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Tip 1: Break it into such small, discrete goals that you almost feel silly writing them down individually.

This is by far the most important skill on this list. I only started developing this skill while writing my thesis but have since honed it while working in industrial R&D.   Subscribe to our newsletter at the bottom of this page   for the next blog post “Why I left academia in search of self-development”.

The value of this skill cannot be understated and luckily can be easily learned by anyone. Here’s how I make it work: Set aside 15 minutes for planning out your next 10-20 hours of work on a project. Create a large to-do list for each project (there are a lot of great Excel templates online). You can list some big milestones further out but keep the tiny details within range of tasks you could finish in the next few days. Every morning, review your tasks, add new discrete tasks that are now within range. Add a number (1-10) to every task to denote the order you’re going to work through them for this specific day. Stick to the list and avoid jumping to topics off-list that pop up. If something important   and   urgent pops up, add it to your list and give it a number.

Some examples for your shortlist if you were writing a thesis:

• Send email to professor about feedback from Chapter 4
• Re-format figure captions from Chapter 4
• Write two paragraphs about results from experiments on October 4 th -12 th
• Create summary plot for above experiments
• Import and reformat data from experiments October 19 th -27 th
• Write rough outline for rest of Chapter 5
• Send outline of Chapter 5 to professor
• Review feedback from professor on Chapter 4
• Make list of changes in Chapter 4 based on professor’s feedback this morning

Are you the type of person that writes “Make List” on your to-do list just so you have something to cross off? Do you write down tasks you just finished just to cross them off?

If you are, you have a head start on this method! Creating and working through a list in this much discretized detail has a lot of secondary effects. You’ll be forced to plan out your work in greater detail (and prioritize better). You’ll be more likely to use small chunks of time effectively to make progress and free up more time for yourself. Most importantly,   you’ll finish your day with a sense of accomplishment and forward momentum because you got things done , instead of the feeling that you moved the needle from 23% to 24% complete after 10 hours of work. As ridiculous as this list may sound, I’ve found it has a profound psychological effect on my motivation and momentum for the rest of the day. The key is to have the discipline to spend those first 15 minutes of your day planning instead of reacting to every thought or email that comes in. Try it out for one week straight and make modifications based on what is working for you.

Tip 2: Write everything that comes to mind, then trim and re-organize later.

If it’s flowing in your mind, get it into the whitespace of your document   somewhere . I’ve found that most technical writing blocks come when a person doesn’t know how exactly to write the next thing or isn’t sure what exactly should come next, even though they have ideas and words in their head for later sections. Your brain can get stuck running in circles testing out different ways to present the information and become paralyzed by the endless possibilities coupled with the lack of a clear path.

How can you put a puzzle together if you don’t know what the pieces look like?

It’s much easier to decide on the best idea flow   after   you’ve put the bulk of each idea onto the paper. When you have all the information in place and pseudo-organized, pick through it with a fine-tooth comb to trim down superfluous sentences and smooth out the transitions between paragraphs. Then, send the section to your adviser and group members for feedback. Continue writing other sections while waiting for their feedback.

Tip 3: Recognize that you don’t have to close every single loose end.

The point of your thesis is to document your discoveries and progress so that a new person can carry the torch forward without starting from scratch. If you found something interesting but can’t explain it, just present the data and state the questions still to be answered. Include your ideas about what could be done next to get closer to the answers. If you’ve spent more than three hours banging your head against the table staring at one plot, it’s time to move on to the next section. You’ll be surprised how working on other parts can stimulate ideas that can help close the difficult section off later.

Tip 4: Set up your formatting correctly immediately when starting.

