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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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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?
• picture_as_pdf Thesis

50 Useful Academic Words & Phrases for Research

Like all good writing, writing an academic paper takes a certain level of skill to express your ideas and arguments in a way that is natural and that meets a level of academic sophistication. The terms, expressions, and phrases you use in your research paper must be of an appropriate level to be submitted to academic journals.

Therefore, authors need to know which verbs , nouns , and phrases to apply to create a paper that is not only easy to understand, but which conveys an understanding of academic conventions. Using the correct terminology and usage shows journal editors and fellow researchers that you are a competent writer and thinker, while using non-academic language might make them question your writing ability, as well as your critical reasoning skills.

What are academic words and phrases?

One way to understand what constitutes good academic writing is to read a lot of published research to find patterns of usage in different contexts. However, it may take an author countless hours of reading and might not be the most helpful advice when faced with an upcoming deadline on a manuscript draft.

Briefly, “academic” language includes terms, phrases, expressions, transitions, and sometimes symbols and abbreviations that help the pieces of an academic text fit together. When writing an academic text–whether it is a book report, annotated bibliography, research paper, research poster, lab report, research proposal, thesis, or manuscript for publication–authors must follow academic writing conventions. You can often find handy academic writing tips and guidelines by consulting the style manual of the text you are writing (i.e., APA Style , MLA Style , or Chicago Style ).

However, sometimes it can be helpful to have a list of academic words and expressions like the ones in this article to use as a “cheat sheet” for substituting the better term in a given context.

How to Choose the Best Academic Terms

You can think of writing “academically” as writing in a way that conveys one’s meaning effectively but concisely. For instance, while the term “take a look at” is a perfectly fine way to express an action in everyday English, a term like “analyze” would certainly be more suitable in most academic contexts. It takes up fewer words on the page and is used much more often in published academic papers.

You can use one handy guideline when choosing the most academic term: When faced with a choice between two different terms, use the Latinate version of the term. Here is a brief list of common verbs versus their academic counterparts:

Although this can be a useful tip to help academic authors, it can be difficult to memorize dozens of Latinate verbs. Using an AI paraphrasing tool or proofreading tool can help you instantly find more appropriate academic terms, so consider using such revision tools while you draft to improve your writing.

Top 50 Words and Phrases for Different Sections in a Research Paper

The “Latinate verb rule” is just one tool in your arsenal of academic writing, and there are many more out there. But to make the process of finding academic language a bit easier for you, we have compiled a list of 50 vital academic words and phrases, divided into specific categories and use cases, each with an explanation and contextual example.

Best Words and Phrases to use in an Introduction section

1. historically.

An adverb used to indicate a time perspective, especially when describing the background of a given topic.

2. In recent years

A temporal marker emphasizing recent developments, often used at the very beginning of your Introduction section.

3. It is widely acknowledged that

A “form phrase” indicating a broad consensus among researchers and/or the general public. Often used in the literature review section to build upon a foundation of established scientific knowledge.

4. There has been growing interest in

Highlights increasing attention to a topic and tells the reader why your study might be important to this field of research.

5. Preliminary observations indicate

Shares early insights or findings while hedging on making any definitive conclusions. Modal verbs like may , might , and could are often used with this expression.

6. This study aims to

Describes the goal of the research and is a form phrase very often used in the research objective or even the hypothesis of a research paper .

7. Despite its significance

Highlights the importance of a matter that might be overlooked. It is also frequently used in the rationale of the study section to show how your study’s aim and scope build on previous studies.

8. While numerous studies have focused on

Indicates the existing body of work on a topic while pointing to the shortcomings of certain aspects of that research. Helps focus the reader on the question, “What is missing from our knowledge of this topic?” This is often used alongside the statement of the problem in research papers.

9. The purpose of this research is

A form phrase that directly states the aim of the study.

10. The question arises (about/whether)

Poses a query or research problem statement for the reader to acknowledge.

Best Words and Phrases for Clarifying Information

11. in other words.

Introduces a synopsis or the rephrasing of a statement for clarity. This is often used in the Discussion section statement to explain the implications of the study .

12. That is to say

Provides clarification, similar to “in other words.”

13. To put it simply

Simplifies a complex idea, often for a more general readership.

14. To clarify

Specifically indicates to the reader a direct elaboration of a previous point.

15. More specifically

Narrows down a general statement from a broader one. Often used in the Discussion section to clarify the meaning of a specific result.

16. To elaborate

Expands on a point made previously.

17. In detail

Indicates a deeper dive into information.

Points out specifics. Similar meaning to “specifically” or “especially.”

19. This means that

Explains implications and/or interprets the meaning of the Results section .

20. Moreover

Expands a prior point to a broader one that shows the greater context or wider argument.

Best Words and Phrases for Giving Examples

21. for instance.

Provides a specific case that fits into the point being made.

22. As an illustration

Demonstrates a point in full or in part.

