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What is the Difference Between a Dissertation and a Thesis?

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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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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.

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.

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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Home > Blog > Tips for Online Students > Dissertation vs Thesis: The Differences that Matter

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Dissertation vs Thesis: The Differences that Matter

Updated: June 19, 2024

Published: April 26, 2020

As a graduate student, you will have many different types of challenging coursework and assignments. However, the biggest project that you’ll work on when earning your master’s or doctoral degree will be your thesis or dissertation . The differences between a dissertation vs thesis are plenty. That’s because each of these pieces of writing happen at different times in one’s educational journey.

Let’s break down what a dissertation and thesis are so that you have a strong handle on what’s expected. For both a thesis and a dissertation, there is an obvious fluency and understanding of the subject one studies.

Let’s take a look at their similarities and differences.

Photo by  Glenn Carstens-Peters  on  Unsplash

What is a dissertation.

When you enter a doctoral program to earn a PhD, you will learn a lot about how to conduct your own research. At the culmination of your degree program, you’ll produce a dissertation.

A dissertation is a lengthy piece of written work that includes original research or expanded research on a new or existing topic. As the doctoral student, you get to choose what you want to explore and write about within your field of study.

What is a Thesis?

A thesis is also a scholarly piece of writing, but it is for those who are graduating from a master’s program. A thesis allows students to showcase their knowledge and expertise within the subject matter they have been studying.

Main Differences Between a Thesis vs. Dissertation

The biggest difference between a thesis and a dissertation is that a thesis is based on existing research.

On the other hand, a dissertation will more than likely require the doctoral student to conduct their own research and then perform analysis. The other big difference is that a thesis is for master’s students and the dissertation is for PhD students.

Structural Differences Between a Thesis and a Dissertation

Structurally, the two pieces of written analysis have many differences.

• A thesis is at least 100 pages in length
• A dissertation is 2-3x that in length
• A thesis expands upon and analyzes existing research
• A dissertation’s content is mostly attributed to the student as the author

Research Content and Oral Presentation

Once completed, some programs require students to orally present their thesis and dissertation to a panel of faculty members.

Typically, a dissertation oral presentation can take several hours. On the other hand, a thesis only takes about an hour to present and answer questions.

Let’s look at how the two scholarly works are similar and different:

Similarities:

• Each is considered a final project and required to graduate
• Both require immense understanding of the material
• Written skills are key to complete both
• Neither can be plagiarized
• Both are used to defend an argument
• Both require analytical skills
• You will have to draft, rewrite, and edit both pieces of writing
• For both, it is useful to have another person look over before submission
• Both papers are given deadlines

Differences:

• A dissertation is longer than a thesis
• A dissertation requires new research
• A dissertation requires a hypothesis that is then proven
• A thesis chooses a stance on an existing idea and defends it with analysis
• A dissertation has a longer oral presentation component

The Differences in Context: Location Matters

The united states.

In the US, everything that was previously listed is how schools differentiate between a thesis and a dissertation. A thesis is performed by master’s students, and a dissertation is written by PhD candidates.

In Europe, the distinction between a thesis and dissertation becomes a little more cloudy. That’s because PhD programs may require a doctoral thesis to graduate. Then, as a part of a broader post-graduate research project, students may complete a dissertation.

Photo by  Russ Ward  on  Unsplash

The purpose behind written research.

Each piece of writing is an opportunity for a student to demonstrate his or her ability to think critically, express their opinions in writing, and present their findings in front of their department.

Graduate degrees take a lot of time, energy, and hard work to complete. When it comes to writing such lengthy and informative pieces, there is a lot of time management that is involved. The purpose of both a thesis and a dissertation are written proof that you understand and have mastered the subject matter of your degree.

Degree Types

A doctoral degree, or PhD, is the highest degree that one can earn. In most cases, students follow the following path to achieve this level of education: Earn a bachelor’s degree, then a master’s, and then a PhD. While not every job title requires this deep educational knowledge, the salaries that come along with each level of higher education increase accordingly.

Earning Your Degree

Whether you are currently a prospective student considering earning your higher education degree or a student enrolled in a master’s or doctoral program, you know the benefits of education.

However, for some, earning a traditional degree on-campus doesn’t make sense. This could be because of the financial challenges, familial obligations, accessibility, or any other number of reasons.

For students who are seeking their higher education degrees but need a flexible, affordable, and quality alternative to traditional college, take a look at the programs that the University of the People has to offer.

University of the People is an entirely online, US accredited and tuition-free institution dedicated to higher education. You can earn your Master’s in Business Administration or your Master’s in Education . Not to mention, there are a handful of associate’s and bachelor’s degree programs to choose from as well.

If you want to learn more, get in touch with us !

The Bottom Line

Regardless of where and when you earn your master’s or doctoral degree, you will likely have to complete a thesis or dissertation. The main difference between a thesis and dissertation is the level at which you complete them. A thesis is for a master’s degree, and a dissertation is for a doctoral degree.

Don’t be overwhelmed by the prospect of having to research and write so much. Your educational journey has prepared you with the right time management skills and writing skills to make this feat achievable!

In this article

At UoPeople, our blog writers are thinkers, researchers, and experts dedicated to curating articles relevant to our mission: making higher education accessible to everyone. Read More

Think of yourself as a member of a jury, listening to a lawyer who is presenting an opening argument. You'll want to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you. Readers of academic essays are like jury members: before they have read too far, they want to know what the essay argues as well as how the writer plans to make the argument. After reading your thesis statement, the reader should think, "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I might be."

An effective thesis cannot be answered with a simple "yes" or "no." A thesis is not a topic; nor is it a fact; nor is it an opinion. "Reasons for the fall of communism" is a topic. "Communism collapsed in Eastern Europe" is a fact known by educated people. "The fall of communism is the best thing that ever happened in Europe" is an opinion. (Superlatives like "the best" almost always lead to trouble. It's impossible to weigh every "thing" that ever happened in Europe. And what about the fall of Hitler? Couldn't that be "the best thing"?)

A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay.

Steps in Constructing a Thesis

First, analyze your primary sources.  Look for tension, interest, ambiguity, controversy, and/or complication. Does the author contradict himself or herself? Is a point made and later reversed? What are the deeper implications of the author's argument? Figuring out the why to one or more of these questions, or to related questions, will put you on the path to developing a working thesis. (Without the why, you probably have only come up with an observation—that there are, for instance, many different metaphors in such-and-such a poem—which is not a thesis.)

Once you have a working thesis, write it down.  There is nothing as frustrating as hitting on a great idea for a thesis, then forgetting it when you lose concentration. And by writing down your thesis you will be forced to think of it clearly, logically, and concisely. You probably will not be able to write out a final-draft version of your thesis the first time you try, but you'll get yourself on the right track by writing down what you have.

Keep your thesis prominent in your introduction.  A good, standard place for your thesis statement is at the end of an introductory paragraph, especially in shorter (5-15 page) essays. Readers are used to finding theses there, so they automatically pay more attention when they read the last sentence of your introduction. Although this is not required in all academic essays, it is a good rule of thumb.

Anticipate the counterarguments.  Once you have a working thesis, you should think about what might be said against it. This will help you to refine your thesis, and it will also make you think of the arguments that you'll need to refute later on in your essay. (Every argument has a counterargument. If yours doesn't, then it's not an argument—it may be a fact, or an opinion, but it is not an argument.)

This statement is on its way to being a thesis. However, it is too easy to imagine possible counterarguments. For example, a political observer might believe that Dukakis lost because he suffered from a "soft-on-crime" image. If you complicate your thesis by anticipating the counterargument, you'll strengthen your argument, as shown in the sentence below.

Some Caveats and Some Examples

A thesis is never a question.  Readers of academic essays expect to have questions discussed, explored, or even answered. A question ("Why did communism collapse in Eastern Europe?") is not an argument, and without an argument, a thesis is dead in the water.

A thesis is never a list.  "For political, economic, social and cultural reasons, communism collapsed in Eastern Europe" does a good job of "telegraphing" the reader what to expect in the essay—a section about political reasons, a section about economic reasons, a section about social reasons, and a section about cultural reasons. However, political, economic, social and cultural reasons are pretty much the only possible reasons why communism could collapse. This sentence lacks tension and doesn't advance an argument. Everyone knows that politics, economics, and culture are important.

A thesis should never be vague, combative or confrontational.  An ineffective thesis would be, "Communism collapsed in Eastern Europe because communism is evil." This is hard to argue (evil from whose perspective? what does evil mean?) and it is likely to mark you as moralistic and judgmental rather than rational and thorough. It also may spark a defensive reaction from readers sympathetic to communism. If readers strongly disagree with you right off the bat, they may stop reading.

An effective thesis has a definable, arguable claim.  "While cultural forces contributed to the collapse of communism in Eastern Europe, the disintegration of economies played the key role in driving its decline" is an effective thesis sentence that "telegraphs," so that the reader expects the essay to have a section about cultural forces and another about the disintegration of economies. This thesis makes a definite, arguable claim: that the disintegration of economies played a more important role than cultural forces in defeating communism in Eastern Europe. The reader would react to this statement by thinking, "Perhaps what the author says is true, but I am not convinced. I want to read further to see how the author argues this claim."

A thesis should be as clear and specific as possible.  Avoid overused, general terms and abstractions. For example, "Communism collapsed in Eastern Europe because of the ruling elite's inability to address the economic concerns of the people" is more powerful than "Communism collapsed due to societal discontent."

Copyright 1999, Maxine Rodburg and The Tutors of the Writing Center at Harvard University

What Exactly Is A Dissertation (Or Thesis)?