Hopefully you’re proficient in LaTeX. If not (I wasn’t), learn how to properly assign section and sub-section headings in Word and to keep consistent formatting between them. This will be critical for auto-updating your table of contents. It will also help you collapse sections and jump around in your 200+ page document from the sidebar “Navigation Pane”. Create actual captions for your figures and tables using the built-in functionality and link references in the text to those captions. Now, when you add a new image earlier in the document, the figure and all its references will be updated automatically. Make sure to also set up your citation editor right away using the recommended format and make sure it can auto-generate the reference list. You may have gotten away with manually formatting these for short journal article submissions, but you will have untold headaches clicking through the text and re-numbering each reference if you don’t do this from the start. Check with your Graduate Studies department to see if they have a pre-formatted document you can use.

Tip 5: Remember that this is a struggle for   everyone .

If you find yourself getting lost in self-deprecation, re-frame your thinking. Instead of “Why can’t I focus on this?” ask yourself “What factors are causing me to lose focus and how can I limit these or mitigate their effects?” Instead of asking “Why can’t I make sense of this data?”, re-frame it as “How can I present this data factually while pointing out the unknowns?”

Tip 6: Put your phone on airplane mode and out of arms’ reach.

You already know that your phone is the #1 distraction you have. Make the distraction less of a willpower issue and more of a practicality issue by putting your phone on airplane mode and putting it somewhere on the other side of the room, in a box, in another room, etc. The further away, the better. Now you’ll have to weigh the hassle of getting up and retrieving it to quickly check it for notifications.

Tip 7: Use an auto-responder on your email or put it in Do Not Disturb mode.

Once your phone is hidden, it’s time to take care of distractions on your computer. Both Gmail and Outlook have functions to turn off notifications or stop retrieving messages altogether for set periods of time. For instance, you could set your send/receive interval to once every 4 hours. Another trick is to turn on your auto-responder to say something along the lines of “Thanks for your message. In order to focus on my writing, I’m currently only checking email at noon and 6pm. I will get back to you as soon as possible.” Others will pick up on this and email you less often and only about real issues.

Tip 8: Set a visible timer for focused work periods.

I found it much easier to sustain a 45-minute focused session if I knew I had a planned break coming up soon. There are several apps available for setting timers and some that can also mute your notifications while running. If you schedule your breaks (and actually give yourself a break when the timer runs out), you’ll be less likely to want a break at the first sign of frustration.

Tip 9: Build in a short 5-10 minute exercise routine for your breaks.

After a few good hours of focus my biggest hurdle was feeling anxious or restless. Some nights I would decide it was a “workout” night and every 30 minutes or so, I would get on the floor and do a few minutes pushups, crunches, bicycle kicks, leg lifts or planks. After a few minutes of this I’d be tired enough that I would   want   to sit back down and settle in. The big advantage was getting my blood flowing, which can stimulate your brain and give a small energy boost.

Tip 10: Work in an environment around other people who are focused (leverage social pressure).

Do you feel like exercising at high intensity more in an empty gym or one where there are dozens of others giving it their all? For me, it’s the latter. There’s a subconscious social pressure I feel to not stick out as slacking. I found the same effect in the library or coffee shop.

For some ridiculous reason, I felt like people behind me would judge me if I had Facebook up on my screen or was playing a game on my phone.

Even if that judgement was an illusion, I harnessed it to stay on-task. I found this especially helpful after 11pm or so to know that there were others doing the same thing. If all your friends are going out to the bar, do you get FOMO (fear of missing out) more at a coffee shop around others who are studying or staying home in the dark by yourself?

Tip 11: Change scenery regularly until you find your ideal spots.

My favorite part about thesis writing is that   I could work from anywhere . This is a novelty you may never have again in your life, depending on your field. Take advantage of this and find those magical hangouts where you can find your flow and blaze through your work.

In three months of writing, I visited at least eight different coffee shops plus every library on campus.

There were two or three that really worked for me, depending on the time of day. Even after a half-day at one of your favorite spots, it can be reinvigorating to move to another later in the day.

Tip 12: Find your best writing jams and don’t listen to them unless you’re ready to get in the zone.

