords in that particular research are describing or trying to focus on. 

What is the format for keywords? Always follow the journal guidelines that you are publishing in. Most likely they will have specifics. Following APA 7th edition guidelines, the phrase Keywords is to be in italics with a colon, followed by the keywords or phrases separated by commas. After the last keyword, no punctuation is used.   

So if I were writing keywords for this research guide I might use:

Keywords: library research guides, LibGuides, APA 7th edition, citation styles

Abstracts & Keywords: Examples

Vollbehr, N. K., Hoenders, H. J. R., Bartels‐Velthuis, A. A., Nauta, M. H., Castelein, S., Schroevers, M. J., Stant, A.D., de Jong, P.J., &  Ostafin, B. D. (2020). A mindful yoga intervention for young women with major depressive disorder: Design and baseline sample characteristics of a randomized controlled trial.  International Journal of Methods in Psychiatric Research, 29 , Article e1820. doi:http://dx.doi.org/10.1002/mpr.1820

Reddy-Best, K.L. & Choi, E. (2020). "Male hair cannot extend below plane of the shoulder" and "no cross dressing": critical queer analysis of high school dress codes in the United States. Journal of Homosexuality , 67 (9):1290-1340.  https://doi.org/10.1080/00918369.2019.1585730

In this study, we questioned how high school dress codes outlined in official handbooks were written or presented in regard to the gender binary, either/or perspective. We critically analyzed how or if they allowed for flexibility in expression of gender and sexual identity and if they supported, encouraged, or affirmed a variety of expressions, in particular transgender and gender non-conforming expressions, throughout the text or images. The content analysis method was used to analyze 735 handbooks from the 2016 to 2017 school year. Three themes emerged from the data: (1) support of fluid gender expression, yet not overt support; (2) passive marginalization of gender non-conforming or transgender identities or expressions; and (3) active marginalization of gender non-conforming or transgender identities or expressions. The “LGBTQ+ Dress Code Analysis Tool” was developed for policy makers to use to analyze their dress codes.

Keywords : Dress code, gender, high school, LGBTQ+, queer, sexuality

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How to Generate Search Terms

Create a research topic.

Enter your research topic below. Try to limit the topic to one sentence that fully describes your research. Here are a few examples:

• Effects of media on women's body image
• Trends in information technology in the workplace
• Fast food causes health risks for children

Research Foundations: Choose Keywords

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From your thesis statement, identify the main concepts or keywords. You will use these to find information in search tools like library catalogs, library databases, or on the Web. By creating a list of keywords, you will be able to construct better and more efficient searches. These in turn will lead you to more plentiful and relevant information supporting your thesis.

Follow the three-step process below for discovering keywords. It is helpful to keep track of the keywords on a sheet of paper or a word processing document for reference.

Three-Steps to Choosing Keywords

1. Extract single words or short phrases.

You will not use complete sentences as you would in normal conversation to search. Leave out minor words such as articles ("a," "an," or "the") and prepositions or verb phrases ("on," "in," or "going to").

Also, use nouns (person, place, or thing) as keywords. Avoid verbs (action words) and use adjectives (descriptive words) sparingly.

2. Experiment with different synonyms.

Try thinking of synonyms (words that have the same meaning as another word) of your keywords. For example, you start with the word "trash," but you could also experiment with using the words "garbage" or “waste.” An online or printed thesaurus is a great place to find synonyms.

3. Think of related terms to describe your topic.

What are some other topics or areas related to your thesis? These may be worthy of consideration if you are having trouble finding good keywords or if you want to further refine your research focus. For example, some related terms to "pollution" are "acid rain," "global warming," or "refuse water." The related terms may be more specific or less specific than the original terms in your thesis. Each combination will change the number and type of your search results.

Choosing Search Terms Handout and Video

• Video Tutorial (3m 43s)
• Choosing Keywords for Research

For further explanation, take a look at this short video tutorial on choosing appropriate keywords, or search terms, for your topic.

Example of Three-Steps

Checkout the three-step keyword process in action.

Thesis Statement: Exercise improves health in the elderly.

