how to write a good thesis english literature

Thesis Statements for a Literature Assignment

A thesis prepares the reader for what you are about to say. As such, your paper needs to be interesting in order for your thesis to be interesting. Your thesis needs to be interesting because it needs to capture a reader's attention. If a reader looks at your thesis and says "so what?", your thesis has failed to do its job, and chances are your paper has as well. Thus, make your thesis provocative and open to reasonable disagreement, but then write persuasively enough to sway those who might be disagree.

Keep in mind the following when formulating a thesis:

• A Thesis Should Not State the Obvious
• Use Literary Terms in Thesis With Care
• A Thesis Should be Balanced
• A Thesis Can be a Blueprint

Avoid the Obvious

Bland: Dorothy Parker's "Résumé" uses images of suicide to make her point about living.

This is bland because it's obvious and incontestable. A reader looks at it and says, "so what?"

However, consider this alternative:

Dorothy Parker's "Résumé" doesn't celebrate life, but rather scorns those who would fake or attempt suicide just to get attention.

The first thesis merely describes something about the poem; the second tells the reader what the writer thinks the poem is about--it offers a reading or interpretation. The paper would need to support that reading and would very likely examine the way Parker uses images of suicide to make the point the writer claims.

Use Literary Terms in Thesis Only to Make Larger Points

Poems and novels generally use rhyme, meter, imagery, simile, metaphor, stanzas, characters, themes, settings and so on. While these terms are important for you to use in your analysis and your arguments, that they exist in the work you are writing about should not be the main point of your thesis. Unless the poet or novelist uses these elements in some unexpected way to shape the work's meaning, it's generally a good idea not to draw attention to the use of literary devices in thesis statements because an intelligent reader expects a poem or novel to use literary of these elements. Therefore, a thesis that only says a work uses literary devices isn't a good thesis because all it is doing is stating the obvious, leading the reader to say, "so what?"

However, you can use literary terms in a thesis if the purpose is to explain how the terms contribute to the work's meaning or understanding. Here's an example of thesis statement that does call attention to literary devices because they are central to the paper's argument. Literary terms are placed in italics.

Don Marquis introduced Archy and Mehitabel in his Sun Dial column by combining the conventions of free verse poetry with newspaper prose so intimately that in "the coming of Archy," the entire column represents a complete poem and not a free verse poem preceded by a prose introduction .

Note the difference between this thesis and the first bland thesis on the Parker poem. This thesis does more than say certain literary devices exist in the poem; it argues that they exist in a specific relationship to one another and makes a fairly startling claim, one that many would disagree with and one that the writer will need to persuade her readers on.

Keep Your Thesis Balanced

Keep the thesis balanced. If it's too general, it becomes vague; if it's too specific, it cannot be developed. If it's merely descriptive (like the bland example above), it gives the reader no compelling reason to go on. The thesis should be dramatic, have some tension in it, and should need to be proved (another reason for avoiding the obvious).

Too general: Edna St. Vincent Millay wrote many poems with love as the theme. Too specific: Edna St. Vincent Millay wrote "Love is not all: it is not meat nor drink" in <insert date> after <insert event from her life>. Too descriptive: Edna St. Vincent Millay's "Love is not all: it is not meat nor drink" is a sonnet with two parts; the first six lines propose a view of love and the next eight complicate that view. With tension and which will need proving: Despite her avowal on the importance of love, and despite her belief that she would not sell her love, the speaker in Edna St. Vincent Millay's "Love is not all: it is not meat nor drink" remains unconvinced and bitter, as if she is trying to trick herself into believing that love really does matter for more than the one night she is in some lover's arms.

Your Thesis Can Be A Blueprint

A thesis can be used as roadmap or blueprint for your paper:

In "Résumé," Dorothy Parker subverts the idea of what a résumé is--accomplishments and experiences--with an ironic tone, silly images of suicide, and witty rhymes to point out the banality of life for those who remain too disengaged from it.

Note that while this thesis refers to particular poetic devices, it does so in a way that gets beyond merely saying there are poetic devices in the poem and then merely describing them. It makes a claim as to how and why the poet uses tone, imagery and rhyme.

Readers would expect you to argue that Parker subverts the idea of the résumé to critique bored (and boring) people; they would expect your argument to do so by analyzing her use of tone, imagery and rhyme in that order.

Citation Information

Nick Carbone. (1994-2024). Thesis Statements for a Literature Assignment. The WAC Clearinghouse. Colorado State University. Available at https://wac.colostate.edu/repository/writing/guides/.

Copyright Information

Copyright © 1994-2024 Colorado State University and/or this site's authors, developers, and contributors . Some material displayed on this site is used with permission.

Literary Criticism

• Introduction
• Literary Theories
• Steps to Literary Criticism
• Find Resources
• Cite Sources
• thesis examples

SAMPLE THESIS STATEMENTS

These sample thesis statements are provided as guides, not as required forms or prescriptions.

______________________________________________________________________________________________________________

The thesis may focus on an analysis of one of the elements of fiction, drama, poetry or nonfiction as expressed in the work: character, plot, structure, idea, theme, symbol, style, imagery, tone, etc.

In “A Worn Path,” Eudora Welty creates a fictional character in Phoenix Jackson whose determination, faith, and cunning illustrate the indomitable human spirit.

Note that the work, author, and character to be analyzed are identified in this thesis statement. The thesis relies on a strong verb (creates). It also identifies the element of fiction that the writer will explore (character) and the characteristics the writer will analyze and discuss (determination, faith, cunning).

Further Examples:

The character of the Nurse in Romeo and Juliet serves as a foil to young Juliet, delights us with her warmth and earthy wit, and helps realize the tragic catastrophe.