23. To illustrate

Shows a clear picture of the point being made.

24. For example

Presents a particular instance. Same meaning as “for instance.”

25. Such as

Lists specifics that comprise a broader category or assertion being made.

26. Including

Offers examples as part of a larger list.

27. Notably

Adverb highlighting an important example. Similar meaning to “especially.”

28. Especially

Adverb that emphasizes a significant instance.

29. In particular

Draws attention to a specific point.

30. To name a few

Indicates examples than previously mentioned are about to be named.

Best Words and Phrases for Comparing and Contrasting

31. however.

Introduces a contrasting idea.

32. On the other hand

Highlights an alternative view or fact.

33. Conversely

Indicates an opposing or reversed idea to the one just mentioned.

34. Similarly

Shows likeness or parallels between two ideas, objects, or situations.

35. Likewise

Indicates agreement with a previous point.

36. In contrast

Draws a distinction between two points.

37. Nevertheless

Introduces a contrasting point, despite what has been said.

38. Whereas

Compares two distinct entities or ideas.

Indicates a contrast between two points.

Signals an unexpected contrast.

Best Words and Phrases to use in a Conclusion section

41. in conclusion.

Signifies the beginning of the closing argument.

42. To sum up

Offers a brief summary.

43. In summary

Signals a concise recap.

44. Ultimately

Reflects the final or main point.

45. Overall

Gives a general concluding statement.

Indicates a resulting conclusion.

Demonstrates a logical conclusion.

48. Therefore

Connects a cause and its effect.

49. It can be concluded that

Clearly states a conclusion derived from the data.

50. Taking everything into consideration

Reflects on all the discussed points before concluding.

Edit Your Research Terms and Phrases Before Submission

Using these phrases in the proper places in your research papers can enhance the clarity, flow, and persuasiveness of your writing, especially in the Introduction section and Discussion section, which together make up the majority of your paper’s text in most academic domains.

However, it's vital to ensure each phrase is contextually appropriate to avoid redundancy or misinterpretation. As mentioned at the top of this article, the best way to do this is to 1) use an AI text editor , free AI paraphrase tool or AI proofreading tool while you draft to enhance your writing, and 2) consult a professional proofreading service like Wordvice, which has human editors well versed in the terminology and conventions of the specific subject area of your academic documents.

For more detailed information on using AI tools to write a research paper and the best AI tools for research , check out the Wordvice AI Blog .

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100+ Research Vocabulary Words & Phrases

The academic community can be conservative when it comes to enforcing academic writing style , but your writing shouldn’t be so boring that people lose interest midway through the first paragraph! Given that competition is at an all-time high for academics looking to publish their papers, we know you must be anxious about what you can do to improve your publishing odds.

To be sure, your research must be sound, your paper must be structured logically, and the different manuscript sections must contain the appropriate information. But your research must also be clearly explained. Clarity obviously depends on the correct use of English, and there are many common mistakes that you should watch out for, for example when it comes to articles , prepositions , word choice , and even punctuation . But even if you are on top of your grammar and sentence structure, you can still make your writing more compelling (or more boring) by using powerful verbs and phrases (vs the same weaker ones over and over). So, how do you go about achieving the latter?

Below are a few ways to breathe life into your writing.

1. Analyze Vocabulary Using Word Clouds

Have you heard of “Wordles”? A Wordle is a visual representation of words, with the size of each word being proportional to the number of times it appears in the text it is based on. The original company website seems to have gone out of business, but there are a number of free word cloud generation sites that allow you to copy and paste your draft manuscript into a text box to quickly discover how repetitive your writing is and which verbs you might want to replace to improve your manuscript.

Seeing a visual word cloud of your work might also help you assess the key themes and points readers will glean from your paper. If the Wordle result displays words you hadn’t intended to emphasize, then that’s a sign you should revise your paper to make sure readers will focus on the right information.

As an example, below is a Wordle of our article entitled, “ How to Choose the Best title for Your Journal Manuscript .” You can see how frequently certain terms appear in that post, based on the font size of the text. The keywords, “titles,” “journal,” “research,” and “papers,” were all the intended focus of our blog post.

2. Study Language Patterns of Similarly Published Works

Study the language pattern found in the most downloaded and cited articles published by your target journal. Understanding the journal’s editorial preferences will help you write in a style that appeals to the publication’s readership.

Another way to analyze the language of a target journal’s papers is to use Wordle (see above). If you copy and paste the text of an article related to your research topic into the applet, you can discover the common phrases and terms the paper’s authors used.

For example, if you were writing a paper on  links between smoking and cancer , you might look for a recent review on the topic, preferably published by your target journal. Copy and paste the text into Wordle and examine the key phrases to see if you’ve included similar wording in your own draft. The Wordle result might look like the following, based on the example linked above.

If you are not sure yet where to publish and just want some generally good examples of descriptive verbs, analytical verbs, and reporting verbs that are commonly used in academic writing, then have a look at this list of useful phrases for research papers .