If you’ve landed on this article, chances are you’ve got a dissertation or thesis project coming up (hopefully it’s not due next week!), and you’re now asking yourself the classic question, “what the #%#%^ is a dissertation?”…

In this post, I’ll break down the basics of exactly what a dissertation is, in plain language. No ivory tower academia.

So, let’s get to the pressing question – what is a dissertation?

A dissertation (or thesis) = a research project

Simply put, a dissertation (or thesis – depending on which country you’re studying in) is a research project . In other words, your task is to ask a research question (or set of questions) and then set about finding the answer(s). Simple enough, right?

Well, the catch is that you’ve got to undertake this research project in an academic fashion , and there’s a wealth of academic language that makes it all (look) rather confusing (thanks, academia). However, at its core, a dissertation is about undertaking research (investigating something). This is really important to understand, because the key skill that your university is trying to develop in you (and will be testing you on) is your ability to undertake research in a well-structured structured, critical and academically rigorous way.

This research-centric focus is significantly different from assignments or essays, where the main concern is whether you can understand and apply the prescribed module theory. I’ll explain some other key differences between dissertations or theses and assignments a bit later in this article, but for now, let’s dig a little deeper into what a dissertation is.

A dissertation (or thesis) is a process.

Okay, so now that you understand that a dissertation is a research project (which is testing your ability to undertake quality research), let’s go a little deeper into what that means in practical terms.

The best way to understand a dissertation is to view it as a process – more specifically a research process (it is a research project, after all). This process involves four essential steps, which I’ll discuss below.

Step 1 – You identify a worthy research question

The very first step of the research process is to find a meaningful research question, or a set of questions. In other words, you need to find a suitable topic for investigation. Since a dissertation is all about research, identifying the key question(s) is the critical first step. Here’s an example of a well-defined research question:

“Which factors cultivate or erode customer trust in UK-based life insurance brokers?”

This clearly defined question sets the direction of the research . From the question alone, you can understand exactly what the outcome of the research might look like – i.e. a set of findings about which factors help brokers develop customer trust, and which factors negatively impact trust.

But how on earth do I find a suitable research question, you ask? Don’t worry about this right now – when you’re ready, you can read our article about finding a dissertation topic . However, right now, the important thing to understand is that the first step in the dissertation process is identifying the key research question(s). Without a clear question, you cannot move forward.

Step 2 – You review the existing research

Once the research question is clearly established, the next step is to review the existing research/literature (both academic and professional/industry) to understand what has already been said with regard to the question. In academic speak, this is called a literature review .

This step is critically important as, in all likelihood, someone else has asked a similar question to yours, and therefore you can build on the work of others . Good academic research is not about reinventing the wheel or starting from scratch – it’s about familiarising yourself with the current state of knowledge, and then using that as your basis for further research.

Simply put, the first step to answering your research question is to look at what other researchers have to say about it. Sometimes this will lead you to change your research question or direction slightly (for example, if the existing research already provides a comprehensive answer). Don’t stress – this is completely acceptable and a normal part of the research process.

Step 3 – You carry out your own research

Once you’ve got a decent understanding of the existing state of knowledge, you will carry out your own research by collecting and analysing the relevant data. This could take to form of primary research (collecting your own fresh data), secondary research (synthesising existing data) or both, depending on the nature of your degree, research question(s) and even your university’s specific requirements.

Exactly what data you collect and how you go about analysing it depends largely on the research question(s) you are asking, but very often you will take either a qualitative approach (e.g. interviews or focus groups) or a quantitative approach (e.g. online surveys). In other words, your research approach can be words-based, numbers-based, or both . Don’t let the terminology scare you and don’t worry about these technical details for now – we’ll explain research methodology in later posts .

Step 4 – You develop answers to your research question(s)

Combining your understanding of the existing research (Step 2) with the findings from your own original research (Step 3), you then (attempt to) answer your original research question (s). The process of asking, investigating and then answering has gone full circle.

Of course, your research won’t always provide rock-solid answers to your original questions, and indeed you might find that your findings spur new questions altogether. Don’t worry – this is completely acceptable and is a natural part of the research process.

So, to recap, a dissertation is best understood as a research process, where you are:

• Ask a meaningful research question(s)
• Carry out the research (both existing research and your own)
• Analyse the results to develop an answer to your original research question(s).

Depending on your specific degree and the way your university designs its coursework, you might be asking yourself “but isn’t this just a longer version of a normal assignment?”. Well, it’s quite possible that your previous assignments required a similar research process, but there are some key differences you need to be aware of, which I’ll explain next.

Same same, but different…

While there are, naturally, similarities between dissertations/theses and assignments, its important to understand the differences  so that you approach your dissertation with the right mindset and focus your energy on the right things. Here, I’ll discuss four ways in which writing a dissertation differs substantially from assignments and essays, and why this matters.

Difference #1 – You must decide (and live with) the direction.

Unlike assignments or essays, where the general topic is determined for you, for your dissertation, you will (typically) be the one who decides on your research questions and overall direction. This means that you will need to:

• Find a suitable research question (or set of questions)
• Justify why its worth investigating (in the form of a research proposal )
• Find all the relevant existing research and familiarise yourself with the theory

This is very different from assignments, where the theory is given to you on a platter, and the direction is largely pre-defined. Therefore, before you start the dissertation process, you need to understand the basics of academic research, how to find a suitable research topic and how to source the relevant literature.

Difference #2 – It’s a long project, and you’re on your own.

A dissertation is a long journey, at least compared to assignments. Typically, you will spend 3 – 6 months writing around 15,000 – 25,000 words (for Masters-level, much more for PhD) on just one subject. Therefore, successfully completing your dissertation requires a substantial amount of stamina .

To make it even more challenging, your classmates will not be researching the same thing as you are, so you have limited support, other than your supervisor (who may be very busy). This can make it quite a lonely journey . Therefore, you need a lot of self-discipline and self-direction in order to see it through to the end. You should also try to build a support network of people who can help you through the process (perhaps alumni, faculty or a private coach ).

Difference #3 – They’re testing research skills.

We touched on this earlier. Unlike assignments or essays, where the markers are assessing your ability to understand and apply the theories, models and frameworks that they provide you with, your dissertation will be is assessing your ability to undertake high-quality research in an academically rigorous manner.

Of course, your ability to understand the relevant theory (i.e. within your literature review) is still very important, but this is only one piece of the research skills puzzle. You need to demonstrate the full spectrum of research skills.

It’s important to note that your research does not need to be ground-breaking, revolutionary or world-changing – that is not what the markers are assessing. They are assessing whether you can apply well-established research principles and skills to a worthwhile topic of enquiry. Don’t feel like you need to solve the world’s major problems. It’s simply not going to happen (you’re a first-time researcher, after all) – and doesn’t need to happen in order to earn good marks.

Difference #4 – Your focus needs to be narrow and deep.

In your assignments, you were likely encouraged to take a broad, interconnected, high-level view of the theory and connect as many different ideas and concepts as possible. In your dissertation, however, you typically need to narrow your focus and go deep into one particular topic. Think about the research question we looked at earlier:

The focus is intentionally very narrow – specifically the focus is on:

• The UK only – no other countries are being considered.
• Life insurance brokers only – not financial services, not vehicle insurance, not medical insurance, etc.
• Customer trust only – not reputation, not customer loyalty, not employee trust, supplier trust, etc.

By keeping the focus narrow, you enable yourself to deeply probe whichever topic you choose – and this depth is essential for earning good marks. Importantly, ringfencing your focus doesn’t mean ignoring the connections to other topics – you should still acknowledge all the linkages, but don’t get distracted – stay focused on the research question(s).

So, as you can see, a dissertation is more than just an extended assignment or essay. It’s a unique research project that you (and only you) must lead from start to finish. The good news is that, if done right, completing your dissertation will equip you with strong research skills, which you will most certainly use in the future, regardless of whether you follow an academic or professional path.

Wrapping up

Hopefully in this post, I’ve answered your key question, “what is a dissertation?”, at least at a big picture-level. To recap on the key points:

• A dissertation is simply a structured research project .
• It’s useful to view a dissertation as a process involving asking a question, undertaking research and then answering that question.
• First and foremost, your marker(s) will be assessing your research skills , so its essential that you focus on producing a rigorous, academically sound piece of work (as opposed to changing the world or making a scientific breakthrough).
• While there are similarities, a dissertation is different from assignments and essays in multiple ways. It’s important to understand these differences if you want to produce a quality dissertation.

In this post, I’ve gently touched on some of the intricacies of the dissertation, including research questions, data types and research methodologies. Be sure to check out the Grad Coach Blog  for more detailed discussion of these areas.

34 Comments

Hello Derek

Yes, I struggle with literature review and am highly frustrated (with myself).

Thank you for the guide that you have sent, especially the apps. I am working through the guide and busy with the implementation of it.

Hope to hear from you again!

Regards Micheal

Great to hear that, Michael. All the best with your research!

Thank you. That was quite something to move forward with. Despite the fact that I was lost. I will now be able to do something with the information given.

That’s great, Pheladi. Good luck!

Thank you so much for your videos and writing research proposal and dissertation. These videos are useful. I was struggling, but now I am starting to write. I hope to watch your more videos to learn more about the dissertation.

Before this post, I didn’t know where to start my research, today I have some light and do certain % of my research. I may need for direction on literature review. Big thanks to you.

Very very good Derek

Thanks immensely Derek

You’re welcome 🙂 Good luck with your dissertation/thesis.

Thank you Derek for widening my scope on research, this can be likened to a blind man whose eyes can now see.