The works of ecstatic love poets Rumi, Hafiz, and Kabir use symbols such as a lover’s longing and the Tavern of Ruin to illustrate the human soul’s desire to connect with God.

The thesis may focus on illustrating how a work reflects the particular genre’s forms, the characteristics of a philosophy of literature, or the ideas of a particular school of thought.

“The Third and Final Continent” exhibits characteristics recurrent in writings by immigrants: tradition, adaptation, and identity.

Note how the thesis statement classifies the form of the work (writings by immigrants) and identifies the characteristics of that form of writing (tradition, adaptation, and identity) that the essay will discuss.

Further examples:

Samuel Beckett’s Endgame reflects characteristics of Theatre of the Absurd in its minimalist stage setting, its seemingly meaningless dialogue, and its apocalyptic or nihilist vision.

A close look at many details in “The Story of an Hour” reveals how language, institutions, and expected demeanor suppress the natural desires and aspirations of women.

The thesis may draw parallels between some element in the work and real-life situations or subject matter: historical events, the author’s life, medical diagnoses, etc.

In Willa Cather’s short story, “Paul’s Case,” Paul exhibits suicidal behavior that a caring adult might have recognized and remedied had that adult had the scientific knowledge we have today.

This thesis suggests that the essay will identify characteristics of suicide that Paul exhibits in the story. The writer will have to research medical and psychology texts to determine the typical characteristics of suicidal behavior and to illustrate how Paul’s behavior mirrors those characteristics.

Through the experience of one man, the Narrative of the Life of Frederick Douglass, An American Slave, accurately depicts the historical record of slave life in its descriptions of the often brutal and quixotic relationship between master and slave and of the fragmentation of slave families.

In “I Stand Here Ironing,” one can draw parallels between the narrator’s situation and the author’s life experiences as a mother, writer, and feminist.

SAMPLE PATTERNS FOR THESES ON LITERARY WORKS

1. In (title of work), (author) (illustrates, shows) (aspect) (adjective). 

Example: In “Barn Burning,” William Faulkner shows the characters Sardie and Abner Snopes struggling for their identity.

2. In (title of work), (author) uses (one aspect) to (define, strengthen, illustrate) the (element of work).

Example: In “Youth,” Joseph Conrad uses foreshadowing to strengthen the plot.

3. In (title of work), (author) uses (an important part of work) as a unifying device for (one element), (another element), and (another element). The number of elements can vary from one to four.

Example: In “Youth,” Joseph Conrad uses the sea as a unifying device for setting, structure and theme.

4. (Author) develops the character of (character’s name) in (literary work) through what he/she does, what he/she says, what other people say to or about him/her.

Example: Langston Hughes develops the character of Semple in “Ways and Means”…

5. In (title of work), (author) uses (literary device) to (accomplish, develop, illustrate, strengthen) (element of work).

Example: In “The Masque of the Red Death,” Poe uses the symbolism of the stranger, the clock, and the seventh room to develop the theme of death.

6. (Author) (shows, develops, illustrates) the theme of __________ in the (play, poem, story).

Example: Flannery O’Connor illustrates the theme of the effect of the selfishness of the grandmother upon the family in “A Good Man is Hard to Find.”

7. (Author) develops his character(s) in (title of work) through his/her use of language.

Example: John Updike develops his characters in “A & P” through his use of figurative language.

Perimeter College, Georgia State University,  http://depts.gpc.edu/~gpcltc/handouts/communications/literarythesis.pdf

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Thesis Statements for a Literature Assignment

A thesis prepares the reader for what you are about to say. As such, your paper needs to be interesting in order for your thesis to be interesting. Your thesis needs to be interesting because it needs to capture a reader's attention. If a reader looks at your thesis and says "so what?", your thesis has failed to do its job, and chances are your paper has as well. Thus, make your thesis provocative and open to reasonable disagreement, but then write persuasively enough to sway those who might be disagree.

Keep in mind the following when formulating a thesis:

• A Thesis Should Not State the Obvious
• Use Literary Terms in Thesis With Care
• A Thesis Should be Balanced
• A Thesis Can be a Blueprint

Avoid the Obvious

Bland: Dorothy Parker's "Résumé" uses images of suicide to make her point about living.

This is bland because it's obvious and incontestable. A reader looks at it and says, "so what?"

However, consider this alternative:

Dorothy Parker's "Résumé" doesn't celebrate life, but rather scorns those who would fake or attempt suicide just to get attention.

The first thesis merely describes something about the poem; the second tells the reader what the writer thinks the poem is about--it offers a reading or interpretation. The paper would need to support that reading and would very likely examine the way Parker uses images of suicide to make the point the writer claims.

Use Literary Terms in Thesis Only to Make Larger Points

Poems and novels generally use rhyme, meter, imagery, simile, metaphor, stanzas, characters, themes, settings and so on. While these terms are important for you to use in your analysis and your arguments, that they exist in the work you are writing about should not be the main point of your thesis. Unless the poet or novelist uses these elements in some unexpected way to shape the work's meaning, it's generally a good idea not to draw attention to the use of literary devices in thesis statements because an intelligent reader expects a poem or novel to use literary of these elements. Therefore, a thesis that only says a work uses literary devices isn't a good thesis because all it is doing is stating the obvious, leading the reader to say, "so what?"

However, you can use literary terms in a thesis if the purpose is to explain how the terms contribute to the work's meaning or understanding. Here's an example of thesis statement that does call attention to literary devices because they are central to the paper's argument. Literary terms are placed in italics.

Don Marquis introduced Archy and Mehitabel in his Sun Dial column by combining the conventions of free verse poetry with newspaper prose so intimately that in "the coming of Archy," the entire column represents a complete poem and not a free verse poem preceded by a prose introduction .