3. Use More Active and Precise Verbs

Have you heard of synonyms? Of course you have. But have you looked beyond single-word replacements and rephrased entire clauses with stronger, more vivid ones? You’ll find this task is easier to do if you use the active voice more often than the passive voice . Even if you keep your original sentence structure, you can eliminate weak verbs like “be” from your draft and choose more vivid and precise action verbs. As always, however, be careful about using only a thesaurus to identify synonyms. Make sure the substitutes fit the context in which you need a more interesting or “perfect” word. Online dictionaries such as the Merriam-Webster and the Cambridge Dictionary are good sources to check entire phrases in context in case you are unsure whether a synonym is a good match for a word you want to replace. 

To help you build a strong arsenal of commonly used phrases in academic papers, we’ve compiled a list of synonyms you might want to consider when drafting or editing your research paper . While we do not suggest that the phrases in the “Original Word/Phrase” column should be completely avoided, we do recommend interspersing these with the more dynamic terms found under “Recommended Substitutes.”

A. Describing the scope of a current project or prior research

B. Outlining a topic’s background

C. Describing the analytical elements of a paper

D. Discussing results

E. Discussing methods

F. Explaining the impact of new research

Wordvice Writing Resources

For additional information on how to tighten your sentences (e.g., eliminate wordiness and use active voice to greater effect), you can try Wordvice’s FREE APA Citation Generator and learn more about how to proofread and edit your paper to ensure your work is free of errors.

Before submitting your manuscript to academic journals, be sure to use our free AI Proofreader to catch errors in grammar, spelling, and mechanics. And use our English editing services from Wordvice, including academic editing services , cover letter editing , manuscript editing , and research paper editing services to make sure your work is up to a high academic level.

We also have a collection of other useful articles for you, for example on how to strengthen your writing style , how to avoid fillers to write more powerful sentences , and how to eliminate prepositions and avoid nominalizations . Additionally, get advice on all the other important aspects of writing a research paper on our academic resources pages .

Glossary of Academic Words

Acronyms (NATO), contractions (shouldn’t) and initialisms (WHO) are all types of abbreviation, which are when one or many words are shortened from their original form for quickness. 

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The first section of a dissertation or thesis in which a summary of the entire primary research is provided to the reader in brief.

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These are the rules and regulations that students and tutors should follow if they wish to be considered functioning members of an academic community.

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The vocabulary and language structures which are acceptable in academic contexts, such as cohesive devices, hedging language or reporting verbs.

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When a member of an academic institution breaks the rules of that institution, such as by cheating, colluding or committing plagiarism.

A bank of words collected by linguistics (language scientists) which are used much more frequently in academic contexts than in general settings.

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In referencing, an acknowledgement is when one author publicly recognises the ideas and research of another author, usually by including a combination of citations and references.

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A word class which is usually used to describe nouns within a sentence, such as  difficult in difficult examination .  

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A word class which is usually used to modify verbs within a sentence and which often end in the suffix -ly, such as slowly in speak slowly .  

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A phrase function (like a subject or an object) in which a phrase acts like an adverb in an expression, modifying the verb, an adjective or another adverb.

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In grammar, this is a lexical process in which morphemes (pieces of words) are attached to an existing word to alter its grammar, meaning or class. 

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The organisation of a list of items (such as a reference list) using the alphabet, with items that start with ‘A’ coming first on that list and those that begin with ‘Z’ being placed last.

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When a word has the opposite meaning to another word, such as how big  and  small  are antonyms of each other (related to synonym).

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A type of punctuation mark (‘) which is particularly useful for forming abbreviations and possessive constructions.

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A collection of optional resources placed at the back of an assignment that are not essential to grading that work, including items such as transcripts, questionnaires or images.

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In grammar, these are a type of determiner which can be divided into definite ( the ) and indefinite ( a/an ) forms, both of which are used to specify nouns.

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The name of the organisation or business that would like to be recognised as the author of a piece of work, such as the British Broadcasting Corporation .

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The first type of (undergraduate) degree available at university, usually completed within three or four years of continuous on-campus or distance-learning study.

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An element of an introductory paragraph that provides the reader with the context of the essay topic, such as a definition of key terms or the history of the topic in brief.

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An alphabetical list of sources that were read when completing an academic assignment, usually placed at the end of that assignment with careful formatting (much the same way a reference list).

When learning is conducted both face-to-face in class and online in a mixed format, particularly popular in modern institutions.

The expressions and gestures which a presenter makes to provide information to the audience beyond and in addition to the spoken word.

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A written instruction such as AND, NOT, “” and * that is used in a library or internet search engine to expand or narrow a researcher’s search results.

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The Certificate in Advanced English as created and managed by Cambridge University to test the proficiency in English of non-native speakers.

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The combination of numbers and letters which are printed on the spine of a library book to indicate the precise location of that book within the library’s shelves.