1. Extract single words or short phrases: → exercise, health, elderly

2. Experiment with synonyms: → physical activity, fitness, working out, well-being, aging adults, older adults

3. Think of related terms: → walking, running, cardio, weight lifting, obesity, disease, diabetes

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Q. How can I pick the best keywords to use when researching my topic?

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Answered By: Priscilla Coulter Last Updated: Jun 06, 2023     Views: 125426

The words that you type into a search box are the key to finding the most relevant articles and books.  That's why they're called key words!

You'll need to choose keywords carefully. See the steps below (or if you prefer, here is a short video ).

1.  Write out a brief description (1 or 2 sentences) of your research topic.  It can be very helpful to phrase it in the form of a question that you'd like to answer. (See the research question example below.)

2.  Identify the most important 2 - 4 words from your research question. These are your key concepts .

• To decide which words are most important, imagine that you need to explain your topic to someone using no more than 4 words. Words like "does," "the," "in," or "of" (while useful in a sentence) won't be specific enough, so you wouldn't use those.

3.  For each key concept, make a list of other words with the same or related meanings.  These will be your keywords!

• Use a thesaurus to find synonyms.
• Think of specific examples or types. 
• If your topic is something you don't know enough about yet, it can be hard to think of synonyms or examples. Find some background information  on your topic to help jump-start your brainstorming!

1.  Go to the library's homepage and find the Everything search box .

2.  Choose one keyword from each concept list.  Type those keywords into the search box. Type AND between each one (learn about Boolean operators : AND, OR, NOT ).

Examples (from our list above) :

• students AND online classes AND social networking AND learning
• college students AND online courses AND social media AND performance
• learners AND online courses AND Facebook AND grades  

3.  Click search and explore the results.  Try several of your keyword combinations, and keep a list of the keywords that fetch the most relevant articles .

• If you get too many results, try to narrow your search by adding more keywords .
• If you get too few results, try to broaden your search by using fewer keywords .

4.   Look closely at the most relevant articles in your search results. You may see new author-supplied keywords or database subject headings that describe your topic. Add those terms to your list .

5.  Create new keyword combinations from your refined list of terms, and test them again ! 

•  undergraduates AND online courses AND social networking
•  student engagement AND higher education AND social networking
• learning communities AND online courses AND social networking

6.   As you try out new keyword combinations, it can be very helpful to save the most relevant articles as you go along.

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How to Craft Your Ideal Thesis Research Topic

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Catherine Miller

Writing your undergraduate thesis is probably one of the most interesting parts of studying, especially because you get to choose your area of study. But as both a student and a teacher who’s helped countless students develop their research topics, I know this freedom can be just as intimidating as it is liberating.

Fortunately, there’a a step-by-step process you can follow that will help make the whole process a lot easier. In this article, I’ll show you how to choose a unique, specific thesis topic that’s true to your passions and interests, while making a contribution to your field.

Choose a topic that you’re interested in

First things first: double-check with your teachers or supervisor if there are any constraints on your research topic. Once your parameters are clear, it’s time to identify what lights you up — after all, you’re going to be spending a lot of time thinking about it.

Within your field of study, you probably already have some topics that have grabbed your attention more than others. This can be a great place to start. Additionally, consider using the rest of your academic and extra-curricular interests as a source of ideas. At this stage, you only need a broad topic before you narrow it down to a specific question. 

If you’re feeling stuck, here are some things to try:

• Look back through old course notes to remind yourself of topics you previously covered. Do any of these inspire you?
• Talk to potential supervisors about your ideas, as they can point you toward areas you might not have considered.
• Think about the things you enjoy in everyday life — whether that’s cycling, cinema, cooking, or fashion — then consider if there are any overlaps with your field of study.
• Imagine you have been asked to give a presentation or record a podcast in the next three days. What topics would you feel confident discussing?
• Watch a selection of existing lectures or explainer videos, or listen to podcasts by experts in your field. Note which topics you feel curious to explore further.
• Discuss your field of study with teachers friends and family, some with existing knowledge and some without. Which aspects do you enjoy talking about? 

By doing all this, you might uncover some unusual and exciting avenues for research. For example, when writing my Master’s dissertation, I decided to combine my field of study (English teaching methodology) with one of my passions outside work (creative writing). In my undergraduate course, a friend drew on her lived experience of disability to look into the literary portrayal of disability in the ancient world. 