Remain bless sir🙏

You guys are doing really great… I am extremely grateful for your help… Keep going.. Please activate that research help for indian students as well I couldn’t access it being an indian.

Hello Derek,

I got stuck in the concept paper because I changed my topic. Now I don’t know where to pick up the pieces again. How can I focus and stay on track. I am getting scared.

Thank you so much Derek, I am a new comer, learning for the first time how to write a good research. These in information’s to me is a mind opener, I hope to learn more from you in the future, Thanks and God bless.

Thanks Guys this means so much to me

A pretty good and insightful piece for beginners like me. Looking forward to more helpful hints and guide. Thanks to Derek.

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Great to hear that

On cybersecurity Analytics research to banking transactions

This was of great help to me and quite informative .

Thank you so much GradCoach,

This is like a light at the end of the tunnel. You are a lifesaver. Thank you once again.

hello, I’m so grateful for such great information. It appears basic, but it is so relevant in understanding the research process.

Your website is very helpful for writing thesis. A big well done to the team. Do you have a website for paper writing and academic publishing or how to publish my thesis, how to land a fully funded PhD, etc. Just the general upward trajectory in the academia. Thank you

I have learned a lot from the lectures, it was beneficial and helped me a lot in my research journey. Thank you very much

Thank you for your gifts of enlightenment to a person like me who’s always a student. May your ‘well’not dry out.

It’s quite a fun and superb, now I have come to believe that the way one teach can have an impact in understanding and can change one’s assumption and position about a subject or a problem, before I came here and learn I consider research methodology a hard thing because, I wasn’t taught by a mentor like this one. Thanks so much who ever have make this effort to make this something easy and engaging

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This topic is intended for my MPhil. Work (The perception of parents on Technical and Vocational Education, the impact on educational policy). May you consider the suitability of the topic for me and refine if the need be. Thank you,

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i have gone through the notes and it is interesting. All i need now is a pdf file that contain a whole dissertation writing inclusive of chapter 1 to 5 on motivation as a topic… thanks

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I got stuck in my writing because I need to change my topic. I am getting scared as I have a semester left 🙁

Thanks for such an educational opportunity and support

Thanks for your educational opportunity and support

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Guide to writing your thesis/dissertation, definition of dissertation and thesis.

The dissertation or thesis is a scholarly treatise that substantiates a specific point of view as a result of original research that is conducted by students during their graduate study. At Cornell, the thesis is a requirement for the receipt of the M.A. and M.S. degrees and some professional master’s degrees. The dissertation is a requirement of the Ph.D. degree.

Formatting Requirement and Standards

The Graduate School sets the minimum format for your thesis or dissertation, while you, your special committee, and your advisor/chair decide upon the content and length. Grammar, punctuation, spelling, and other mechanical issues are your sole responsibility. Generally, the thesis and dissertation should conform to the standards of leading academic journals in your field. The Graduate School does not monitor the thesis or dissertation for mechanics, content, or style.

“Papers Option” Dissertation or Thesis

A “papers option” is available only to students in certain fields, which are listed on the Fields Permitting the Use of Papers Option page , or by approved petition. If you choose the papers option, your dissertation or thesis is organized as a series of relatively independent chapters or papers that you have submitted or will be submitting to journals in the field. You must be the only author or the first author of the papers to be used in the dissertation. The papers-option dissertation or thesis must meet all format and submission requirements, and a singular referencing convention must be used throughout.

ProQuest Electronic Submissions

The dissertation and thesis become permanent records of your original research, and in the case of doctoral research, the Graduate School requires publication of the dissertation and abstract in its original form. All Cornell master’s theses and doctoral dissertations require an electronic submission through ProQuest, which fills orders for paper or digital copies of the thesis and dissertation and makes a digital version available online via their subscription database, ProQuest Dissertations & Theses . For master’s theses, only the abstract is available. ProQuest provides worldwide distribution of your work from the master copy. You retain control over your dissertation and are free to grant publishing rights as you see fit. The formatting requirements contained in this guide meet all ProQuest specifications.

Copies of Dissertation and Thesis

Copies of Ph.D. dissertations and master’s theses are also uploaded in PDF format to the Cornell Library Repository, eCommons . A print copy of each master’s thesis and doctoral dissertation is submitted to Cornell University Library by ProQuest.

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Home » Thesis – Structure, Example and Writing Guide

Thesis – Structure, Example and Writing Guide

Table of contents.

Definition:

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

History of Thesis

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

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

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

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

Structure of Thesis

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

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

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

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

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

Introduction

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

Literature Review

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

Methodology

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

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

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

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

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

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

How to write Thesis

Here are some steps to help you write a thesis:

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

Example of Thesis

Example of Thesis template for Students:

Title of Thesis

Table of Contents:

Chapter 1: Introduction

Chapter 2: Literature Review

Chapter 3: Research Methodology

Chapter 4: Results

Chapter 5: Discussion

Chapter 6: Conclusion

References:

Appendices:

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

Application of Thesis

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

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

Purpose of Thesis

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

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

When to Write Thesis

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

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

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

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

Characteristics of Thesis

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

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

Advantages of Thesis

There are several advantages to writing a thesis, including:

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

Limitations of Thesis

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

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

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Purpose of Research – Objectives and Applications

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Research Topics – Ideas and Examples

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Writing a Paper: Thesis Statements

Basics of thesis statements.

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

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

Being Specific

This thesis statement has no specific argument:

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

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

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

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

Making a Unique Argument

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

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

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

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

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

Creating a Debate

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

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

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

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

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

Choosing the Right Words

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

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

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

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

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

Leaving Room for Discussion

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

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

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

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

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

Thesis Mad Libs

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

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

Words to Avoid and to Embrace

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

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

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

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Definition of thesis

Did you know.

In high school, college, or graduate school, students often have to write a thesis on a topic in their major field of study. In many fields, a final thesis is the biggest challenge involved in getting a master's degree, and the same is true for students studying for a Ph.D. (a Ph.D. thesis is often called a dissertation ). But a thesis may also be an idea; so in the course of the paper the student may put forth several theses (notice the plural form) and attempt to prove them.

Examples of thesis in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'thesis.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

in sense 3, Middle English, lowering of the voice, from Late Latin & Greek; Late Latin, from Greek, downbeat, more important part of a foot, literally, act of laying down; in other senses, Latin, from Greek, literally, act of laying down, from tithenai to put, lay down — more at do

14th century, in the meaning defined at sense 3a(1)

Dictionary Entries Near thesis

the sins of the fathers are visited upon the children

thesis novel

Cite this Entry

“Thesis.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/thesis. Accessed 9 Aug. 2024.

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Types of Theses

Three types of gallatin ma theses.

Each graduate student in the Gallatin School completes a final thesis as the culmination of their work toward a Master of Arts degree. The thesis may take one of three forms: a research thesis, an artistic thesis, or a project thesis. In each case, the thesis represents a synthesis of the student’s accumulated knowledge and skill and an opportunity to display the ideas, practices and skills learned through the program. While the master’s thesis, unlike a doctoral dissertation, does not have to create new knowledge or break new ground, it does display the student’s ability to go beyond the mere collection of information into synthesis, analysis, judgment and interpretation. Moreover, it should demonstrate the student’s familiarity with a substantial body of thought and literature and illustrate mastery of some self-chosen field of study.

Below you will find descriptions of the three types of theses: 

Research Thesis

Artistic thesis, project thesis.

Current MA students who are interested in seeing sample theses should consult the Gallatin Master's Thesis Archive , which is accessible with an NYU Net ID.

Students pursuing the research option produce and defend a substantial research essay, the thesis of which is demonstrably related to the student’s course of study and ongoing conversations with the primary adviser. The adviser and defense panelists are the ultimate arbiters of whether the thesis satisfies a reasonable understanding of a project worthy of the master’s degree. However, in general and at minimum, a successful Gallatin MA research thesis demonstrates sufficient mastery of relevant academic fields as well as a critical grasp of the scholarship and methods that currently define those fields. The thesis essay is a logically-constructed argument that presents its central points on the basis of research and critical interpretation. The sources and objects of study may cover the spectrum from archival materials to critical theory to statistical surveys and personal interviews, but the student should carefully choose sources in consultation with the primary adviser, and with reference to questions about what constitutes legitimate source within the student’s field(s). The research thesis essay must be more than a "review of the literature" but the demand for original findings is lower than that faced by doctoral candidates. Significantly original contributions are of course highly commendable, but the excellence of an MA research thesis essay may lie in its critical and creative synthesis, articulation of a fresh perspective on the work of others, or identification of new, research-based questions that themselves shed light on existing problems within fields. Generally speaking, the final research thesis essay should be at least 50 pages and not exceed 80 pages (not including appendices and bibliographic material). Students and advisers are encouraged to talk with the program's academic directors about these expectations whenever necessary.

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The artistic thesis is appropriate for those students who wish to display the creative process in the performing, visual or literary arts. A student might make a film or video; choreograph an evening of dance; act in a play; mount an exhibit of paintings; write a screenplay, novel, play or collection of short stories; or choose another artistic endeavor. The artistic thesis represents the culmination of a Gallatin arts concentration in which the student has studied the genre under consideration.

The artistic thesis comprises both the artistic project and three accompanying essays. Therefore, you should conceive of the artistic thesis as a unified piece composed of the creative work and the essays which enhance it. Members of the faculty committee will assess both the artistic work and the essays. The essays include:

• an academic research paper related to the field of artistic work;
• an essay on artistic aims and process;
• a technical essay.

Please note: The technical essay does not apply to those students who are submitting a literary work.

Some General Advice

Be careful to keep records and a log of the artistic project as it evolves. This information can be used in the Technical Essay.