Note the difference between this thesis and the first bland thesis on the Parker poem. This thesis does more than say certain literary devices exist in the poem; it argues that they exist in a specific relationship to one another and makes a fairly startling claim, one that many would disagree with and one that the writer will need to persuade her readers on.

Keep Your Thesis Balanced

Keep the thesis balanced. If it's too general, it becomes vague; if it's too specific, it cannot be developed. If it's merely descriptive (like the bland example above), it gives the reader no compelling reason to go on. The thesis should be dramatic, have some tension in it, and should need to be proved (another reason for avoiding the obvious).

Too general: Edna St. Vincent Millay wrote many poems with love as the theme. Too specific: Edna St. Vincent Millay wrote "Love is not all: it is not meat nor drink" in <insert date> after <insert event from her life>. Too descriptive: Edna St. Vincent Millay's "Love is not all: it is not meat nor drink" is a sonnet with two parts; the first six lines propose a view of love and the next eight complicate that view. With tension and which will need proving: Despite her avowal on the importance of love, and despite her belief that she would not sell her love, the speaker in Edna St. Vincent Millay's "Love is not all: it is not meat nor drink" remains unconvinced and bitter, as if she is trying to trick herself into believing that love really does matter for more than the one night she is in some lover's arms.

Your Thesis Can Be A Blueprint

A thesis can be used as roadmap or blueprint for your paper:

In "Résumé," Dorothy Parker subverts the idea of what a résumé is--accomplishments and experiences--with an ironic tone, silly images of suicide, and witty rhymes to point out the banality of life for those who remain too disengaged from it.

Note that while this thesis refers to particular poetic devices, it does so in a way that gets beyond merely saying there are poetic devices in the poem and then merely describing them. It makes a claim as to how and why the poet uses tone, imagery and rhyme.

Readers would expect you to argue that Parker subverts the idea of the résumé to critique bored (and boring) people; they would expect your argument to do so by analyzing her use of tone, imagery and rhyme in that order.

Carbone, Nick. (1997). Thesis Statements for a Literature Assignment. Writing@CSU . Colorado State University. https://writing.colostate.edu/guides/guide.cfm?guideid=51

While Sandel argues that pursuing perfection through genetic engineering would decrease our sense of humility, he claims that the sense of solidarity we would lose is also important.

This thesis summarizes several points in Sandel’s argument, but it does not make a claim about how we should understand his argument. A reader who read Sandel’s argument would not also need to read an essay based on this descriptive thesis.  

Broad thesis (arguable, but difficult to support with evidence) 

Michael Sandel’s arguments about genetic engineering do not take into consideration all the relevant issues.

This is an arguable claim because it would be possible to argue against it by saying that Michael Sandel’s arguments do take all of the relevant issues into consideration. But the claim is too broad. Because the thesis does not specify which “issues” it is focused on—or why it matters if they are considered—readers won’t know what the rest of the essay will argue, and the writer won’t know what to focus on. If there is a particular issue that Sandel does not address, then a more specific version of the thesis would include that issue—hand an explanation of why it is important.  

Arguable thesis with analytical claim 

While Sandel argues persuasively that our instinct to “remake” (54) ourselves into something ever more perfect is a problem, his belief that we can always draw a line between what is medically necessary and what makes us simply “better than well” (51) is less convincing.

This is an arguable analytical claim. To argue for this claim, the essay writer will need to show how evidence from the article itself points to this interpretation. It’s also a reasonable scope for a thesis because it can be supported with evidence available in the text and is neither too broad nor too narrow.  

Arguable thesis with normative claim 

Given Sandel’s argument against genetic enhancement, we should not allow parents to decide on using Human Growth Hormone for their children.

This thesis tells us what we should do about a particular issue discussed in Sandel’s article, but it does not tell us how we should understand Sandel’s argument.  

Questions to ask about your thesis 

• Is the thesis truly arguable? Does it speak to a genuine dilemma in the source, or would most readers automatically agree with it?  
• Is the thesis too obvious? Again, would most or all readers agree with it without needing to see your argument?  
• Is the thesis complex enough to require a whole essay's worth of argument?  
• Is the thesis supportable with evidence from the text rather than with generalizations or outside research?  
• Would anyone want to read a paper in which this thesis was developed? That is, can you explain what this paper is adding to our understanding of a problem, question, or topic?
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Developing a Thesis

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Once you've read the story or novel closely, look back over your notes for patterns of questions or ideas that interest you. Have most of your questions been about the characters, how they develop or change?

For example: If you are reading Conrad's The Secret Agent , do you seem to be most interested in what the author has to say about society? Choose a pattern of ideas and express it in the form of a question and an answer such as the following: Question: What does Conrad seem to be suggesting about early twentieth-century London society in his novel The Secret Agent ? Answer: Conrad suggests that all classes of society are corrupt. Pitfalls: Choosing too many ideas. Choosing an idea without any support.

Once you have some general points to focus on, write your possible ideas and answer the questions that they suggest.

For example: Question: How does Conrad develop the idea that all classes of society are corrupt? Answer: He uses images of beasts and cannibalism whether he's describing socialites, policemen or secret agents.

To write your thesis statement, all you have to do is turn the question and answer around. You've already given the answer, now just put it in a sentence (or a couple of sentences) so that the thesis of your paper is clear.

For example: In his novel, The Secret Agent , Conrad uses beast and cannibal imagery to describe the characters and their relationships to each other. This pattern of images suggests that Conrad saw corruption in every level of early twentieth-century London society.

Now that you're familiar with the story or novel and have developed a thesis statement, you're ready to choose the evidence you'll use to support your thesis. There are a lot of good ways to do this, but all of them depend on a strong thesis for their direction.