Do your research

Once you’ve chosen your topic of interest, it’s time to dive into research. This is a really important part of this early process because it allows you to:

• See what other people have written about the topic — you don’t want to cover the same old ground as everyone else.
• Gain perspective on the big questions surrounding the topic. 
• Go deeper into the parts that interest you to help you decide where to focus.
• Start building your bibliography and a bank of interesting quotations. 

A great way to start is to visit your library for an introductory book. For example, the “A Very Short Introduction” series from the Oxford University Press provides overviews of a range of themes. Similar types of overviews may have the title “ A Companion to [Subject]” or “[Subject] A Student Companion”. Ask your librarian or teacher if you’re not sure where to begin. 

Your introductory volume can spark ideas for further research, and the bibliography can give you some pointers about where to go next. You can also use keywords to research online via academic sites like JStor or Google Scholar. Check which subscriptions are available via your institution.

At this stage, you may not wish to read every single paper you come across in full — this could take a very long time and not everything will be relevant. Summarizing software like Wordtune could be very useful here.

Just upload a PDF or link to an online article using Wordtune, and it will produce a summary of the whole paper with a list of key points. This helps you to quickly sift through papers to grasp their central ideas and identify which ones to read in full. 

Get Wordtune for free > Get Wordtune for free >

You can also use Wordtune for semantic search. In this case, the tool focuses its summary around your chosen search term, making it even easier to get what you need from the paper.

As you go, make sure you keep organized notes of what you’ve read, including the author and publication information and the page number of any citations you want to use. 

Some people are happy to do this process with pen and paper, but if you prefer a digital method, there are several software options, including Zotero , EndNote , and Mendeley . Your institution may have an existing subscription so check before you sign up.

Narrowing down your thesis research topic

Now you’ve read around the topic, it’s time to narrow down your ideas so you can craft your final question. For example, when it came to my undergraduate thesis, I knew I wanted to write about Ancient Greek religion and I was interested in the topic of goddesses. So, I:

• Did some wide reading around the topic of goddesses
• Learned that the goddess Hera was not as well researched as others and that there were some fascinating aspects I wanted to explore
• Decided (with my supervisor’s support) to focus on her temples in the Argive region of Greece

As part of this process, it can be helpful to consider the “5 Ws”: why, what, who, when, and where, as you move from the bigger picture to something more precise. 

Why did you choose this research topic?

Come back to the reasons you originally chose your theme. What grabbed you? Why is this topic important to you — or to the wider world? In my example, I knew I wanted to write about goddesses because, as a woman, I was interested in how a society in which female lives were often highly controlled dealt with having powerful female deities. My research highlighted Hera as one of the most powerful goddesses, tying into my key interest.

What are some of the big questions about your topic?

During your research, you’ll probably run into the same themes time and time again. Some of the questions that arise may not have been answered yet or might benefit from a fresh look. 

Equally, there may be questions that haven’t yet been asked, especially if you are approaching the topic from a modern perspective or combining research that hasn’t been considered before. This might include taking a post-colonial, feminist, or queer approach to older texts or bringing in research using new scientific methods.

In my example, I knew there were still controversies about why so many temples to the goddess Hera were built in a certain region, and was keen to explore these further.

Who is the research topic relevant to?

Considering the “who” might help you open up new avenues. Is there a particular audience you want to reach? What might they be interested in? Is this a new audience for this field? Are there people out there who might be affected by the outcome of this research — for example, people with a particular medical condition — who might be able to use your conclusions?

Which period will you focus on?

Depending on the nature of your field, you might be able to choose a timeframe, which can help narrow the topic down. For example, you might focus on historical events that took place over a handful of years, look at the impact of a work of literature at a certain point after its publication, or review scientific progress over the last five years. 

With my thesis, I decided to focus on the time when the temples were built rather than considering the hundreds of years for which they have existed, which would have taken me far too long.

Where does your topic relate to?

Place can be another means of narrowing down the topic. For example, consider the impact of your topic on a particular neighborhood, city, or country, rather than trying to process a global question. 