The Cambridge University Certificate of English Language Teaching to Adults.

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The organisation of a list of items (usually in a reference list) using historical dates, with items that have earlier dates (such as ‘2001’) being placed before those with more recent dates (such as ‘2019’).

A piece of text such as (Jones, 2020) that is placed within an academic assignment or published research to acknowledge a source being used as support for that work.

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In grammar, the combination of a subject and a verb creates a clause, which may be independent or dependent depending on whether another cause is required to form a complete sentence.

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Similar to a society, an academic club is a collection of like-minded people who work together to complete a goal, whether a sport, an activity or an intellectual pursuit.

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The various words and phrases which are used to signpost and make connections within academic communication (particularly within essays), such as however ,  finally or the first .

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When words or phrases have a tendency to be found together, such as how  give and  advice or  do  and  homework  are found together.

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This is a type of academic misconduct in which two or more students work together on a piece of work that is intended to be completed alone, such as an essay.

A type of punctuation mark (:) which is often taken to mean  for example and which is used to introduce a new independent clause

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A type of punctuation mark (,) which is most commonly used to list words or phrases or to separate clauses.

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A language structure which compares one thing with another, usually by adding  -er to an adjective, such as faster  or  smarter  (she is smarter than he is).

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A phrase function (like a subject or an object) in which a word, phrase or clause completes the meaning of an expression, usually following subjects and copula verbs.

A sentence which is made of one independent clause and one dependent clause, such as Because I study English daily, I am quite good at it .

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A sentence which is made of two or more independent clauses and one or more dependent clause, such as Because I study English daily, I am quite good at it and I think I will pass the test .

A sentence which is made of two or more independent clauses, such as I study English, and I like French too .

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A word that is formed by joining two words together in a compound, such as how  work  and  book  can combine to create the new word workbook .

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The practice of using as few words as possible to express something clearly, particularly important in academic assessments which have limited word counts.

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The practice of speaking fluently by focusing on improving areas of connected speech, such as elision and liaison.

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A special type of verb such as  be  or  seem  which carries little meaning and which is used to join a subject with its complement – as in she seems angry .

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The act of agreeing to an aspect of an argument, usually indicated in the topic sentence of a body paragraph directly before a rebuttal.

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A word class which is used to combine words, phrases or sentences, such as  and ,  because  or  while (divided into coordinating and subordinating types).

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The close-mouthed sounds which are used to pronounce a word, usually represented by graphemes such as k, m, t and z in the English language.

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A type of abbreviation in which two words are blended together into one form, usually using an apostrophe (‘) in English, such as how  should  and  not  become  shouldn’t .

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A contributing author is one who has written only one or two chapters in a published source (such as an edited book) that contains many chapters from multiple different authors.

A type of conjunction which is used to join coordinating clauses and words, such as  and , but  and  so . 

A collection of words, phrases and sentences, usually millions of words big, which is studied by linguists and language students to increase the knowledge of language patterns.

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Unlike exams, this is the assessed work which is completed throughout a course that contributes to a student’s final grade, such as essays and presentations.

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The description of something in as clear, logical and concise a way as possible, usually to clarify its meaning, purpose or significance.

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The methods which are used to improve a presenter’s delivery, such as paying attention to body language, pronunciation, tone and posture.

The Cambridge University Diploma in English Language Teaching to Adults.

In grammar, demonstratives ( this/these/that/those ) are a type of determiner and are used to specify nouns as part of the noun phrase.

A type of clause (subject and verb combination) which cannot stand as a complete clause with being combined with another clause, such as  Because I study English…

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A word class which includes articles ( the ), demonstratives ( this ) and quantifiers ( some ), all of which are used to modify nouns as part of the noun phrase.

A lexical and grammatical process in which affixes are added to words to alter their meaning or word class (see prefixes and suffixes).

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A book or online tool which attempts to list, exemplify and define all the words in a given language.

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An extended essay of between 10,000 and 15,000 words, usually completed at the end of a bachelor’s or master’s degree as the final assessment. 

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Also known as a PhD, this terminal degree is usually completed within four to eight years after submission of a thesis and completion of a viva.

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A Digital Object Identifier (DOI) is an alphanumeric identifier which is used to locate online sources (particularly journal articles) in large digital repositories.

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The process of planning and producing an academic assessment, particularly the writing of a an essay in an early and unfinished stage.

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The process of checking a piece of work for content-based errors or gaps, such as the deletion of a paragraph, the improvement of a sentence or the addition of a new supporting detail.

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A numeric reference to an explanation, source or additional comment which is included as a note on a separate page at the end of a piece of research or an assignment.

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A written academic assignment that requires an introduction, a body section and a conclusion (and which is shorter than a dissertation or thesis).

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A Latin term meaning and others which is used directly after the first author’s family name within a citation (Smith et al. , 2010) to indicate that four or more authors have authored that source.