For example: Here's a student's thesis about Joseph Conrad's The Secret Agent . In his novel, The Secret Agent , Conrad uses beast and cannibal imagery to describe the characters and their relationships to each other. This pattern of images suggests that Conrad saw corruption in every level of early twentieth-century London society. This thesis focuses on the idea of social corruption and the device of imagery. To support this thesis, you would need to find images of beasts and cannibalism within the text.

Writing a Thesis

Writing thesis in literature.

“God Speed” by Edmund Leighton, 1900

Sample Titles of Recent Theses in Literature

“Bilbo comes to the Huts of the Raft-elves” by J.R.R. Tolkien, 1973

What does a thesis do for me?

Thesis writers can be assured that they have been well prepared for graduate study, and can attest to that fact in their applications and interviews. They have also gained skills that will help them in any workplace. The intensive, self-motivated focus on one topic can be (at times) frustrating, overwhelming, and deeply gratifying: the rewards are many, and most students find their love of literature strengthened through their own efforts and dedication, as well as through the opportunity to work one-on-one with faculty scholars. The time and commitment involved in the process of writing a thesis may or may not exceed the credit hours officially accorded, but the rewards are great. This is a serious undertaking and assumes that the thesis candidate is a responsible adult, able to make deadlines and keep to them without external prodding, and ready to become a literary scholar with a mind of her own.

What do I do for my thesis?

“Donna con tavolette cerate e stilo (cosiddetta “Saffo”)/Woman with wax tablets and stylus (so-called “Sappho”)” fresco ca. 50 CE

Fall Semester: Preparatory Work

If they have not done so in the the Spring of the junior year, thesis candidates should consult with faculty prior to Registration Day to determine who would be an appropriate advisor. The thesis will eventually be read and evaluated by three faculty members: the advisor my suggest second and third readers, or may leave the decision to the student. Developing an argument takes time, but candidates should begin with a clear set of interests in mind, and ideally with background reading underway. Students may choose to focus on a particular author or literary text, or to connect several authors and texts through attention to a shared thematic or formal pattern.

Regular Supervision and Deadlines

“Beloved” by Joe Morse, 2015

Spring Semester: 12-Unit Thesis

During the spring semester, the thesis candidate signs up for the 12-unit Thesis and devotes substantial energy to expanding, completing, and revising the work. The student should continue to meet on a regular basis with the advisor, and should also be sharing draft chapters with the second and third readers as soon as possible. The thesis process involves extensive revision as well as writing, and students need to anticipate that as the semester proceeds their readers will have an increasing number of competing demands on their time from other classes: chapters may not be returned with comments and recommendations for revision until some time after being submitted, and thesis writers need to plan accordingly. A complete first draft should be submitted by the end of spring break or the beginning of April, depending on the academic calendar and the advisor’s schedule. This ensures adequate time for commentary and extensive final revision before the official Institute deadline for undergraduate theses (usually at the end of the penultimate week of classes, and listed on the official Academic Calendar).

After Completion

“Alice’s Adventures in Wonderland, The Mad Tea Party” by Sir John Tenniel, 1865

ENGL 2111 and 2112 World Literature: Thesis Statement

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The Thesis Statement

Thesis Statements in Literary Analysis Papers  

Tips and Examples for Writing a Thesis Statement (OWL @ Purdue)

Writing About Literature (OWL Writing Center-Purdue University)

Writing a Thesis Statement for a Literature Paper (Colorado State University)

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Reference management. Clean and simple.

How to write a literature review in 6 steps

What is a literature review?

How to write a literature review, 1. determine the purpose of your literature review, 2. do an extensive search, 3. evaluate and select literature, 4. analyze the literature, 5. plan the structure of your literature review, 6. write your literature review, other resources to help you write a successful literature review, frequently asked questions about writing a literature review, related articles.

A literature review is an assessment of the sources in a chosen topic of research.

A good literature review does not just summarize sources. It analyzes the state of the field on a given topic and creates a scholarly foundation for you to make your own intervention. It demonstrates to your readers how your research fits within a larger field of study.

In a thesis, a literature review is part of the introduction, but it can also be a separate section. In research papers, a literature review may have its own section or it may be integrated into the introduction, depending on the field.

➡️ Our guide on what is a literature review covers additional basics about literature reviews.

• Identify the main purpose of the literature review.
• Do extensive research.
• Evaluate and select relevant sources.
• Analyze the sources.
• Plan a structure.
• Write the review.

In this section, we review each step of the process of creating a literature review.

In the first step, make sure you know specifically what the assignment is and what form your literature review should take. Read your assignment carefully and seek clarification from your professor or instructor if needed. You should be able to answer the following questions:

• How many sources do I need to include?
• What types of sources should I review?
• Should I evaluate the sources?
• Should I summarize, synthesize or critique sources?
• Do I need to provide any definitions or background information?

In addition to that, be aware that the narrower your topic, the easier it will be to limit the number of sources you need to read in order to get a good overview of the topic.

Now you need to find out what has been written on the topic and search for literature related to your research topic. Make sure to select appropriate source material, which means using academic or scholarly sources , including books, reports, journal articles , government documents and web resources.

➡️ If you’re unsure about how to tell if a source is scholarly, take a look at our guide on how to identify a scholarly source .

Come up with a list of relevant keywords and then start your search with your institution's library catalog, and extend it to other useful databases and academic search engines like:

• Google Scholar
• Science.gov

➡️ Our guide on how to collect data for your thesis might be helpful at this stage of your research as well as the top list of academic search engines .

Once you find a useful article, check out the reference list. It should provide you with even more relevant sources. Also, keep a note of the:

• authors' names
• page numbers

Keeping track of the bibliographic information for each source will save you time when you’re ready to create citations. You could also use a reference manager like Paperpile to automatically save, manage, and cite your references.