If a student is writing a work of fiction, poems, a play, etc., for the thesis, the student will submit this work to their adviser and other readers along with the essays. However, if the student is presenting a performance, they will need to arrange to have their adviser and other members of their committee see the performance. The student is responsible for coordinating schedules and for notifying committee members so that everyone can view the piece. The student should notify the thesis reviewer of the date of the performance at least one month in advance. In the event that one or more of the committee cannot attend the scheduled event, the student should arrange to have the performance videotaped so people can see it later. Except in unusual circumstances, the student must submit the first draft of the thesis to their adviser no more than three months after the performance.

Essays for the Artistic Thesis

Background Research Essay

As stated above, this essay follows the description for the standard research essay. It is a scholarly endeavor and differs from the standard essay in terms of length and focus. The length is approximately 25 to 40 pages. The focus of the essay is related to the artistic work and explores some aspect of that work that the student wishes to study and develop through outside research. The essay might take the form of an analysis of a performance or literary genre; a history of an art form or phenomenon; a philosophical study of an aesthetic concept; or a critical/biographical analysis of the work of an influential artistic figure.

Artistic Aims Essay

In this essay, the student is required to articulate their goals in mounting their particular artistic project. For example, what was the student trying to accomplish in writing short stories, a screenplay, a novel, presenting an evening of dances or songs, making a film or mounting an art exhibit? What were the aesthetic choices made and why?  The student should also explain their approach to the artistic work (their style, genre, or school), any relevant influences on the work, how the student's training influenced their artistic choices, and the student's intentions for particular elements of the creative work. After the student has carefully and clearly articulated these goals, they need to explain how their actual artistic work meets the stated goals. The student should use examples from their artistic project to illustrate these ideas. This essay should be approximately 10-15 pages in length.

Technical Essay

This essay is a description of the steps the student actually took to physically mount their production.  The student will need to include such technical details as arranging for rehearsal and performance space; choosing the performers; finding/creating, costumes, materials, lights; raising funds and getting institutional support. This essay should be approximately 10 pages in length.

Students may submit a portfolio, if appropriate. This would consist of any material, such as photos, slides, fliers, programs, videotapes, audiotapes etc. which might constitute an appendix and which might be helpful to a fuller understanding of the thesis.

The project thesis consists of two elements: (1) the project, a professional activity designed and executed primarily by the student as a way of solving a problem, and (2) an accompanying essay about the project. This thesis is especially appropriate for students in such fields as business, education, social work or public administration. The project thesis may appeal to those students who are active in their profession and who take responsibility for the creation of some kind of program or practice.

Students should understand that the project cannot simply propose a professional activity; the design for such an activity must actually be carried out (at least in a pilot version) and evaluated. Some examples of projects: a student in education may develop and apply a new strategy for teaching reading to recent immigrants; a person working in a corporation may construct new methods for managing financial information; or a community worker in a settlement house may organize a group of local residents to combat drug abuse.

At each step, the student should be careful to keep in touch with their adviser and with any other expert who can help them in their process. The student should keep careful records of the process by taking detailed notes of conversations, meetings, interviews, etc.  If at all possible, the student should arrange to have the members of their committee, especially their adviser, witness the project first-hand: Visit the site, talk with key actors, watch the program in operation. (This direct contact is highly recommended, but not required.)

Essays for the Project Thesis

The project thesis essay may take a number of forms and include a range of information. It ought to discuss at least the following elements:

Consider the institutional or social context within which the project takes place. Describe the organization, the potential clientele or participants, and the larger environment (social, economic and political conditions surrounding the problem and the project).

Describe the particular problem or need that you address in the project. What causes that problem? How extensive is it? Have other attempts to solve the problem been made; if so, what were their shortcomings, and why are you trying another approach? Place the problem in its professional and academic context by referring to the appropriate literature. Program

Describe the goals and objectives of the project and what the student hoped to accomplish. Describe how the program was designed and structured; for example, what kinds of activities did participants engage in, and in what sequence? What kinds of resources and techniques were used? Justify the strategies and tactics used by citing appropriate professional and academic literatures.

Implementation

Describe how the plan was carried out. Use as much detail as needed to give the reader a sense of what actually happened, and to indicate the extent to which the reality matched the plan.

Describe the criteria for assessing the project and evaluation methods used. Justify the criteria and methods by referring to appropriate literatures. To what extent did the project accomplish the goals and objectives identified earlier?

Citing relevant literature and the practical contingencies of the project, explain why the project did or did not achieve its stated purposes. Describe the factors (political, social, organizational, financial, psychological, etc.) that contributed to the process and to the outcomes. What changes--either conceptual or practical--would the student make if they were to repeat or extend the project? What would the student leave in place? Describe what was learned from the project about the original problem and about the student's strategy and tactics. Also consider the professional and theoretical implications of the project.

If necessary, put relevant documentary materials (flyers, important correspondence, budgets, etc.) in appendices.

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How to write a thesis statement + examples

What is a thesis statement?

Is a thesis statement a question, how do you write a good thesis statement, how do i know if my thesis statement is good, examples of thesis statements, helpful resources on how to write a thesis statement, frequently asked questions about writing a thesis statement, related articles.

A thesis statement is the main argument of your paper or thesis.

The thesis statement is one of the most important elements of any piece of academic writing . It is a brief statement of your paper’s main argument. Essentially, you are stating what you will be writing about.

You can see your thesis statement as an answer to a question. While it also contains the question, it should really give an answer to the question with new information and not just restate or reiterate it.

Your thesis statement is part of your introduction. Learn more about how to write a good thesis introduction in our introduction guide .

A thesis statement is not a question. A statement must be arguable and provable through evidence and analysis. While your thesis might stem from a research question, it should be in the form of a statement.

Tip: A thesis statement is typically 1-2 sentences. For a longer project like a thesis, the statement may be several sentences or a paragraph.

A good thesis statement needs to do the following:

• Condense the main idea of your thesis into one or two sentences.
• Answer your project’s main research question.
• Clearly state your position in relation to the topic .
• Make an argument that requires support or evidence.

Once you have written down a thesis statement, check if it fulfills the following criteria:

• Your statement needs to be provable by evidence. As an argument, a thesis statement needs to be debatable.
• Your statement needs to be precise. Do not give away too much information in the thesis statement and do not load it with unnecessary information.
• Your statement cannot say that one solution is simply right or simply wrong as a matter of fact. You should draw upon verified facts to persuade the reader of your solution, but you cannot just declare something as right or wrong.

As previously mentioned, your thesis statement should answer a question.

If the question is:

What do you think the City of New York should do to reduce traffic congestion?

A good thesis statement restates the question and answers it:

In this paper, I will argue that the City of New York should focus on providing exclusive lanes for public transport and adaptive traffic signals to reduce traffic congestion by the year 2035.

Here is another example. If the question is:

How can we end poverty?

A good thesis statement should give more than one solution to the problem in question:

In this paper, I will argue that introducing universal basic income can help reduce poverty and positively impact the way we work.

• The Writing Center of the University of North Carolina has a list of questions to ask to see if your thesis is strong .

A thesis statement is part of the introduction of your paper. It is usually found in the first or second paragraph to let the reader know your research purpose from the beginning.

In general, a thesis statement should have one or two sentences. But the length really depends on the overall length of your project. Take a look at our guide about the length of thesis statements for more insight on this topic.

Here is a list of Thesis Statement Examples that will help you understand better how to write them.

Every good essay should include a thesis statement as part of its introduction, no matter the academic level. Of course, if you are a high school student you are not expected to have the same type of thesis as a PhD student.

Here is a great YouTube tutorial showing How To Write An Essay: Thesis Statements .

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How to write a thesis statement, what is a thesis statement.

Almost all of us—even if we don’t do it consciously—look early in an essay for a one- or two-sentence condensation of the argument or analysis that is to follow. We refer to that condensation as a thesis statement.

Why Should Your Essay Contain a Thesis Statement?

• to test your ideas by distilling them into a sentence or two
• to better organize and develop your argument
• to provide your reader with a “guide” to your argument

In general, your thesis statement will accomplish these goals if you think of the thesis as the answer to the question your paper explores.

How Can You Write a Good Thesis Statement?

Here are some helpful hints to get you started. You can either scroll down or select a link to a specific topic.

How to Generate a Thesis Statement if the Topic is Assigned How to Generate a Thesis Statement if the Topic is not Assigned How to Tell a Strong Thesis Statement from a Weak One

How to Generate a Thesis Statement if the Topic is Assigned

Almost all assignments, no matter how complicated, can be reduced to a single question. Your first step, then, is to distill the assignment into a specific question. For example, if your assignment is, “Write a report to the local school board explaining the potential benefits of using computers in a fourth-grade class,” turn the request into a question like, “What are the potential benefits of using computers in a fourth-grade class?” After you’ve chosen the question your essay will answer, compose one or two complete sentences answering that question.

Q: “What are the potential benefits of using computers in a fourth-grade class?” A: “The potential benefits of using computers in a fourth-grade class are . . .”

A: “Using computers in a fourth-grade class promises to improve . . .”

The answer to the question is the thesis statement for the essay.

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How to Generate a Thesis Statement if the Topic is not Assigned

Even if your assignment doesn’t ask a specific question, your thesis statement still needs to answer a question about the issue you’d like to explore. In this situation, your job is to figure out what question you’d like to write about.

A good thesis statement will usually include the following four attributes:

• take on a subject upon which reasonable people could disagree
• deal with a subject that can be adequately treated given the nature of the assignment
• express one main idea
• assert your conclusions about a subject

Let’s see how to generate a thesis statement for a social policy paper.