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Conducted before a course in the middle of a course or at the end of the course, examinations are assessments which are designed to test a student’s competence in a subject.

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A name (also known as a surname ) which is shared among family members such as ‘Johnson’, ‘Small’ or ‘Zhang’ and which is most often the same as the father’s family name.

A verb which can be conjugated to demonstrate grammatical features such as tense or agreement. 

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The precise display rules which should be followed to correctly format a given assignment, usually involving aspects such as spacing, punctuation, capitalisation, italics and font size.

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A numeric reference to an explanation, source or additional comment which is placed at the bottom of the same page in an assignment or piece of research as a short note.

A type of punctuation mark (.) which is most commonly used in abbreviations ( Mr. ) or to mark the end of a complete sentence.

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The first week of university which is dedicated to the freshman  (the new first-year students), usually involving interactive activities and information sessions.

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Listening for the overall message of something, not listening for specific information or detail.

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A name that is more unique to an individual than a family name, such as ‘Alex’, ‘Paige’ or ‘Isabella’ – often provided to a person by their parents as a first or middle name.

The written representation of a sound in a language, such as how /ʃ/ is written using the graphemes [s] and [h] in combination, as in shout .

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An assessed academic assignment in which a small group of students work together to discuss a topic or series of topics for around 10 minutes.

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A type of indentation which is used for improving the display of references, in which every line of that reference other than the first line is indented within the page.

The words and phrases such as may ,  could  and  might possibly which are used to make a claim or argument more cautious and which protect the author’s reputation.

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When a word has the same spelling or pronunciation as another word but different meanings and origins, such as  check  and  Czech .

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A type of punctuation mark (-) which is most commonly used to join prefixes and suffixes to words or to compound words into adjective phrases.

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An unproven theory, usually at the centre of a piece of academic investigation in order to find empirical evidence for its veracity and accuracy.

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A Latin term meaning the same which is included in repeating citations to indicate that the new information which has been introduced is also taken from the previously cited source.

A word or phrase which possesses a meaning which is not obvious from the words it contains, such as  raining cats and dogs (raining heavily) or burning the midnight oil (staying up late). 

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The International English Language Testing System which is designed to measure the proficiency in English of non-native speakers.

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A type of clause (subject and verb combination) which can stand as a complete clause without being combined with another clause, such as I study English…

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A verb which cannot be conjugated to demonstrate grammatical features such as tense or agreement, such as  to study  or  studying . 

A lexical and grammatical process in which affixes are added to words to alter aspects of their grammar such as plurality, possession or tense (see prefixes and suffixes).

A supportive language-based course provided usually to non-native speakers of English who are in the middle of studying for a bachelor’s or master’s degree.

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A type of citation that demonstrates clear source voice in which the source authors are placed inside the main text and outside the brackets of the citation, like Smith (2010).

A type of alphabet which is used to represent all possible sounds in all languages around the world.

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A verb which cannot take any objects in a grammatical structure, such as in the object-less expression  the ice melted vs the transitive expression I melted the ice .

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Different to a seminar, a lecture is traditionally when a tutor delivers a presentation to a class while the students quietly take notes, whether online or offline. 

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The signposting language which is used in a spoken lecture to indicate certain things, such as the inclusion of new information, comparison, exemplification or summarisation.

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The third section of a dissertation or thesis in which the writer provides a detailed summary of the most important research which has been conducted about the essay topic.

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The first type of (postgraduate) degree available at university, usually completed within one or two years of continuous on-campus or distance-learning study.

The fourth section of a dissertation or thesis in which the writer provides a detailed description of the particular methods which were used to collect the primary research. 

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A special type of verb such as  can or  should which cannot be conjugated and which adds modality (possibility, permission, etc.) to the verb phrase.

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The pieces of a word which are used to build words, which may include bases, roots and affixes (see prefixes and suffixes) in the study of morphology.

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A type of citation in which more than one source is listed within the same set of brackets to indicate that the same claim or piece of evidence is taken from multiple sources, such as (Smith, 2010; Jones, 2012; Zhang, 2020).

A type of citation (which demonstrates a combination of writer and source voice) that is usually found at the end of a piece of information with all its elements inside brackets, such as (Smith, 2010).

The small cards which are used during a presentation to prompt the presenter’s memory as to the content of their presentation.

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When the details of a presentation, publication or discussion are written in note form, whether using a personalised notetaking style or a method such as Cornell notes , margin notes or mind mapping .

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The most common word class in any language, nouns are used to describe objects, ideas and events (such as chair , love or Christmas ) and may be pluralised and made possessive. 

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​​ A phrase function (like a subject or a complement) in which a noun or noun phrase acts as the receiver of the action of the verb, such as English in  he studies English .

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Also known as a roadmap, the outline is a element of an introductory paragraph that provides the reader with a brief list of the main ideas of the essay in the same order as presented in the body.