In my example, I chose to focus my research on one area of Greece, where there were lots of temples to Hera. This meant skipping other important locations, but including these would have made the thesis too wide-ranging.

Create an outline and get feedback

Once you have an idea of what you are going to write about, create an outline or summary and get feedback from your teacher(s). It’s okay if you don’t know exactly how you’re going to answer your thesis question yet, but based on your research you should have a rough plan of the key points you want to cover. So, for me, the outline was as follows:

• Context: who was the goddess Hera?
• Overview of her sanctuaries in the Argive region
• Their initial development 
• Political and cultural influences
• The importance of the mythical past

In the final thesis, I took a strong view on why the goddess was so important in this region, but it took more research, writing, and discussion with my supervisor to pin down my argument.

To choose a thesis research topic, find something you’re passionate about, research widely to get the big picture, and then move to a more focused view. Bringing a fresh perspective to a popular theme, finding an underserved audience who could benefit from your research, or answering a controversial question can make your thesis stand out from the crowd.

For tips on how to start writing your thesis, don’t miss our advice on writing a great research abstract and a stellar literature review . And don’t forget that Wordtune can also support you with proofreading, making it even easier to submit a polished thesis.

How do you come up with a research topic for a thesis?

To help you find a thesis topic, speak to your professor, look through your old course notes, think about what you already enjoy in everyday life, talk about your field of study with friends and family, and research podcasts and videos to find a topic that is interesting for you. It’s a good idea to refine your topic so that it’s not too general or broad.  

Do you choose your own thesis topic?

Yes, you usually choose your own thesis topic. You can get help from your professor(s), friends, and family to figure out which research topic is interesting to you. 

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What is the Difference Between a Dissertation and a Thesis?

Find your perfect postgrad program search our database of 30,000 courses.

And to make it even more confusing, some institutions or departments will even use the terms differently!

But what are we all really talking about when we refer to a dissertation or a thesis? And does the term you use actually impact on what you actually end up writing?

This article covers the main differences between a dissertation and thesis, and how the terms may differ depending on the course, university and location.

What is a dissertation?

A dissertation is a piece of academic writing centred around original research. In their dissertations, students review existing research but also build on this with unique hypotheses and approaches.

A dissertation can be used to disprove a previous theory or take existing theories and research in a new direction. It is a large research project that is usually completed at the end of the academic year.

Usually, a dissertation starts with a dissertation proposal , which is approved by a study supervisor. The student then completes the research and writes up the methodology , findings, evaluations and conclusions from the research.

Dissertations can be undertaken by both undergraduate and postgraduate students. At undergraduate level the word count is around 5,000 to 8,000 and at postgraduate level it is usually 10,000 to 15,000.

What is a thesis?

A thesis is an academic paper covering an in-depth review of existing research in a particular discipline. It will involve an academic argument, although it doesn’t usually require original research from the student. The existing research is used to support and evaluate the proposed argument.

A thesis is not usually required at undergraduate level and is more common at postgraduate level.

This large piece of written-up research is usually completed at the end of a masters degree. Some masters courses require a thesis to graduate.

Differences between a dissertation vs thesis

The main purpose of a writing a dissertation is to add new findings to the existing literature in that field with original research. Whereas theses tend to evaluate existing findings, as their purpose is to demonstrate knowledge and skills within the course’s subject matter.

In terms of how long it takes to complete a thesis or dissertation project, a thesis is typically shorter than a dissertation since there are fewer original research aspects involved. This means that it will probably take less time. However, this can differ depending on the university and the course.

Dissertations sometimes require an oral presentation, known as a viva , where findings are showcased to academics who ask questions about the research. Theses usually do not require this.

The root of the words 

The word ‘dissertation’ originates from the Latin word ‘dissertare’, meaning to continue to discuss and the Latin word ‘disserere’ which means to examine and discuss .

The word ‘thesis’ originally comes from the Greek word ‘tithenai’, which means to place or position. This later evolved into the Latin ‘thesis’, which had two meanings: an abstract question and to put something forward .

Similarities between a dissertation vs thesis

Although there are some key differences between a dissertation and a thesis, there are also similarities.