This is a proven psychological trick. Do you still have a throwback song you associate with middle school or high school sports? Something your team listened to in the locker room to get pumped up? You can manufacture these associations in your brain in a similar way. Find your best playlists, and make sure to pause them while you’re taking breaks or if you find yourself distracted. When the music is on, it’s time to work. Listening to your best playlists while doing other things will dilute the association in your brain, so stay disciplined with this one!

Tip 13: Take a mid-day break with some form of exercise or activity.

The most productive day you can hope for is 10-12 hours of focused effort. If you deprive yourself of breaks early in the day you’re likely to grind to a halt in the evening and lose the equivalent of your would-be break time in procrastination and distraction. Be proactive about scheduling in your down time to elevate your productivity later in the day. For me personally, my best days included several short breaks evenly spread throughout the day plus one mid-day break of ~2 hours. This larger break was usually some combination of exercise, cooking, eating or cleaning. Experiment and find what works best for you!

Tip 14: Set aside 10 minutes in the morning to honestly review what went well and what didn’t work the previous day.

An honest self-assessment will do wonders for improving your methods each day. Approach it like an athlete watching game tape to identify weaknesses. Where did your distractions come from? How did you feel throughout the day?

When was your most productive time and what factors lead to that productivity?

Make changes in your strategy for the upcoming day, and review again the following day to see if it was an improvement.

Tip 15: Add an expected time of completion (ETC) to every item on your to-do list for that day.

This follows Tip #1 to break down projects into tiny discrete and definitely conquerable tasks. Make a reasonable guess of how long each thing should take if it goes smoothly. If you do well and get ahead of schedule, reward yourself with an extra break. If you get behind schedule, you’ll start to feel a sense of urgency that will motivate you to catch up.

The alternative is giving yourself 3 months to complete thousands of micro-tasks, at which point you’ll always feel overwhelmed and unsure of your pace to completion.

Tip 16: Take care of your body.

This is a marathon, not a sprint. Monitor your caffeine intake, your hours of sleep, your periods of exercise and the types of foods you eat. Keep it balanced day-to-day with only the occasional late night push when you're really in the zone. 

Tip 17: Dedicate time to being social!

If you’re writing your thesis you are likely approaching the end of your time at your school. This may be the last few months you have to spend with all of the friends and colleagues you’ve made along your journey. Don’t forget to dedicate a few hours a week to be social and relish in the time you have left to all be together. This is a time of your life you’ll remember forever, so better mix in some great memories!

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How to Write a Master's Thesis: A Guide to Planning Your Thesis, Pursuing It, and Avoiding Pitfalls

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Part 1: Initial Considerations

Who needs to write a master’s thesis.

Thesis writing is one of the more daunting challenges of higher education. That being said, not all master's students have to write a thesis. For example, fields that place a stronger emphasis on applied knowledge, such as nursing, business, and education, tend to have projects and exams to test students on the skills and abilities associated with those fields. Conversely, in disciplines that require in-depth research or highly polished creative abilities, students are usually expected to prove their understanding and independence with a thesis.

What's Your Goal?

Do you want to write a thesis? The process is a long one, often spanning years. It's best to know exactly what you want before you begin. Many people are motivated by career goals. For example, hiring managers may see a master's degree as proof that the candidate is an expert within their field and can lead, motivate, and demonstrate initiative for themselves and others. Others dream of earning their doctorate, and they see a master's degree as a stepping stone toward their Ph.D .

No matter what your desired goal is, you should have one before you start your thesis. With your goal in mind, your work will have a purpose, which will allow you to measure your progress more easily.

Major Types of Theses

Once you've carefully researched or even enrolled in a master's program—a feat that involves its own planning and resources —you should know if you are expected to produce a quantitative (which occurs in many math and science programs), qualitative (which occurs in many humanities programs), or creative (which occurs in many creative writing, music, or fine arts programs) thesis.

Time and Energy Considerations

Advanced degrees are notoriously time and energy consuming. If you have a job, thesis writing will become your second job. If you have a family, they will need to know that your thesis will take a great deal of your attention, energy, and focus.