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The pattern of having to repeat grammatical elements with the same grammatical pattern  when listed together, as in  I came, I saw, I conquered . 

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When one author takes another author’s ideas or evidence and writes that information in different words while maintaining the same or similar meaning.

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In grammar, a type of language structure using  be  +  past participle in which the agent of the action is absent from the structure or placed into a by  phrase, such as in the exam was completed by me .

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When a piece of research is checked by other professionals or academics for accuracy and to help guarantee quality, reliability and veracity.

A special type of verb + adverb/preposition combination such as clock in or  shut down which carries idiomatic meaning and which is is uncommonly used in academic contexts.

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When one author uses or copies another author’s work or research without providing clear acknowledgement in the form of citations and references.

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When two words which look identical have different meanings, such book in the expressions  read a book  and  book a table .

A collection of academic assessments such as drawings or essays which are collated together into one document or folder to form a single assignment.

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As a word class, prepositions ( at/on/over ) are unique in that they pre-modify nouns and noun phrases, providing information about space, time or manner.

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A type of affix such as un- or re- that attaches to the beginning of a word to change that word’s meaning, such as in do , redo and undo . 

A preparatory language-based course provided usually to non-native speakers of English who are about to begin studying for a bachelor’s or master’s degree.

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The original data resources or investigations that might be used as a source of information, such as a recording or a diary, or a journal article that includes details about its own research.

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When the author of a piece of work carefully checks that work before submission for features such as formatting, spelling and grammar.

As a word class, pronouns ( I/you/she ) are unique in that they can be used in place of nouns to describe people, animals and objects.

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The symbols which are used to show pauses, divisions or grammatical relations within a written text, such as a full stop (.), a comma (,), a semicolon (;) or a colon (:).

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In grammar, quantifiers ( some/many/few ) are a type of determiner that is used to specify the number or amount of a noun.

The precise or subtly modified words of one author used in another author’s work, usually provided alongside citations and within quotation marks.

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A document provided by a module convenor or tutor which details the recommended sources that students should read to complete a course or module.

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The speed at which someone can read, usually measured by comparing the length of reading time with the number of words in order to determine words-per-minute.

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The methods which are used to read more efficiently, such as skimming, scanning and reading for detail.

The act of challenging a particular aspect of an argument, usually indicated in the topic sentence of a body paragraph directly after a concession.

An element of a concluding paragraph in which the author provides solutions, future considerations and recommendations to the reader about the essay topic.

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A piece of text at the end of a piece of research that acknowledges a source being used as supporting information for that work, such as: Jones, R. (2020) Example reference . London: Publishers.

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Elements such as Name of author , Year of publication and Source title which are used to build a referencing feature such as a citation, endnote or reference.

An alphabetical/chronological list of all the sources which are read and cited within a piece of research, placed at the back of that research with careful ordering and formatting.

The features which are used by writers to acknowledge sources within a piece of research, including citations, endnotes, footnotes, references and reference lists.

A piece of software such as  Zotero  or Mendeley that helps students and researchers to manage and organise the referencing features included in their work.

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The elements, formatting and ordering rules which are required when following a particular style of referencing such as Harvard, Chicago, MLA or Oxford.

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A type of citation that identifies the repetition of a source within a text, showing that the information being cited is from the same source as in the previous citation.

The verbs which are used alongside integral citations to report or discuss another author’s ideas or research, such as argue ,  claim  or  state . 

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A physical or digital storage space for sources, such as in a library or online database.

An element of a concluding paragraph in which the author concedes to the limitations of their research and highlights to the reader the gaps for future investigations.

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The detailed document which tutors use to evaluate an assessment, involving numerous criteria such as  coherence and cohesion  or  delivery depending on the assessment type.

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A financial grant given to students who are in financial difficulty or who excel at a subject, usually to complete a bachelor’s, master’s or doctorate degree.

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The combination of search terms and Boolean operators which can be used to narrow or expand search results within a search engine in order to better find valuable sources.

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A word or phrase (commonly noun phrases) that is used to narrow or expand search results within a search engine in order to find valuable sources.

A type of citation in which the author of a piece of work wishes to cite a primary source that they have only read about in a secondary source, such as (Smith, 2010, cited in Jones, 2020). 

A source that describes or discusses the unique research of another (primary) source but which does not necessarily detail any new research itself.

A type of punctuation mark (;) which is used to join two independent clauses or a list of phrases or words.

An ungrammatical sentence which is usually formed when a single dependent clause has no adjoining independent clause to complete it, such as in  Because I like English .

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An ungrammatical sentence which is formed when two or more independent clauses are improperly joined together, such as  I like English, I study it every day .

A computer programme such as  Turnitin that helps students and tutors find instances of potential plagiarism by comparing the uploaded work with a large existing database.

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A sentence which is made of only one independent clause, such as  I study English .

Unlike a lecture, a seminar is traditionally when students and tutors participate together in class with discussions and various task-based activities.