Read the literature. You will most likely not be able to read absolutely everything that is out there on the topic. Therefore, read the abstract first to determine whether the rest of the source is worth your time. If the source is relevant for your topic:

• Read it critically.
• Look for the main arguments.
• Take notes as you read.
• Organize your notes using a table, mind map, or other technique.

Now you are ready to analyze the literature you have gathered. While your are working on your analysis, you should ask the following questions:

• What are the key terms, concepts and problems addressed by the author?
• How is this source relevant for my specific topic?
• How is the article structured? What are the major trends and findings?
• What are the conclusions of the study?
• How are the results presented? Is the source credible?
• When comparing different sources, how do they relate to each other? What are the similarities, what are the differences?
• Does the study help me understand the topic better?
• Are there any gaps in the research that need to be filled? How can I further my research as a result of the review?

Tip: Decide on the structure of your literature review before you start writing.

There are various ways to organize your literature review:

• Chronological method : Writing in the chronological method means you are presenting the materials according to when they were published. Follow this approach only if a clear path of research can be identified.
• Thematic review : A thematic review of literature is organized around a topic or issue, rather than the progression of time.
• Publication-based : You can order your sources by publication, if the way you present the order of your sources demonstrates a more important trend. This is the case when a progression revealed from study to study and the practices of researchers have changed and adapted due to the new revelations.
• Methodological approach : A methodological approach focuses on the methods used by the researcher. If you have used sources from different disciplines that use a variety of research methods, you might want to compare the results in light of the different methods and discuss how the topic has been approached from different sides.

Regardless of the structure you chose, a review should always include the following three sections:

• An introduction, which should give the reader an outline of why you are writing the review and explain the relevance of the topic.
• A body, which divides your literature review into different sections. Write in well-structured paragraphs, use transitions and topic sentences and critically analyze each source for how it contributes to the themes you are researching.
• A conclusion , which summarizes the key findings, the main agreements and disagreements in the literature, your overall perspective, and any gaps or areas for further research.

➡️ If your literature review is part of a longer paper, visit our guide on what is a research paper for additional tips.

➡️ UNC writing center: Literature reviews

➡️ How to write a literature review in 3 steps

➡️ How to write a literature review in 30 minutes or less

The goal of a literature review is to asses the state of the field on a given topic in preparation for making an intervention.

A literature review should have its own independent section. You should indicate clearly in the table of contents where it can be found, and address this section as “Literature Review.”

There is no set amount of words for a literature review; the length depends on the research. If you are working with a large amount of sources, then it will be long. If your paper does not depend entirely on references, then it will be short.

Most research papers include a literature review. By assessing the available sources in your field of research, you will be able to make a more confident argument about the topic.

Literature reviews are most commonly found in theses and dissertations. However, you find them in research papers as well.

Structuring the Essay ( AQA GCSE English Literature )

Revision note.

Structuring the Essay

Answering just one essay question can seem daunting. However, examiners just want to see your ideas and opinions on the 19th-century novel you have studied. The guide below will enable you to best express these ideas and opinions in a way that will gain the highest marks. It includes guides on:

Answering the question

Planning your essay, writing your essay.

As Paper 1 requires you to answer two questions in 1hr 45min, you have 52 and a half minutes to plan, write and check your 19th-century novel essay. A good rule of thumb is to spend:

• 7 minutes analysing the question and the extract
• 7-10 minutes of planning
• 30-35 minutes of writing

It is always a good idea to use the rest of your time to review what you’ve written and to make any adjustments.

Students usually think that spending more time on writing will gain more marks, but this isn't true: more essay doesn’t mean more marks! Examiners prefer shorter, well-planned responses that have a clear argument throughout.

Indeed, long essays that are unstructured and sprawling can in fact lose marks for being unfocused. Therefore, it is vital to always set aside time to write a plan.

Regardless of which 19th-century novel you study, the type of question you’ll need to write an essay for will be the same. You will be asked a question that asks you to analyse and write in detail about an aspect of the novel. Your answer will need to address both an extract from the novel that you will be given and the novel as a whole.

It is tempting to jump straight in and start analysing the extract immediately. However, completing the steps below first will ensure you answer the question in the way that examiners are looking for.

6 key steps to answer the 19th-century novel exam question effectively:

1. The very first thing you should do once you open your exam paper is to look at the question:

• This sounds obvious, but it’s really crucial to read through the question a few times 
• Why is this important? Regardless of what subject you’re being examined in, the single biggest mistake most students make in their exams is not reading the question through carefully enough that they answer the question they think they’re being asked, rather than the question they’ve actually been asked 
• It’s especially important to get this right in your GCSE English Literature exams because you only have five essay questions to answer across two papers, so if you misread a question, you’re potentially costing yourself a large number of marks     

2. Identify the keywords of the question

• The keywords are the focus of the question: the specific themes, ideas, or characters the examiners want you to focus on
• For the above question, the key words of question are “how Stevenson presents good and evil”
• This is the theme the examiners want you to explore in your essay
• Do not be tempted to write a question on a related theme, even if you have revised more for it: this will affect your overall mark badly, as you won’t be directly answering the question! 
• In the example above, the theme is about good and evil, so make sure you plan and write an essay about good and evil , rather than, for example, the role of religion in the novel
• Although this could be viewed as a related theme, your answer won’t be focused on the question and will lose you marks

3. Critically evaluate the idea or theme of the question in terms of the novel as a whole

• Think: what is this question asking, and what is it not asking?
• It is asking you to explore ideas about good and evil – a duality between what is considered morally right with what is considered wicked and wrong
• The question is not asking you to explore any other themes
• Again, writing about related ideas will actually lose you marks as you aren’t answering the exact question you have been set. The examiner isn’t going to reward you extra marks for information that is factually correct or demonstrates a great understanding of the novel if the information is not relevant to the question being asked