• Both are generally long pieces of academic writing, much longer than a typical essay.
• Both explore a topic in depth, whether you are conducting totally unique research or structuring an argument based on existing research.
• Both are considered a final project and usually required to graduate from a degree, masters or PhD. Students can graduate without a thesis or dissertation if they choose to complete a postgraduate diploma or postgraduate certificate instead.
• Excellent academic writing skills are highly important for both types of research project.

Is a dissertation harder than a thesis?

Though, the difficulty of a thesis or dissertation depends on your personal skill set. For instance, students that learn better by developing their own research ideas may find a dissertation easier than a thesis.

Difficulty can also depend on the level of the course. For instance, a thesis completed at doctorate level is likely to require more advanced knowledge than a thesis at undergraduate level.

The difficulty of either type of research project can also vary depending on the subject matter and the resources available to you.

Both dissertations and theses can be challenging, but don’t be put off by the thought of having to produce a larger body of work. Your supervisor will be there to support you.

Definitions depend on where you are

The terms ‘dissertation’ and ‘thesis’ are sometimes used interchangeably, and the meanings can differ depending on the country and university.

There are plenty of differences between the variant forms of English, such as British English and American English. Around the world, different English-speaking countries use the words ‘dissertation’ and ‘thesis’ differently. 

Generally, nations with British-based academic systems of university education use dissertation to refer to the body of work at the end of an undergraduate or masters level degree . British-based institutions generally use thesis to refer to the body of work produced at the end of a PhD . 

In countries and institutions that are based on the American system of education, the words tend to be used in reverse. However, institutions and even different departments in the same university can use the words differently. 

If you're in doubt, then stick with the way the university and department you're currently attending use the terms. 

Definitions can depend on the subject

In the UK, the terms ‘dissertation’ and ‘thesis’ are generally applied equally across institutions and subjects. 

However, in the US the meanings can differ between different subject areas. The term ‘thesis’ can be used to describe a piece of original research in US academia, whereas original research is usually referred to as a dissertation in the UK. 

If you’re studying in the US , you may complete a thesis at masters level in another subject area that involves wide-ranging reading and understanding rather than original research and still call it a thesis.

With so much interchangeability between the two terms, it’s understandable that there is often confusion in the debate between a dissertation vs thesis, as there is no clear answer. 

Always read specific course details to understand exactly what’s involved in the research project that you are required to produce.

Examples from US and UK universities

Georgetown University in the US refers to a dissertation and a thesis as both adding to your 'field of knowledge' . The University of Edinburgh recommends that you refer to your individual course handbook for guides to dissertations, so each department will have their own guidelines to using the word dissertation and thesis. At University College London they refer to a thesis as the piece of work at the end of an EngD, MPhil, MD(Res) or PhD, which are all research degrees. 

In conclusion

Ultimately, it doesn't really matter which word you use as both refer to a serious and lengthy piece of work where you can show what you have researched and understood as part of your postgraduate studies.

As long as you are referring to the piece of work that you are compiling in the same way as those in your department then you will avoid confusion.

It is important to check whether the research piece involves original research or expects you to build upon existing research.

Writing a dissertation or a thesis requires a substantial amount of planning and work and you don't want to let yourself down at the last hurdle with poor presentation of your work, so always keep an eye on your course or department guidelines.

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Sustainable and circular chemistry, research project.

Two choices: 37.5 EC or 52.5 EC

Also known as: thesis. You can choose to do a smaller Research Project and have more space in your programme to choose different electives or do a larger project.

Instructions if you want to do your Research Project outside UU or NL

When your Research Project is taking place outside of Utrecht University, then it is required to have an internship contract. This should be arranged before you submit your application form in Osiris. The options are as followed:

• The Universities of the Netherlands (UNL) internship contract is preferred for an external Research Project inside the Netherlands.
• The EAIE contract is preferred for an external Research Project outside of the Netherlands.
• The host organisation may have their own internship contract, provided that it meets the requirements of Utrecht University.
• If you are a non-EU student, then you should use the NUFFIC agreement.

Please note, that there can only be one internship contract, so please discuss this with the host organisation carefully. 

The internship contract has to be checked and signed by the Research Project Coordinator, Rebecca Puyk, on behalf of the UU. Once your internship contract has been checked and signed by the UU, you can upload it with your application form in Osiris.