Brainstorm the topic . Let’s say that your class focuses upon the problems posed by changes in the dietary habits of Americans. You find that you are interested in the amount of sugar Americans consume.

You start out with a thesis statement like this:

Sugar consumption.

This fragment isn’t a thesis statement. Instead, it simply indicates a general subject. Furthermore, your reader doesn’t know what you want to say about sugar consumption.

Narrow the topic . Your readings about the topic, however, have led you to the conclusion that elementary school children are consuming far more sugar than is healthy.

You change your thesis to look like this:

Reducing sugar consumption by elementary school children.

This fragment not only announces your subject, but it focuses on one segment of the population: elementary school children. Furthermore, it raises a subject upon which reasonable people could disagree, because while most people might agree that children consume more sugar than they used to, not everyone would agree on what should be done or who should do it. You should note that this fragment is not a thesis statement because your reader doesn’t know your conclusions on the topic.

Take a position on the topic. After reflecting on the topic a little while longer, you decide that what you really want to say about this topic is that something should be done to reduce the amount of sugar these children consume.

You revise your thesis statement to look like this:

More attention should be paid to the food and beverage choices available to elementary school children.

This statement asserts your position, but the terms more attention and food and beverage choices are vague.

Use specific language . You decide to explain what you mean about food and beverage choices , so you write:

Experts estimate that half of elementary school children consume nine times the recommended daily allowance of sugar.

This statement is specific, but it isn’t a thesis. It merely reports a statistic instead of making an assertion.

Make an assertion based on clearly stated support. You finally revise your thesis statement one more time to look like this:

Because half of all American elementary school children consume nine times the recommended daily allowance of sugar, schools should be required to replace the beverages in soda machines with healthy alternatives.

Notice how the thesis answers the question, “What should be done to reduce sugar consumption by children, and who should do it?” When you started thinking about the paper, you may not have had a specific question in mind, but as you became more involved in the topic, your ideas became more specific. Your thesis changed to reflect your new insights.

How to Tell a Strong Thesis Statement from a Weak One

1. a strong thesis statement takes some sort of stand..

Remember that your thesis needs to show your conclusions about a subject. For example, if you are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss product to evaluate. Here are two thesis statements:

There are some negative and positive aspects to the Banana Herb Tea Supplement.

This is a weak thesis statement. First, it fails to take a stand. Second, the phrase negative and positive aspects is vague.

Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.

This is a strong thesis because it takes a stand, and because it's specific.

2. A strong thesis statement justifies discussion.

Your thesis should indicate the point of the discussion. If your assignment is to write a paper on kinship systems, using your own family as an example, you might come up with either of these two thesis statements:

My family is an extended family.

This is a weak thesis because it merely states an observation. Your reader won’t be able to tell the point of the statement, and will probably stop reading.

While most American families would view consanguineal marriage as a threat to the nuclear family structure, many Iranian families, like my own, believe that these marriages help reinforce kinship ties in an extended family.

This is a strong thesis because it shows how your experience contradicts a widely-accepted view. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.

3. A strong thesis statement expresses one main idea.

Readers need to be able to see that your paper has one main point. If your thesis statement expresses more than one idea, then you might confuse your readers about the subject of your paper. For example:

Companies need to exploit the marketing potential of the Internet, and Web pages can provide both advertising and customer support.

This is a weak thesis statement because the reader can’t decide whether the paper is about marketing on the Internet or Web pages. To revise the thesis, the relationship between the two ideas needs to become more clear. One way to revise the thesis would be to write:

Because the Internet is filled with tremendous marketing potential, companies should exploit this potential by using Web pages that offer both advertising and customer support.

This is a strong thesis because it shows that the two ideas are related. Hint: a great many clear and engaging thesis statements contain words like because , since , so , although , unless , and however .

4. A strong thesis statement is specific.

A thesis statement should show exactly what your paper will be about, and will help you keep your paper to a manageable topic. For example, if you're writing a seven-to-ten page paper on hunger, you might say:

World hunger has many causes and effects.

This is a weak thesis statement for two major reasons. First, world hunger can’t be discussed thoroughly in seven to ten pages. Second, many causes and effects is vague. You should be able to identify specific causes and effects. A revised thesis might look like this:

Hunger persists in Glandelinia because jobs are scarce and farming in the infertile soil is rarely profitable.

This is a strong thesis statement because it narrows the subject to a more specific and manageable topic, and it also identifies the specific causes for the existence of hunger.

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• Dissertation

How to Write a Thesis or Dissertation Introduction

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

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

Your introduction should include:

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

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Table of contents

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

To help guide your reader, end your introduction with an outline  of the structure of the thesis or dissertation to follow. Share a brief summary of each chapter, clearly showing how each contributes to your central aims. However, be careful to keep this overview concise: 1-2 sentences should be enough.

I. Introduction

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

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

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

Checklist: Introduction

I have introduced my research topic in an engaging way.

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

I have clearly specified the focus of my research.

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

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

I have outlined the specific objectives of the research .

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

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

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

Research bias

• Survivorship bias
• Self-serving bias
• Availability heuristic
• Halo effect
• Hindsight bias
• Deep learning
• Generative AI
• Machine learning
• Reinforcement learning
• Supervised vs. unsupervised learning

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The introduction of a research paper includes several key elements:

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

and your problem statement

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

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

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

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

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

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

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

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

To define your scope of research, consider the following:

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

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What makes a Bachelor's thesis different from Master's and PhD theses? [duplicate]

All the three types of research revolve around an argument, a thesis. They of course differ in terms of student level, that is complexity.

But, what makes a bachelor's thesis different from master's and PhD theses in terms of procedures of researching given that all of them may follow the same process of research, questions or hypotheses, review of the literature, methodology, results and discussion?

• research-process
• research-undergraduate

• 13 In a bachelor thesis you are usually not expected to expand the existing body of human knowledge in contrast to a PhD. Bachelor theses are closer to literature reviews. –  Marc Claesen Commented Mar 29, 2014 at 9:08
• 1 I see what you meant but I'm not really convinced. Concerning the contribution to human knowledge, I think this depends on whether the thesis is innovative. If an undergraduate thesis is genuine, it can be published in a respectable academic journal. In that case, it would expand existing body of human knowledge. Concerning its similarity with literature reviews, how can it be similar if the literature review is but a chapter of the thesis? –  EasternRiver Commented Mar 29, 2014 at 10:26
• 5 You are very unlikely to do anything really innovative as a BA, unless you just happen to be lucky to be working in a very new field, or under a very, very good mentor. The idea that you're going to make a meaningful contribution to some well established, famous open problem at 22 is really, really low. –  user10636 Commented Mar 29, 2014 at 12:00
• 2 A PhD thesis requires original research, a master's does not required it, and a bachelor's thesis ... they just do assignments. –  Philip Gibbs Commented Mar 29, 2014 at 15:25
• 6 This graphic is a bit instructive: An illustrated guide to a Ph.D. –  Matthew G. Commented Mar 29, 2014 at 16:37

3 Answers 3

The PhD thesis should be on a much higher level than the Honours/Masters thesis, offering a contribution to human knowledge that is of a sufficient level of "significance" to warrant publication in a respected journal.

Significance is highly subjective, and you also do not necessarily have to publish to be awarded the PhD (sometimes the peer-review delay means that they come out afterwards, or there may be some intellectual property issues that make it beneficial to refrain from publication). It is awarded based on your supervisors consent and a review of academics in your field. So the "significance" would probably be judged by them in terms of how much original work they see as a reasonable expectation at that stage of your development (first 3 years of serious/committed research). Unfortunately it also means that some people who probably do not deserve PhD's are awarded them anyway for fulfilling grunt work for their easy-going supervisors.

It is possible that some Honours/Masters thesis might even be more significant/higher quality than a PhD thesis. Unfortunately, this does not mean that the submission of the thesis will award the degree that they deserve. The university may have a policy to upgrade the student's enrolment if the supervisor senses that such progress is being made. However, it is impossible to upgrade to a PhD without completing Honours and I believe nearly every single university has a policy of a minimum period of enrolment before submission is allowed. A subsequent question that you may have is how to gain a PhD without enrolling in one, which is another level of achievement completely.

As for the difference between Honours/Bachelor and Masters it would depend on your university, but both have no requirement for publication quality research and are usually small tasks/ideas that are not worth the supervisors time to think about alone, or involve a lot of labor. In fact, in my school, many Honours thesis are of a higher level than the Masters, because the smart Honours students will either graduate into the work force or go straight into a PhD. The Masters students are usually those who cannot find a job and are not suited to research. However, I believe some other universities may require a mandatory Masters degree to start the PhD.

You may get a better idea by looking at some titles/abstracts of completed theses. The PhD level will be something like a new method/observation/application whereas the Masters/Honours will be an application specific set of measurements/simulations or even simply a literature review to gauge the needs of future work. The word limits are also typically different (although note that quality is NOT proportional to the number of words), with PhD at 100K, Masters at 50K and Honours at 30K at my university.

Go back to basic definitions... In history of university degrees (500 years ago)

A bachelors degree is about learning existing knowledge. Historically from the book(s) written by the univ staff.

A masters degree, after you have learnt what is already known and in books in your topic area, is about learning evolving knowledge - that is near recent and current literature in academic journals and conference presentations.

A doctorate degree is about creating new knowledge by research.

So it is now easy to understand a thesis/dissertation for each degree.

A bachelors degree should be a critique of existing knowledge, often looking for inconsistencies in view points from different sources and synthesising arguments or positions in a DISSERTATION )that is you disserting !