4. Now you have identified and evaluated the key idea or theme of the question, read the contextual information above the extract:

5. Contextualise the extract further yourself, before reading it

• Think: what else happens before and after this point in the novel?
• Which characters are involved?
• How does it link to other parts of the text?
• Therefore, even at this stage, it is good to think about how the theme of the question develops before and after this point in the novel

6. Read the extract with all of the above information (the keywords from the question; the context) in mind

• This will enable you to pick out quotations and analyse only the most relevant parts of the extract in the context of the novel as a whole, and the question you have been set

Planning your essay is absolutely vital to achieve the highest marks. Examiners always stress that the best responses are those that have a logical, well-structured argument that comes with spending time planning an answer. This, in turn, will enable you to achieve the highest marks for each assessment objective. The main assessment objectives are:

It is important to remember how marks are distributed for each assessment objective: there are 12 marks for AO1, 12 marks for AO2 and 6 marks for AO3. The mark scheme places assessment objectives AO1 and AO2 as the key skills, therefore while AO3 must be addressed in your response, your essay should focus predominantly on AO1 and AO2. 

• Your overall argument, or thesis (AO1)
• Your topic sentences  for all your paragraphs (AO1)
• The quotations you will be using and analysing from the extract (AO1 & AO2)
• The quotations you will be using and analysing from elsewhere in the novel (AO1 & AO2)
• A sense of why the author has made the choices they have (AO2)
• A sense of what contextual factors give further insight to the ideas and theme presented in the question (AO3)
• Therefore, a plan may look like the following:

Some other tips:

• You do not need to include a counter-argument (disagreeing with the question/including paragraphs which begin “On the other hand”)
• The questions have been designed to enable as many students as possible to write essays 
• Examiners say that the inclusion of a counter-argument is often unnecessary and unhelpful
• It can affect your AO1 mark negatively
• Include evidence and analysis of the extract in the same paragraph as evidence and analysis of the rest of the novel
• Think of the extract as a stepping stone to the whole text
• Examiners prefer an “integrated approach”:  paragraphs that include related analysis of both the extract and the whole novel 
• Examiners dislike essays which treat the extract and the rest of the novel as “separate entities”: when students analyse the extract in the first half of their essays, and then the rest of the novel in the second half of their response
• This would mean your answer doesn’t cover the full scope of the question, and your AO1 mark would be affected

Given the time pressure of the exam, there is always a temptation for students to do without a plan, especially if they feel they understand the focus of the question well. However, this is a mistake. 

The exam board states: “Where students have written a plan, there is often a sense of a coherent and organised response, for which references and quotations have been selected to support the student’s argument.”

What this means is that writing a plan not only enables you to achieve the highest AO1 marks (for organisation of argument) but also helps you select the most precise quotations and references, which will lead to the more relevant analysis of the writer’s methods (AO2).

Once you have read and evaluated the question, read and analysed the extract, and created a clear plan, you are ready to begin writing. Below is a guide detailing what to include.

Your essay should include:

• An introduction with a thesis  statement
• A number of paragraphs (three is ideal!), each covering a separate point. It’s a great idea to start each paragraph with a topic sentence  
• A conclusion

Introduction

• Your introduction should aim to clearly, and briefly, answer the question
• The best way to do this is to include a thesis statement
• You should include the exact words from the question in your thesis statement
• Examiners want to see your own opinion : your interpretation of what the author is trying to show
• A good way to think about this is to ask: what is the author’s one big idea in terms of the characters or themes addressed in the question?
• Include contextual ideas and perspectives to help explain the author’s intentions
• Including the author’s message or one big idea helps create a “conceptualised response”, which examiners reward the highest marks
• An example of a thesis statement:

Thesis statement:

“Stevenson presents good and evil as a constant duality throughout the novel and portrays it as a natural facet of the individual, which results in an ongoing battle between the two. Stevenson proposes that the inherent evil aspect of man is merely suppressed by society and he attempts to explore the consequences of attempting to separate one from the other.”

• Introductions should not be too long, or include all the details of what each paragraph will include
• You will not be rewarded for including the same information twice, so don’t waste time repeating yourself
• Write your thesis in the third person, not the first person (don’t use “I”)
• “I believe that Stevenson presents ideas about good and evil …. ❌
• “Stevenson presents good and evil as a constant duality through the character of Dr Jekyll / Mr Hyde … in order to illustrate …” ✅
• Try to include three separate paragraphs that cover three separate points
• This will ensure your response is to what examiners call the “full task”
• Start each paragraph with a topic sentence
• A topic sentence is an opening sentence which details the focus of its paragraph
• It should include the words of the question
• All topic sentences must relate to your thesis
• They should be seen as sub-points that provide a more specific and narrower focus than your thesis statement
• Everything that follows a topic sentence in a paragraph must support the point it makes

Example of a topic sentence:

“Stevenson presents Jekyll as a man with a respectable reputation within society which is juxtaposed with the depiction of Hyde as a manifestation of evil.”

• Paragraphs ideally include analysis of both the extract and the whole novel
• This is what examiners call an “integrated approach”
• Don’t separate your analysis of the rest of the novel into different paragraphs
• The examiners stated that the best students “dip in and out of both the extract and the whole text to select details which support their argument as appropriate”
• Beware of writing an overly structured paragraph which follows a set pattern
• You may have learned PEE, PEAL, PEED, or other structures for your paragraphs
• However, examiners often say that although these are excellent for learning what to include in essays, they can be limiting in an exam
• Instead, be led by the ideas in the text, and prove your own argument (both the overall thesis and your topic sentences)
• This can result in improved marks for AO1
• A conclusion for a 19th-century novel should only summarise the proof you have provided for your thesis
• It only needs to be two or three sentences long
• It should include the words of the question and your thesis
• Remember, you do not get rewarded for including the same information twice

An example of a conclusion:

“To conclude, Stevenson presents good and evil as two powerful entities which coexist within the individual. Through his characterisation of Dr Jekyll and Mr Hyde, Stevenson indicates their separation as an impossibility and he uses them to present a very powerful exploration of the complexity of human nature.”