Similar to a club, an academic society is a collection of like-minded people who work together to complete a goal, whether a sport, an activity or an intellectual pursuit.

Any text such as a book, interview or website that is used to add supporting information to an academic assignment or piece of academic research.

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The details of a source that are needed in order to correctly reference that source, such as the precise name of the author (Smith) or the precise year that source was printed (2019).

The use of summarising and paraphrasing techniques in order to include numerous sources within the same paragraph, such as to  debate the same topic.

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The type of source which may be used to provide supporting information in a pieces of academic research, such as a book, a journal article or a digital magazine article.

The gaps in a piece of text between words, sentences, paragraphs and visual data which are used to distinguish these items more clearly for the reader.

This is the writer’s opinion about the essay topic, indicated first in the introduction but repeated in the topic sentences of the body section as well.

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A phrase function (like a complement or an object) in which a noun or noun phrase acts as the doer of the action of the verb, such as he  in  he studies .

In English grammar, agreement is shown between a subject and its verb, such as how  I plays  is incorrect but  I play  demonstrates correct subject-verb agreement.

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A type of conjunction which is used to join subordinating clauses and phrases, such as however ,  because  and  while .

A type of affix such as – ment  or – ed that attaches to the end of a word to change that word’s meaning, word class or grammar such as in ship , shipment and shipped . 

When one or more authors’ ideas are abbreviated, paraphrased and synthesised in order to create a much shorter version of the original text.

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An element of a concluding paragraph that summarises the main ideas presented in the body section of an essay, briefly detailing also the key findings of the investigation.

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The final sentence of a body paragraph in which the writer summarises the main idea(s) of the paragraph or transitions from one main idea to another.

Related readers: Essay Writing , Body Paragraphs , Summary-Transition Sentences

A language structure which indicates the absolute form of something, usually by adding -est to an adjective, such as fastest or  smartest (she is the smartest person in the room).

The main section of a body paragraph in which the writer provides evidence, examples and explanation from sources in order to support the topic sentence.

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The piece of a word which contains at least one consonant and one vowel, such as  con- or -tains in contains .

When a word has a similar meaning to another word, such as how big  and  large are synonyms of each other (related to antonym).

The student version of the Turnitin software which enables students to check their own assignments for possible instances of plagiarism by highlighting similarity with other authors’ works.

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An extended academic essay of between 40,000 and 100,000 words, usually completed as the primary assessment of a doctorate degree (PhD).

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An element of a concluding paragraph that reminds the reader (in different words) of the introductory thesis statement and writer’s stance.

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An element of an introductory paragraph that provides the reader with the argumentative focus of the essay (the thesis) and an outline of the body sections’ main ideas.

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The Test of English as a Foreign Language which is designed to measure the proficiency in English of non-native speakers.

An element of a body paragraph that reminds the reader of the essay topic and introduces the main idea(s) being discussed in that paragraph.

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A verb which can take one (monotransitive), two (ditransitive) or three (tritransitive) objects in a grammatical structure, as in  give me the book .

A piece of software which is designed to check similarity between submitted research or assignments and a large database of uploaded sources in order to suggest instances of plagiarism.

An academic institution which typically accredits and awards bachelor’s, master’s and PhD qualifications.

A Uniform Resource Locator (also known as a web address) is used to identify an online resource such as a web page, uploaded file or digital image.

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A class of words that demonstrate an action ( kick ), state ( love ) or occurrence ( happen ) and which can be conjugated to show tense, aspect and modality.

In English grammar, this is the expression of passages of time through the verb phrase in simple ( study ), continuous ( studying ) and perfect ( have studied ) forms.

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In English grammar, modality (ability, permission, future, etc.) is expressed on the verb phrase via hedging language and modal verbs such as may ,  will  and  could . 

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The expression of absolute time in an expression via the form of the main verb, which in English may be the present ( study ) or past ( studied ) (modality is used to show the future not tense). 

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Whether or not a verb can take an object (transitive vs. intransitive), and how many objects that verb takes.

Any visual tool which is used to enhance a performance or presentation, such as a poster, a handout, a PPT presentation or a whiteboard.

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The final task of a PhD in which the doctorate student is required or orally defend their research in front of a panel of experts. 

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The specific words you have learned or are attempting to learn.

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The author which communicates an idea or argument in a piece of work is said to have voice : this can be the writer’s voice or the voices of external sources which provide supporting evidence.

Related readers: Writing Skills , Balancing Voices , Synthesising Sources

The open-mouthed sounds within a word, usually represented by the graphemes  a e i o u  in the English language.

The amount of words permitted in an academic assessment and the record of that number at the end of an essay or assessment, often within a range of +/–10%.

A method of identifying words depending on their placement in a sentence and their grammatical rules, such as  nouns  , adjectives or verbs . 

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A grouping of the same words which have different forms when in different classes, such as how  inform ,  informative  and  information  are in the same family.