Going abroad? You need to take these extra steps:

• If your Research Project is outside of the Netherlands, you also have to do a Stay Abroad request in Osiris after receiving approval by the Board of Examiners. Information about this can be found on the webpage  Stay Abroad.
• Please read the whole page carefully. If you have questions please contact the International Office. Be aware that arranging a Research Project abroad takes time.
• You might find this  checklist  useful during the organisation of your traineeship abroad.
• It is important to check the travel advice for your destination given by the Ministry of Foreign Affairs. Please type in your destination on the  website  (in Dutch). If your country has orange or red areas your Stay Abroad request cannot be validated.

Set-up Research Project

The entire Research Project will be performed at one of the (affiliated) research groups of the Institute for Sustainable and Circular Chemistry or the Debye Institute for Nanomaterials Science .

What is a Research Project?

The Research Project is split into Part 1 and Part 2, of which you can choose a shorter or longer version, respectively 2A and 2B:

• Master Research Chemistry Part 1, Introduction to the research project including Go-No Go meeting (15 EC)
• Master Research Chemistry Part 2A, Research and thesis project (22.5 EC) or Master Research Chemistry Part 2B, Research and thesis project (37.5 EC)

Completing Part 1 is a mandatory prerequisite to continuing with Part 2. Both parts are supervised by the same staff members. It is not possible to change from part 2A to part 2B or vice versa after starting the Research Project except with the approval of the programme's coordinator and director.

Requirements

• You can choose a research topic of your own interest within one of the groups affiliated with the Institute for Sustainable and Circular Chemistry or the Debye Institute for Nanomaterials Science .
• You will shape your own Research Project and participate as a group member in the group’s team meetings and discussions.
• Besides conducting research and writing your thesis, you will also learn to give presentations and discuss the progress and relevance of your research.

Practical questions:

When can i start.

You can start your Research Project already in the second period depending on the courses that you choose.

How long does the thesis take?

• A Research Project of 37.5 EC will take two and a half periods or 26 weeks when working full-time.
• A Research Project of 52.5 EC will take three and a half periods or 36 weeks.

Holidays, courses or other activities that lead to time off or part-time work on your Research Project will result in a longer Research Project, respectively. Keep this in mind when planning your studies and the Research Project deadline. Please see below what to do when your Research Project is delayed and you have to apply for a Research Project deadline extension.

Who is involved in my Research Project?

Note : you are sometimes responsible for finding your supervisor(s) and second examiner, this varies per project.

> Project supervisor/First examiner (from UU): The project supervisor/first examiner is responsible for your assessment and registering your grade in Osiris. They must be an employee of UU/UMCU.

> Second examiner (from UU): Must also be a UU/UMCU employee. This person is not involved in your supervision but is responsible for the final assessment and grading.

> Daily supervisor: This is the person who will supervise your day-to-day activities. Your daily supervisor can be the same person as your project supervisor/first examiner, but this does not necessarily need to be the case. Sometimes you can be supervised by a PhD student or an external person outside of the UU. When your Research Project is taking place outside of UU (externally) the daily supervisor might be someone from the company/institute. Please note that an external supervisor cannot be an examiner.

What do I need to do if my Research Project gets delayed?

This is what you need to do if you, due to circumstances beyond your control, foresee a delay of your Research Project in Part 1 or Part 2.

The procedure:

• Discuss this first with your supervisor(s). If all agree a new realistic end date will be set for the Research Project.
• After that, contact the Study Advisor and the programme coordinator and ask for consent to determine a new end date for your thesis.
• Apply for an extension of the research project deadline for Part 1 or Part 2 to the Board of Examiners via Osiris Student > ‘My Cases’> ‘Start Case’  > ‘Request to the Board of Examiners’ > ‘request type 7 'Delay of research or thesis project'.