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Author: Nick

Nick is a graduate of the University of Cambridge and King’s College London. He started his career in journalism and publishing, working as an editor on a political magazine and a number of books, before training as an English teacher. After nearly 10 years working in London schools, where he held leadership positions in English departments and within a Sixth Form, he moved on to become an examiner and education consultant. With more than a decade of experience as a tutor, Nick specialises in English, but has also taught Politics, Classical Civilisation and Religious Studies.

How to Write a Thesis Statement: 3 Tips

Learn how to craft a strong thesis statement for your academic papers and essays with these essential tips and insights into the writing process.

Kate Windsor

Jun 19, 2024

The Importance of a Strong Thesis Statement

A thesis statement is the cornerstone of any well-written academic paper or essay. It is a concise summary of your main idea, argument, or claim, and it sets the foundation for the rest of your essay. Crafting a good thesis statement can be challenging, but with these three tips, you'll be well on your way to writing scientific papers and essays like a pro.

Tip 1: Make your thesis statement specific and focused

One of the most common mistakes students make when writing a good thesis statement is being too broad or vague. A strong thesis statement should be as specific as possible and focused, narrowing down your topic to a particular argument or claim.

For example, instead of saying, "Climate change is a problem," a more effective thesis statement would be, "The increasing frequency and intensity of hurricanes is a direct result of climate change caused by human activities." This paragraph demonstrates a clear and specific main idea that can be developed throughout the essay.

Tip 2: Ensure your thesis statement is debatable

A good thesis statement should present an argumentative position, not a fact or an obvious truth. If your thesis statement is something that everyone already agrees with, there's no point in writing an essay about it. Instead, choose a topic that allows for debate and discussion, giving you the opportunity to present evidence and citations to support your position.

For instance, "The death penalty is a controversial issue" is not a debatable thesis statement, whereas "The death penalty is an ineffective deterrent to crime and should be abolished" is. A debatable thesis statement invites readers to disagree or propose alternative viewpoints, making your essay more engaging and thought-provoking.

Tip 3: Place your thesis statement strategically

The placement of your thesis statement is crucial. It should typically appear at the end of your introduction paragraph, setting the stage for the rest of your essay. In some cases, your thesis statement may require more than one sentence, but try to keep it concise and to the point.

A well-placed thesis statement acts as a roadmap for your readers, guiding them through your argument and helping them understand the main idea of your assignment.

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The Writing Process: From Working Thesis to Final Statement

Developing a strong thesis statement is an essential part of the writing process. It begins with a working thesis, which serves as a starting point for your academic writing, helping you focus your research and outline the main point of your paper.

As you  write your paper for your thesis and go through the writing process, developing a strong statement often begins with a working thesis. This initial idea serves as a starting point for your academic writing, helping you focus your research and outline the main point of your paper. 

In the process of choosing your topic and/or as you've chosen your topic, use this working thesis to guide your research and draft the first paragraph of your introduction. Remember, there are different types of thesis statements depending on your paper's purpose – whether it's to analyze, contrast, or persuade the reader. 

Avoid relying on a thesis generator in writing a paper, as these often produce generic statements. Instead, formulate your own ideas and cite sources appropriately to avoid plagiarism.  

Your thesis sentence should summarize and encapsulate the subject of your paper, serving as a roadmap for the rest of your paper. As you progress through the body of your essay and revise your work, don't be afraid to refine your thesis.

Often, the writing center at your institution can help you transform a weak thesis statement into a persuasive and strong one that effectively sums up the main argument and helps your reader understand what you want to say. 

Remember, crafting a final thesis statement is often the first step in ensuring the rest of your paper flows logically and coherently.

A strong thesis statement is essential for any successful academic paper or essay. By making you write a thesis statement in a specific, debatable, and strategically placed manner, you'll be setting yourself up for success in your assignments.

As you continue your academic journey, remember to apply these tips to your writing, whether you're  writing an academic book proposal or using AI for research . And when the time comes, make sure to prepare thoroughly for your thesis defense .

We encourage you to put these tips into practice. Happy writing!

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How to structure your PhD thesis

Organising your PhD thesis in a logical order is one of the crucial stages of your writing process. Here is a list of the individual components to include

Shama Prasada Kabekkodu

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The task of writing a PhD thesis is top of mind for many aspiring scholars. After all, completing one is no small task. And while these pieces of writing often share a standard format, this can differ slightly based on the requirements of your institution or subject. So what elements make up a PhD thesis?

A doctoral thesis usually contains:

• A title page
• Declarations from the candidate and supervisor
• A certificate from the candidate and supervisor
• A plagiarism report
• Acknowledgements 
• A table of contents
• Abbreviations 
• An abstract

Chapters typically cover:

• A general introduction 
• Literature review
• Analysis of the gap in research with aims and objectives
• Materials and methods
• Summary and conclusion
• References or bibliography. 

You should also include a list of papers you have published and any relevant achievements at the end. 

An explanation of each of the components of a PhD dissertation 

Title page: a PhD thesis starts with a title page that contains the complete title of the research work, the submitting university, names of the candidate and supervisor, affiliation and month and year of submission.

Abstract: this serves as a concise synopsis of the dissertation, covering the research context, purpose of the study or research questions, methodology, findings and conclusions. This section is usually one to two pages in length. 