A description of the shape of a particular word, depending on its word class and whether it has any attached prefixes or suffixes.

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Thesaurus for Thesis statement

Related terms for thesis statement - synonyms, antonyms and sentences with thesis statement, similar meaning.

• thesis defence
• abridged version
• brief account
• scholarly thesis
• essay's general statement
• main argument
• topic sentence
• promising thesis statement
• condensed version
• main points
• resume objective
• short description
• summary version
• objective summary
• defence of the graduate project
• diploma defence
• sentence which clarifies the main point
• focus of an essay
• academic dissertation
• academic thesis
• doctoral thesis
• graduate thesis

Opposite meaning

• purpose statement
• incomprehension
• misconception
• misinterpretation
• misunderstanding
• noncomprehension
• practical consideration
• practical considerations
• practical grounds
• practical reasons
• practice exam
• practice test
• pragmatic considerations
• unconsciousness

Common usage

• develop an argument
• develop argument
• declamation
• encyclopedia
• formulation
• prolegomenon
• pronouncement
• verbalization

Sentence Examples

Proper usage in context.

• You've got a great thesis statement

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Attorneys tweak $2.78B college settlement, remove the word ‘booster’ from NIL language

Washington quarterback Will Rogers walks on the field near a Big Ten logo during the first half of an NCAA college football game against Northwestern, Saturday, Sept. 21, 2024, in Seattle. (AP Photo/Lindsey Wasson)

FILE - Tennessee fans gather outside Neyland Stadium before an NCAA college football game between Tennessee and Kent State in Knoxville, Tenn., Sept. 14, 2024. (AP Photo/George Walker IV, File)

FILE - A basketball with an NCAA logo is shot at the basket during Gonzaga’s basketball practice in Pittsburgh, March 14, 2012. (AP Photo/Keith Srakocic, file)

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Three weeks after being asked to modify a $2.78 billion deal that would dramatically change college sports, attorneys excised the word “booster” from the mammoth plan in hopes of satisfying a judge’s concerns about the landmark settlement designed to pay players some of the money they help produce.

As expected, the changes filed in court Thursday did not amount to an overhaul -- replacing “booster” with the term “associated entity or individual,” was the headliner – but the hope is that it will clear the way for U.S District Judge Claudia Wilken to give the settlement agreement preliminary approval.

The new language and replacing of the hazily defined “booster,” which has played a big role in the NCAA’s rulebook for decades, is designed to better outline which sort of deals will come under scrutiny under the new rules.

Under terms of the settlement , the biggest schools would have a pool of about $21..5 million in the first year to distribute to athletes via a revenue-sharing plan, but the athletes would still be able to cut name, image and likeness deals with outside groups.

It was the oversight of those deals that was at the heart of Wilken’s concerns in the proposed settlement. Many leaders in college sports believe calling something a NIL deal obscures the fact that some contracts are basically boosters paying athletes to play, which is forbidden.

The settlement tries to deal with that problem. By changing “booster” to “associated entity,” then clearly defining what those entities are, the lawyers hope they will address that issue.

The NCAA said in a statement that the new language will “provide both clarity and transparency to those seeking to offer or accept NIL deals.”

The new filing explained that “associated entity or individual” is a “narrower, more targeted, and objectively defined category that does not automatically sweep in ‘today’s third-party donor’ or a former student-athlete who wishes to continue to support his/her alma mater.”

Those entities will not include third parties like shoe companies or people who provide less than $50,000 to a school — someone who would be considered a small-money donor. Deals involving “associated entities” will be subject to oversight by a neutral arbitrator, not the NCAA.

In a news release, plaintiffs’ attorney Steve Berman focused on how the settlement, and now the new language, restricts how much oversight the NCAA — already sharply muzzled by a series of losses in court — will have on NIL deals.

“The filed settlement terms today constitute a substantial improvement on the current status quo under which a much broader set of deals are prohibited under NCAA rules, and all discipline is carried out by the NCAA without any neutral arbitration or external checks,” Berman said.

There is no timetable for Wilken to let the parties know whether they changes they made will be enough for her to sign off on the deal.

The lawyers kept to their word that they would not make dramatic changes to the proposal, but rather clarify for the judge that most third-party NIL deals would still be available to college athletes. On top of that, athletes will also receive billions in revenue annually from their schools through the revenue-sharing plan.

College sports leaders believe unregulated third-party deals through booster-funded organizations known as NIL collective will allow schools to circumvent the cap.

So-called NIL collectives have become the No. 1 way college athletes can cash in on use of their fame. According to Opendorse, a company that provides NIL services to dozens of schools, 81% of the $1.17 billion spent last year on NIL deals with college athletes came from collectives.

Wilken took some issue with the cap — set at $21.5 million for the first year — but it was the plan to subject certain NIL deals to an external review for fair-market value drew the most scrutiny.

AP College Sports Writer Ralph Russo contributed.