What information is needed for the application form:

• A statement from the Study Advisor
• A copy of an email in which the supervisors support the request for a deadline extension
• A proposed new deadline
• Short statement to support your request

Follow these steps:

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NEUR 697D1 Master's Thesis Proposal (4.5 credits)

Offered by: Neurology and Neurosurgery ( Faculty of Medicine and Health Sciences )

Administered by: Graduate Studies

Neurology and Neurosurgery : Presentation of a written thesis proposal by the end of the first year in the program. This document stating the hypothesis being tested, relevant literature and methodology will be orally presented to the student's Advisory Committee which will also review the written proposal and communicate its recommendations to the student and the Graduate Studies Committee.

Terms: This course is not scheduled for the 2024-2025 academic year.

Instructors: There are no professors associated with this course for the 2024-2025 academic year.

Students must register for both NEUR 697D1 and NEUR 697D2

No credit will be given for this course unless both NEUR 697D1 and NEUR 697D2 are successfully completed in consecutive terms

NEUR 697D1 and NEUR 697D2 together are equivalent to NEUR 697

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Neural population mechanisms of reward-mediated performance

 Across the animal kingdom, heightened rewards invigorate movement behavior. Mice,  monkeys, and humans alike tend to make movements more quickly and accurately when  greater stakes are in play (think game time versus practice). Yet, when these stakes are  too great, humans in particular have demonstrated a propensity to “choke under  pressure”: to fail when we want to succeed the most. Clearly, motivation has a  complicated relationship with motor performance, yet the neural mechanisms linking  changes in rewards at stake to altered behavior remain poorly understood. 

What has been previously demonstrated is that signals of reward proliferate near-globally  throughout the brain. This includes the motor cortex, a region of the brain responsible for  many of the brain’s descending projections to the spinal cord that control voluntary limb  movements. To date, the studies of reward signals in motor cortex have effectively been  limited to documenting that reward can increase or decrease motor cortical activity, not  yet probing its role in reward-mediated performance. In parallel with these studies,  advances in neural recording technologies and accompanying theory have yielded  mechanistic insights of how motor cortex controls movements. By being able to analyze  the activity of hundreds of simultaneously recorded neurons and combining recordings  across days, we now are well-poised to probe the motor cortical mechanisms of reward-mediated performance. 

The focus of this thesis is to study how the motor cortex translates changes in rewards  into changes in performance. To do this, we will examine the spiking activity of  populations of neurons in the primary and dorsal pre-motor cortex recorded from monkeys  as they performed challenging arm movement tasks. In the first part of the thesis, we will  demonstrate that monkeys, like humans, choke under pressure. We trained five monkeys  to perform a prepare-then-reach to target task, where the animals were cued what reward  they would receive for a fast and accurate reach to a displayed target location before they  were permitted to move. While higher reward cues to an extent led to faster and more  accurate reach behavior, the monkeys all choked under pressure for rare and high?magnitude “Jackpot” rewards by reaching too cautiously. This produces an “inverted-U”  characteristic relating performance with reward. 

In the second part, we will explore the animals’ neural activity and identify a potential  neural mechanism for choking under pressure: failure in movement preparation. We will  demonstrate that while the primary effect of reward on motor cortical preparatory activity  appears to be monotonic with the magnitude of cued reward, an interaction between  reward size and reach direction information in motor cortex occurs. This interaction is an  expansion-then-collapse of neural preparatory states for different reach targets as a function of reward, where the decodability of the upcoming movement exhibits the same  inverted-U shaped function with reward as task success rates do. We will demonstrate  that this, along with other motor cortical signals, support the idea that Jackpot rewards  push average motor cortical preparatory states beyond an optimal zone for the upcoming  reaching movement.

 The third and final part of the thesis will more broadly explore the nature of reward signals  in motor cortex with a goal of understanding what they are and how they do (and don’t)  impact behavior. We find that these motor cortical reward signals are not well-explained  by the changes we see in behavior, nor by arousal-like internal state signals. We then  document how reward encoding evolves as the animal performs a task, the reward  signals’ relationships with task-related variability, and how reward alters neural activity  patterns intrinsic to the task in ways that relate to behavior.  

Overall, this thesis characterizes the encoding of reward-like signals in motor cortex and  explores their influence on upcoming movement behavior.  

Degree Type

• Dissertation
• Biomedical Engineering

Degree Name

• Doctor of Philosophy (PhD)

Usage metrics

• Biomedical Engineering not elsewhere classified