Table of contents: this page lists the thesis content and respective page numbers.

General introduction and literature review: this component is usually 20 to 40 pages long. It presents the readers with the primary material and discusses relevant published data. It provides an overview of pertinent literature related to the thesis such as texts that critically assess the existing literature to identify the gap in research and explain the need behind the study. 

Aims and objectives: this section of the thesis is typically one to two pages long and describes the aims and objectives of the study. Structure them as three to four bullet points describing specific points that you will investigate. Approach this by thinking about what readers should understand by the end of the thesis. Ensure you:

• Give a clear explanation of the purpose and goals of your study 
• Outline each aim concisely
• Explain how you will measure your objectives
• Ensure there is a clear connection between each aim
• Use verbs such as investigate, evaluate, explore, analyse and demonstrate.

Materials and methods: this section briefly explains how you have conducted the study and should include all the materials you used and procedures you implemented. For example, if your research involves working with chemicals, list the chemicals and instruments used, along with their catalogue numbers and manufacturers’ names. This section should also explicitly explain the methodology you used, step-by-step. Use the past tense while writing this section and do not describe any results or findings of the study yet.

Results: this section is sometimes called the “findings report” or “the experimental findings” (referring to data collection and analysis). Write the results concisely and in the past tense. Include text, figure and table infographics created with tools such as Microsoft PowerPoint, Adobe Illustrator and BioRender to visualise your data . 

Discussion: this is a chance to discuss the results and compare the findings of your study with the initial hypothesis and existing knowledge. Focus on discussing interpretations, implications, limitations and recommendations here.

• Resources on academic writing for higher education staff 
• Tips for writing a PhD dissertation: FAQs answered
• How to tackle the PhD dissertation

Summary and conclusion: this section should be shorter than the discussion and summarise your key findings. The summary and conclusion should be brief and engaging, allowing the reader to easily understand the major findings of the research work. Provide clear answers to the research questions, generate new knowledge and clarify the need for the study. 

Future perspective: this section of the thesis (which is often combined with a summary or conclusion) talks about the study's limitations, if any, and indicates the directions for future studies based on your findings. 

References or bibliography: the last section should include the list of articles, websites and other resources cited in the thesis.

Always remember that, depending on the department, university or field of study, you might have to follow specific guidelines on how to organise your PhD thesis. Ensure you consult your supervisor or academic department if you have any doubts.

Shama Prasada Kabekkodu is a professor and head of cell and molecular biology at Manipal School of Life Sciences, Manipal Academy of Higher Education, India.

If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter .

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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.

Prevent plagiarism. Run a free check.

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

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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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Writing a thesis is a critical component of many PhD courses in the UK, requiring meticulous attention to detail and adherence to a specific format. Understanding the thesis writing format and accessing the right assistance can make the process more manageable. This article explores whether writing a thesis format is easy and provides comprehensive guidelines for success.

Thesis Writing Format

A thesis writing format refers to the structured layout and guidelines that a thesis must follow. This format ensures that the document is organised, clear, and meets academic standards. A typical thesis structure includes several key components:

• Title Page : Includes the thesis title, author’s name, institution, department, and date of submission.
• Abstract : A brief summary of the research, including the purpose, methodology, results, and conclusions.
• Table of Contents : Lists all sections and sub-sections with page numbers.
• Introduction : Introduces the research topic, objectives, and significance.
• Literature Review : Reviews existing research and identifies gaps the thesis will address.
• Methodology : Describes the research design, methods, and procedures used.
• Results : Presents the research findings.
• Discussion : Interprets the results, explaining their implications and limitations.
• Conclusion : Summarises the main findings and suggests future research directions.
• References : Lists all sources cited in the thesis.
• Appendices : Includes supplementary material such as raw data, questionnaires, or additional notes.

Writing a Thesis Format is Easy

While the thesis writing format may seem daunting at first, understanding and following the structured guidelines can simplify the process. You have to consider that during a PhD, you’ll have 3 to 4 years to write a thesis. By breaking down the task into manageable sections and systematically addressing each component, PhD students can make thesis writing more approachable. Additionally, adhering to the format ensures that the thesis is well-organised, which can facilitate the writing and review process.

Thesis Writing Assistance

For many students, seeking thesis writing assistance can be invaluable. This assistance can come in various forms:

• Academic Advisors : Professors, in particular your supervisors, can provide guidance on research design, methodology, and writing strategies.
• Writing Centres : Many institutions have writing centres where students can receive help with structure, grammar, and clarity.
• Peer Support : Collaborating with peers can offer new perspectives and feedback on the thesis.
• Professional Services : There are professional thesis writing services that offer comprehensive support, from editing to full writing assistance.

Thesis Format

The thesis format is a crucial aspect of the writing process. It ensures consistency and adherence to academic standards. Each institution may have its own specific formatting guidelines, which students must follow meticulously. These guidelines often cover aspects such as font size, margin width, citation style, and headings. Familiarising yourself with these requirements early on can save time and prevent the need for extensive revisions later.

The Bottom Line

Thesis writing is a rigorous process that requires dedication, time management, and a systematic approach. Breaking down the process into smaller tasks can make it more manageable. Regularly consulting with advisors, staying organised, and adhering to a clear schedule are key strategies for successful thesis writing. Additionally, using tools such as reference management software can help streamline the process of citing sources and creating a bibliography.

How to Make Thesis Writing an Easy Task

To conclude, while the thesis writing format may initially seem complex, it becomes easier with a clear understanding of the structure and requirements. Seeking assistance, adhering to guidelines, and approaching the process systematically can significantly ease the burden of thesis writing. With proper planning and support, writing a thesis can be a rewarding and intellectually enriching experience, especially if you can get it published after your PhD.

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