A masters thesis (thesis is Greek for 'I believe') can be either an assembly of new knowledge from new published research or simply a critique and integration. It might have propositions (not hypotheses) that the masters student offers as a conclusion from bringing together new knowledge from different sources.

A doctoral thesis is where the author undertakes research, usually collecting primary new data which is presented as both factual findings and conceptual findings and thus new knowledge in the form of a new model or theory. Also possible, is to challenge existing knowledge and show earlier published knowledge is invalid.

Well that's what they all should be. In practice there is some overlap and different universities and faculties have their own custom and practice. It all starts to break down about 40 years ago when a masters degree become post graduate in time rather than post graduate in level. Thus engineers with a bachelor degree might take an MBA to make them more employable and did more a less a bachelor degree in business in 18 months rather than 3 years as they were already a graduate.

But still thinking in the above categories can help students today focus on the overall agenda.

I have examined over 55 PhD theses. And several hundred masters theses and I base my approach to assessment on the above.

Prof Peter Woolliams, B.Sc(hons), B.A., PhD, Emeritus professor, Anglian Ruskin College Cambridge, U K

• Your answer is very clear. However, I have come across many Bachelor's and especially Master's theses following the processes of research. personally, I am writing my Bachelor's thesis. I've followed the same of research. Specifically I've used online ethnography, collected data through participant observation and interviews, and trying to analyze data through constant comparative method. My supervisor did not impose this on me, but students have to follow the processes of research, literature review, data collection and analysis and discussion, etc. I really wonder if I am doing it wrong. –  EasternRiver Commented Mar 29, 2014 at 20:51
• 1 As I said, many units and supervisor have their local specific requirements, peter –  Prof Peter Woolliams Commented Mar 30, 2014 at 10:14

Roughly speaking, there are three levels of tasks:

• Application

For a Bachelor's thesis, you would only expect 1 and 2, that is the student should do something (e.g. solve a well-defined problem) with the knowledge they have aquired during their studies.

For Master's thesis, you would want to have a non-trivial amount of 3, that is the student should transfer the competences aquired during studies to new problems. This usually includes (more) extensive literature research.

A formal difference that (imho) derives from the above is volume; Bachelor's theses typically award less credits than Master's theses and should thus take up less time and fewer pages.

• 1 Note that excellent students will often move to 3 in their Bachelor's thesis and on to independent research in their Master's thesis. That's fair, encouraged even, but should by no means be required. –  Raphael Commented Mar 29, 2014 at 14:26

Not the answer you're looking for? Browse other questions tagged phd research-process masters research-undergraduate .

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• What Is a Thesis? | Ultimate Guide & Examples

What Is a Thesis? | Ultimate Guide & Examples

Published on 15 September 2022 by Tegan George . Revised on 25 July 2024.

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

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

Thesis template

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

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Table of contents

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

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

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

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

• Your discipline
• Your theoretical approach

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

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

Thesis examples

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

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

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

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

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

Read more about title pages

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

Read more about acknowledgements Read more about prefaces

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

Read more about abstracts

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

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

Read more about tables of contents

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

Read more about lists of figures and tables

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

Read more about lists of abbreviations

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

Read more about glossaries

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

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

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

Read more about introductions

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

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

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

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

Read more about literature reviews

Theoretical framework

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

Read more about theoretical frameworks

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

A methodology section should generally include:

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

Read more about methodology sections

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

Your results section should:

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

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

Read more about results sections

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

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

Read more about discussion sections

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

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

Read more about conclusions

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

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

Create APA citations Create MLA citations

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

Read more about appendices

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

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

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

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

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

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

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

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

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

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

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

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The thesis statement or main claim must be debatable

An argumentative or persuasive piece of writing must begin with a debatable thesis or claim. In other words, the thesis must be something that people could reasonably have differing opinions on. If your thesis is something that is generally agreed upon or accepted as fact then there is no reason to try to persuade people.

Example of a non-debatable thesis statement:

This thesis statement is not debatable. First, the word pollution implies that something is bad or negative in some way. Furthermore, all studies agree that pollution is a problem; they simply disagree on the impact it will have or the scope of the problem. No one could reasonably argue that pollution is unambiguously good.

Example of a debatable thesis statement:

This is an example of a debatable thesis because reasonable people could disagree with it. Some people might think that this is how we should spend the nation's money. Others might feel that we should be spending more money on education. Still others could argue that corporations, not the government, should be paying to limit pollution.

Another example of a debatable thesis statement:

In this example there is also room for disagreement between rational individuals. Some citizens might think focusing on recycling programs rather than private automobiles is the most effective strategy.

The thesis needs to be narrow

Although the scope of your paper might seem overwhelming at the start, generally the narrower the thesis the more effective your argument will be. Your thesis or claim must be supported by evidence. The broader your claim is, the more evidence you will need to convince readers that your position is right.

Example of a thesis that is too broad:

There are several reasons this statement is too broad to argue. First, what is included in the category "drugs"? Is the author talking about illegal drug use, recreational drug use (which might include alcohol and cigarettes), or all uses of medication in general? Second, in what ways are drugs detrimental? Is drug use causing deaths (and is the author equating deaths from overdoses and deaths from drug related violence)? Is drug use changing the moral climate or causing the economy to decline? Finally, what does the author mean by "society"? Is the author referring only to America or to the global population? Does the author make any distinction between the effects on children and adults? There are just too many questions that the claim leaves open. The author could not cover all of the topics listed above, yet the generality of the claim leaves all of these possibilities open to debate.

Example of a narrow or focused thesis:

In this example the topic of drugs has been narrowed down to illegal drugs and the detriment has been narrowed down to gang violence. This is a much more manageable topic.

We could narrow each debatable thesis from the previous examples in the following way:

Narrowed debatable thesis 1:

This thesis narrows the scope of the argument by specifying not just the amount of money used but also how the money could actually help to control pollution.

Narrowed debatable thesis 2:

This thesis narrows the scope of the argument by specifying not just what the focus of a national anti-pollution campaign should be but also why this is the appropriate focus.

Qualifiers such as " typically ," " generally ," " usually ," or " on average " also help to limit the scope of your claim by allowing for the almost inevitable exception to the rule.

Types of claims

Claims typically fall into one of four categories. Thinking about how you want to approach your topic, or, in other words, what type of claim you want to make, is one way to focus your thesis on one particular aspect of your broader topic.

Claims of fact or definition: These claims argue about what the definition of something is or whether something is a settled fact. Example:

Claims of cause and effect: These claims argue that one person, thing, or event caused another thing or event to occur. Example:

Claims about value: These are claims made of what something is worth, whether we value it or not, how we would rate or categorize something. Example:

Claims about solutions or policies: These are claims that argue for or against a certain solution or policy approach to a problem. Example:

Which type of claim is right for your argument? Which type of thesis or claim you use for your argument will depend on your position and knowledge of the topic, your audience, and the context of your paper. You might want to think about where you imagine your audience to be on this topic and pinpoint where you think the biggest difference in viewpoints might be. Even if you start with one type of claim you probably will be using several within the paper. Regardless of the type of claim you choose to utilize it is key to identify the controversy or debate you are addressing and to define your position early on in the paper.

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Tropical Storm Debby: Will climate change make hurricanes worse? Here's what scientists say

Tropical Storm Debby made landfall in South Carolina Thursday morning after traversing the Southeast and bringing heavy rainfall.

Debby hit a small community in North Florida on Monday as a Category 1 hurricane with wind speeds around 80 miles per hour. While it weakened after hitting land, Debby has regained some strength since traveling back into the Atlantic Ocean.

It’s South Carolina’s first big storm of the season – one that experts have predicted will be more active than normal due to warmer-than-average ocean temperatures and an expected La Niña .

But Debby may not be the last storm of the season, and current flooding in the Lowcountry may be an indication of what to expect during hurricane seasons to come. Scientists believe tropical cyclones may continue to bring more rainfall and storm surges as the planet continues to warm.

Thomas Knutson , a senior scientist at the National Oceanic and Atmospheric Administration, has done years of research on the relationship between climate change and hurricanes. He said that the impact scientists are most confident about is that rising sea levels will continue and lead to higher levels of inundation during storms – essentially, water in places that it usually isn’t.

Knutson said that as the planet gets warmer, the tropical seas where hurricanes form will get warmer, too.

“In the hurricane-prone regions, those are going to get warmer. There'll be sea level rise ongoing in these regions so that any hurricanes that do occur, they're going to be riding in on a higher background sea level. That will lead to more inundation for a given hurricane that would occur in a pre-industrial climate,” Knutson said. “That's the one that we're quite sure about.”

While climate models indicate that hurricanes aren’t likely to increase in frequency, meaning we probably won’t see a greater number of tropical cyclones each year, research so far does show that climate change is expected to impact the hurricane season.

Here’s what scientists believe we could see:

• Higher coastal inundation, or water in areas that are normally dry
• Heavier rainfall during storms
• A greater proportion of very intense storms, or higher than Category 3, out of the number of storms in the season

Hurricane or tropical storm? Debby landed as a hurricane and became a tropical storm; here's what makes the difference

Since hurricanes need water around 80 degrees Fahrenheit to form, one might suspect that warming temperatures in the air and the ocean could lead to more frequent hurricanes. However, experts say impacts from human-driven climate change might appear in other ways.

Cary Mock, a climatologist and professor of geography at the University of South Carolina, said that two decades ago, scientists hypothesized that warmer oceans would lead to more tropical cyclones.

“That’s what people used to generally think, right after Hurricane Katrina. As a matter of fact, that was the more popular idea, and that will contribute, there's no doubt,” Mock said. “But we also know and acknowledge more about the upper-level patterns.”

Knutson also said while hurricane season may change because of global temperatures rising, it doesn’t necessarily mean they’ll be more frequent.

“It’s not as simple as just ‘Warm up the ocean’ and then everything becomes, you know, you get more hurricanes or stronger hurricanes because there are other factors that go on as well,” he said.

Rising sea levels could mean more flooding

Sea level rise due to human-driven climate change is driven by two main factors: water from melting ice caps and glaciers and expanding seawater as it gets warmer.

The ocean absorbs heat, so as temperatures get hotter, water expands and takes up a greater volume. Sea level rise threatens coastal communities outside of hurricanes, but scientists believe it will cause more water to find its way onto the shore during hurricane season.

Storm surge refers to the abnormal rise of water levels solely caused by a storm. Debby could cause between one and three feet of storm surge in South Carolina's coastal communities. Experts believe that higher sea levels mean storm surges and tides will increase in height and travel farther inland.

Using a scenario where greenhouse gas emissions continue at an intermediate level, data from NASA showed that the sea level in Charleston is expected to rise more than one foot by 2050. In the same scenario, Charleston’s sea level could rise nearly three additional feet over the next 100 years.

Warmer temperatures could lead to more rain

As the atmosphere gets hotter, it can hold more moisture . That means that rising temperatures can lead to more intense rainfall during storms.

“That would include hurricanes as well,” Mock said. “Generally, the model experiments do show that, for example, they tried to model Hurricane Katrina like 100 years ago versus today, and they clearly show that it would be wetter today.”

Heavier rainfall can also pose a flood risk – flash floods occur when the rainfall exceeds the ground’s ability to absorb it.

Debby was a Category 1 storm at its height, meaning it is the least severe level of wind on the hurricane scale. Debby’s presence has brought tremendous rainfall on South Carolina’s coast. By Wednesday morning, Edisto Beach received almost 14 inches of rain. Some areas of South Carolina are expected to receive up to 25 inches of rain, according to the National Hurricane Center .

Based on a 2-degree Celsius warming scenario, areas within 60 miles of a storm could see about a 10-15% rainfall increase on average.

More Category 4s and 5s

Experts also believe that while we may not see more hurricanes or tropical storms each year, the severity of the storms may increase. The higher on the Saffir-Simpson Hurricane Wind Scale a hurricane is, the more likely it is to cause catastrophic damage.

Current research shows that globally, tropical cyclones could increase in intensity by 1-10% using the same 2-degree Celsius scenario. Models from NOAA have also shown that over four decades, hurricanes in the Atlantic intensified more rapidly than they had in the past.

“The models are also indicating that the greater fraction of hurricanes are going to reach higher intensity. It's related to this intensification. So, therefore, we may – even if you get fewer tropical storms and hurricanes overall – we may get more of the Category 4s and 5s,” Knutson said.

Even though more storms may reach very intense levels, Mock said that doesn’t mean they’ll reach a new category.

“I want to say there's not going to be any new Category 6 or anything, at least not right now,” he said.

Mock said scientists will continue to gather data over time to better understand the relationship between climate change and tropical cyclones.  

“I always think you have to take it storm by storm,” he said. “If you have one Category 5 hit the USA in one year, that would be a massive, catastrophic thing just by itself.”

Sarah Swetlik covers climate change and environmental issues in South Carolina's Upstate for The Greenville News.   Reach her at [email protected]  or on X at @sarahgswetlik . 

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Average rate on a 30-year mortgage falls to 6.47%, lowest level in more than a year

FILE - A housing development in Cranberry Township, Pa., is shown on March 29, 2024. (AP Photo/Gene J. Puskar, File)

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The average rate on a 30-year mortgage fell this week to its lowest level in more than a year, a welcome affordability boost for prospective home shoppers and homeowners looking to refinance their home loan to a lower rate.

The rate fell to 6.47% from 6.73% last week, mortgage buyer Freddie Mac said Thursday. A year ago, the rate averaged 6.96%.

This is the second straight weekly drop in the average rate. It’s now the lowest it’s been since mid-May last year, when it was 6.39%.

Borrowing costs on 15-year fixed-rate mortgages, popular with homeowners refinancing their home loans, also fell this week, pulling the average rate down to 5.63% from 5.99% last week. A year ago, it averaged 6.34%, Freddie Mac said.

“The decline in mortgage rates does increase prospective homebuyers’ purchasing power and should begin to pique their interest in making a move,” said Sam Khater, Freddie Mac’s chief economist. “Additionally, this drop in rates is already providing some existing homeowners the opportunity to refinance.”

After jumping to a 23-year high of 7.79% in October, the average rate on a 30-year mortgage has mostly hovered around 7% this year — more than double what it was just three years ago.

The elevated mortgage rates, which can add hundreds of dollars a month in costs for borrowers, have discouraged home shoppers, extending the nation’s housing slump into its third year.

Sales of previously occupied U.S. homes fell in June for the fourth month in a row. And sales of new single-family homes fell last month to the slowest annual pace since November.

Rates have mostly eased in recent weeks as signs of waning inflation and a cooling job market have raised expectations that the Federal Reserve will cut its benchmark interest rate next month for the first time in four years.

Mortgage rates are influenced by several factors, including how the bond market reacts to the central bank’s interest rate policy decisions. That can move the trajectory of the 10-year Treasury yield, which lenders use as a guide to pricing home loans.

This week’s drop in mortgage rates follows a pullback in the 10-year Treasury yield, which briefly slid last week to around 3.7% after worse-than-expected labor market data rattled investors, pushing up demand for bonds.

The yield, which topped 4.7% in late April, was at 4% in afternoon trading in the bond market on Thursday.

If bond yields continue to decline in anticipation of the Fed lowering rates this fall, that could lead mortgage rates to ease further, though most economists expect the average rate on a 30-year home loan to remain above 6% this year.

Even so, the recent pullback in mortgage rates has already spurred a surge in homeowners seeking to refinance. Applications for mortgage refinance loans jumped last week to their highest level in two years.

Rates may have to come down more before many would-be homebuyers facing record-high housing prices and a chronic shortage of properties on the market can afford to buy a home.

“Buyers are biding their time, waiting for rates to fall further and for more inventory to come onto the market,” said Lisa Sturtevant, chief economist at Bright MLS.

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Welcome to Coastal Inundation Dashboard!

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Developed by National Ocean Service (NOS) Center for Operational Oceanographic Products and Services (CO-OPS)

• Coastal Inundation Dashboard provides real-time and historic coastal flooding information at a majority of coastal water level stations operated by the National Ocean Service (NOS) Center for Operational Oceanographic Products & Services (CO-OPS). The product features both a map based view where users can easily view coastal flooding information geospatially and a more detailed station view where real-time and historical data for a specific location are highlighted.

When initially viewing the product, you are presented with a map displaying coastal NOS water level stations across the East and Gulf coasts. Other areas can be viewed by dragging the map or zooming to the desired location or using the Select Area option at the top. Within the map view, stations that may be experiencing flooding are highlighted by blinking pins on the map and are listed within an expandable banner at the top of the map. Clicking on one of the station markers displays a pop-up with the latest water level observations, tide predictions and (if available) forecast water levels, overlaid upon known flood impact thresholds. Water levels are (by default) displayed relative to the Mean Higher High Water (MHHW) tidal datum, which is the average of the higher of the two high tides in a day. Positive water levels indicate that water is higher than the typical high tide at the station. The pop-up also displays information about future high tides and provides a link to the station Inundation History page where more detailed flooding information is available.

The map view also allows you to toggle on and off additional flood information. Options include:

• Other Coastal Stations - Locations and links to additional coastal water level data at stations operated by other Federal or state agencies (e.g. U.S. Geological Survey).
• Impact Graphics - Select images of past flood events displaying water level data at the nearby water level station at the time the image was taken.
• Station Graphics - Select images of station where data was collected in the last 6 minutes along with the barometric pressure and the wind speed and direction on the Great Lakes.
• Active Tropical Cyclones - Forecast track, intensity and coastal wind watches or warnings provided by the NWS National Hurricane Center for active tropical cyclones. Retrieved from NOAA’s nowCOAST map services.
• NWS Flood Information - Locations of active Coastal Flood Advisories, Watches or Warnings or Storm Surge Watches or Warnings issued by the National Weather Service. Retrieved from NOAA’s nowCOAST map services.
• Cloud Cover - Latest GOES satellite cloud imagery. Retrieved from NOAA’s nowCOAST map services.
• Minor Flood Level Inundation - Coastal areas that may be flooded if measured water levels reach the NWS minor flood impact threshold. Provided by NOAA’s Office of Coastal Management (OCM) .
• Sea Level Rise - Coastal areas that may be flooded if measured water levels reach 1 to 10 feet above MHHW (1 foot increments) courtesy of the OCM Sea Level Rise Viewer .

This view, which provides more detailed, station-specific information is accessible by clicking Inundation History at the bottom of the pop-up displayed when clicking on an NOS station marker on the map view. Initially you will see a view of the latest observed water level data, tide predictions and (if available) forecast water levels, overlaid upon known flood impact thresholds, similar to what is visible in the station pop-up. This page also lets you adjust the date in order to view past water level information. In addition to real-time and historic water observations, the station page also provides tabs with historical inundation information including:

• Meteorological Data - Latest meteorological observations including winds, barometric pressure and temperature.
• Sea Level Trend - Change in local Mean Sea Level (MSL) over time, based on verified monthly mean water level measurements. Available for stations with 30 or more years of water level observations.
• Yearly Inundation Events - Number of days where observed water levels indicated minor flooding, based on the methodology outlined in NOAA Technical Report NOS CO-OPS 086 - Patterns and Projections of High Tide Flooding .
• Top-10 Water Levels - Historical peak water levels, relative to MHHW with the associated meteorological event (if known). Where available, clicking the date will take you to the historic observations at the time.
• Exceedance Probabilities - Plot depicting monthly extreme water levels and lines depicting a 1-year, 2-year, 10-year and 100 year flood event, adjusted for sea level rise. Available for stations with 30 or more years of water level observations.

Inundation is the total water level that occurs on normally dry ground as a result of flooding. Along the coast, there are a few common sources of inundation including abnormally high tides , storm surge, persistent onshore winds and waves. In rivers and tidal estuaries, runoff from excessive rainfall can provide another source of inundation. The combination of all of these potential factors including tide factors into the Total Water Level.

Inundation is most commonly referenced to the Mean Higher High Water (MHHW) tidal datum because land above MHHW is dry most of the time, providing users a good understanding of where flooding begins and serves as a good measure of how much additional water is present during an inundation event. In most locations across the U.S., a relationship exists between tidal datums and the land elevation.

Presently, Coastal Inundation Dashboard provides current and historical inundation information at water level stations across the East, Gulf and Pacific coasts as well as locations in Puerto Rico, the U.S. Virgin Islands, Hawaii, select Pacific islands and parts of southeast Alaska. The product is available at locations where there is either an established flood impact threshold used by the National Weather Service (NWS) or a National Ocean Service (NOS) derived flood impact threshold based on the methodology outlined in NOAA Technical Report NOS CO-OPS 086 - Patterns and Projections of High Tide Flooding .

Additional locations in Alaska as well as the Great Lakes may be added in the future when a better relationship between observed water level and inundation over land can be established.

Coastal Inundation Dashboard primarily uses NOAA’s National Water Level Observation Network (NWLON). The NWLON consists of over 200 long-term water level stations. Different types of instruments are used to measure water levels and the type of sensors is dependent on the conditions at each location. Most locations along the coast utilize either an acoustic or microwave water level sensor as the primary instrument collecting data.

Acoustic sensors use the speed of sound to determine the water level. These sensors send an acoustic pulse (sound wave) from above the water’s surface through a sounding tube enclosed in a stilling well and measure the time it takes for the signal to bounce off the water surface and return to the sensor. The height of the water level can then be inferred from this time measurement.

Microwave sensors sit above the water surface, but do not require a protective enclosure. These sensors measure water levels by emitting a microwave pulse towards the water surface and measure the time it takes for the return pulse to reach the sensor. Similar to acoustic sensors, the water level height can be inferred based on the time it takes for the microwave pulse to return to the sensor.

Most stations have redundant (backup) sensors in the form of a Single Orifice Bubbler Strain Gauge Sensor to ensure continuous data. The bubbler sensors measure the pressure of the water column above the orifice, which can then be translated to a water level height using the water density. These backup sensors can be used to disseminate real-time water level information if the primary sensor is no longer measuring reliable data.

Specifications for the installation and maintenance of the gauges as well as the sensor performance specifications are available on CO-OPS’ publication’s page .

For forecasting purposes to ensure public safety, NOAA has established three coastal flood severity thresholds. The thresholds are based upon water level heights established by local NWS weather forecasting offices based on many years of impact monitoring. All thresholds were established by working with local emergency managers to determine the elevation when a given area begins to be affected by flooding. The thresholds take into account local land cover, topography, the built environment, and human mitigation strategies. Not all locations have an established flood threshold. At those stations, CO-OPS has assigned thresholds based on the analysis detailed in NOAA Technical Report NOS CO-OPS 086 - Patterns and Projections of High Tide Flooding .

Minor Impacts - Low threat of property damage and no direct threat to life. Moderate Impacts - Elevated threat of property damage and some risk to life if one places themself in unnecessary danger. Major Impacts - Significant threat to life and property.

Many National Weather Service forecast offices define local inundation impacts from these three thresholds (e.g. road closures, flooding of low level areas, etc.). An example of impacts for the New York City area provided by the Upton, NY forecast office can be found here . Please refer to your individual NWS weather forecast office for specific impact definitions for your area.

The NWS impact thresholds factor in local effects such as seawalls or very localized geography. However in order to compare inundation impacts over large geographic areas, each station has a separate minor flood threshold based on the analysis performed in NOAA Technical Report NOS CO-OPS 086 - Patterns and Projections of High Tide Flooding . These NOS minor flood thresholds are derived using a correlation that was found between the NWS minor flood thresholds and the mean difference between high and low tide at that location. In some instances the NOS minor flood threshold may be lower or higher than the NWS minor flood threshold. Since the NOS thresholds are more consistent across geographical areas, these levels are used when examining historic water level data to determine the number of past flooding events.

Stations blinking on the map indicate that flooding may be occurring or is forecast to possibly occur over the next 48 hours. The specific cause is listed in the pop-up window when clicking on the station marker.

Observed water levels are compared with the NWS minor flood impact level as well as an NOS interpolated minor flood level (which can sometimes be slightly lower than the NWS level). If observed water levels exceed either of these flood levels, the station may be experiencing flooding. In cases where forecast data is available, this same comparison is made with forecast water levels. If water levels are forecast to exceed the minor flood level, the station may experience flooding over the next 48 hours (based on the forecast window).

The station markers will continue to blink until water levels have remained below the minor flood threshold for 13 consecutive hours and/or forecast water levels no longer exceed either minor flood threshold.

Geospatial (mapped) sea level rise information is taken from the NOAA Office of Coastal Management (OCM) Sea Level Rise Viewer . This application makes use of established relationships between tidal datums and land elevation. Using this relationship, you can apply a rise in sea level of 1 foot, 2 feet, etc. (representing a long-term anomaly such as sea level rise, or a short term anomaly such as storm surge) and subtract out the land elevation. Simply put, land areas that fall below the corresponding elevated water level selected will show as flooded, unless they are sheltered by surrounding elevations that are higher.

The water level forecasts are a result of NOS’ Operational Forecast System (OFS). These forecasts consist of the automated integration of observing system data streams, hydrodynamic model predictions, product dissemination and continuous quality-control monitoring. The OFS performs nowcast and short-term (0 hr. - 48 hr.) forecast predictions of several oceanographic parameters (e.g., water levels, currents, salinity, temperature, waves). The OFS models are run four times per day and generates 6-hour nowcasts and 48-hour forecast guidance. After each run of the OFS model the new forecast is updated and shown on the plot.

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Latest Observations (water level values in feet above MHHW)

Latest observations (water level values in inches above lwd), select up to 20 stations and click export to compare water level time series plots for multiple stations..

The number of stations selected exceeds the limit of 20. Please change your selections and try again.

* Station is nontidal, values relative to Mean Sea Level.

Developed by NOS/NOAA/CO-OPS

Middle East Crisis:

Israel Versus Iran — What All-Out War Could Look Like

Open warfare between Israel and Iran is a real possibility again. Israel is braced for an attack by Iran, which vowed to retaliate for the July 31 killing in Tehran of the political chief of the Palestinian group Hamas . The conflict between Israel and Iran had been on a low boil for decades , the two sides attacking each other mostly quietly and in Iran’s case often by proxy. But the outbreak of war between Israel and the Iran-backed Hamas in October accelerated hostilities. The two came to direct blows in April, when Iran launched a massive missile and drone attack on Israel. While it caused minimal damage and provoked a more limited return attack , the head-to-head fighting moved the Israel-Iran conflict into a more dangerous phase.

Israel’s forces have a vast technological edge over Iran’s. That’s partly down to military and financial support from the US, which has long sought to ensure Israel’s advantage as part of its commitment to the Jewish state’s security. For example, Israel is the only state in the Middle East so far that’s bought Lockheed Martin Corp. ’s F-35 fighter jet — the costliest weapons system ever.

Trump and Allies Forge Plans to Increase Presidential Power in 2025

The former president and his backers aim to strengthen the power of the White House and limit the independence of federal agencies.

Donald J. Trump intends to bring independent regulatory agencies under direct presidential control. Credit... Doug Mills/The New York Times

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By Jonathan Swan Charlie Savage and Maggie Haberman

• Published July 17, 2023 Updated July 18, 2023

Donald J. Trump and his allies are planning a sweeping expansion of presidential power over the machinery of government if voters return him to the White House in 2025, reshaping the structure of the executive branch to concentrate far greater authority directly in his hands.

Their plans to centralize more power in the Oval Office stretch far beyond the former president’s recent remarks that he would order a criminal investigation into his political rival, President Biden, signaling his intent to end the post-Watergate norm of Justice Department independence from White House political control.

Mr. Trump and his associates have a broader goal: to alter the balance of power by increasing the president’s authority over every part of the federal government that now operates, by either law or tradition, with any measure of independence from political interference by the White House, according to a review of his campaign policy proposals and interviews with people close to him.

Mr. Trump intends to bring independent agencies — like the Federal Communications Commission, which makes and enforces rules for television and internet companies, and the Federal Trade Commission, which enforces various antitrust and other consumer protection rules against businesses — under direct presidential control.

He wants to revive the practice of “impounding” funds, refusing to spend money Congress has appropriated for programs a president doesn’t like — a tactic that lawmakers banned under President Richard Nixon.

He intends to strip employment protections from tens of thousands of career civil servants, making it easier to replace them if they are deemed obstacles to his agenda. And he plans to scour the intelligence agencies, the State Department and the defense bureaucracies to remove officials he has vilified as “the sick political class that hates our country.”

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