Your studies should not consume you, but they also should not take a back seat to everything else. You will be expected to attend classes, conduct research, source relevant literature, and schedule meetings with various people as you pursue your master's, so it's important to let those you care about know what's going on.

As a general note, most master's programs expect students to finish within a two-year period but are willing to grant extra time if requested, especially if that time is needed to deal with unexpected life events (more on those later).

Part 2: Form an Initial Thesis Question, and Find a Supervisor

When to begin forming your initial thesis question.

Some fields, such as history, may require you to have already formed your thesis question and to have used it to create a statement of intent (outlining the nature of your research) prior to applying to a master’s program. Others may require this information only after you've been accepted. Most of the time, you will be expected to come up with your topic yourself. However, in some disciplines, your supervisor may assign a general research topic to you.

Overall, requirements vary immensely from program to program, so it's best to confirm the exact requirements of your specific program.

What to Say to Your Supervisor

You will have a supervisor during your master's studies. Have you identified who that person will be? If yes, have you introduced yourself via email or phone and obtained information on the processes and procedures that are in place for your master's program? Once you've established contact, request an in-person meeting with him or her, and take a page of questions along with you. Your questions might include:

• Is there a research subject you can recommend in my field?
• I would like to pursue [target research subject] for my thesis. Can you help me narrow my focus?
• Can you give me an example of a properly formatted thesis proposal for my program?

Don't Be Afraid to Ask for Help (to a Degree)

Procedures and expectations vary from program to program, and your supervisor is there to help remove doubt and provide encouragement so you can follow the right path when you embark on writing your thesis. Since your supervisor has almost certainly worked with other graduate students (and was one at some point), take advantage of their experience, and ask questions to put your mind at ease about how to write a master’s thesis.

That being said, do not rely too heavily on your supervisor. As a graduate student, you are also expected to be able to work independently. Proving your independent initiative and capacity is part of what will earn you your master's degree.

Part 3: Revise Your Thesis

Read everything you can get your hands on.

Whether you have a question or need to create one, your next step is simple and applies to all kinds of theses: read.

Seek Out Knowledge or Research Gaps

Read everything you can that relates to the question or the field you are studying. The only way you will be able to determine where you can go is to see where everyone else has been. After you have read some published material, you will start to spot gaps in current research or notice things that could be developed further with an alternative approach. Things that are known but not understood or understood but not explained clearly or consistently are great potential thesis subjects. Addressing something already known from a new perspective or with a different style could also be a potentially valuable project. Whichever way you choose to do it, keep in mind that your project should make a valuable contribution to your field.

Talk with Experts in Your Field (and Don't Be Afraid to Revise Your Thesis)

To help narrow down your thesis topic, talk to your supervisor. Your supervisor will have an idea of what is current in your field and what can be left alone because others are already working on it. Additionally, the school you are attending will have programs and faculty with particular areas of interest within your chosen field.

On a similar note, don't be surprised if your thesis question changes as you study. Other students and researchers are out there, and as they publish, what you are working on can change. You might also discover that your question is too vague, not substantial enough, or even no longer relevant. Do not lose heart! Take what you know and adjust the question to address these concerns as they arise. The freedom to adapt is part of the power you hold as a graduate student.

Part 4: Select a Proposal Committee

What proposal committees are and why they're useful.

When you have a solid question or set of questions, draft a proposal.

You'll need an original stance and a clear justification for asking, and answering, your thesis question. To ensure this, a committee will review your thesis proposal. Thankfully, that committee will consist of people assigned by your supervisor or department head or handpicked by you. These people will be experts who understand your field of study and will do everything in their power to ensure that you are pursuing something worthwhile. And yes, it is okay to put your supervisor on your committee. Some programs even require that your supervisor be on your committee.

Just remember that the committee will expect you to schedule meetings with them, present your proposal, respond to any questions they might have for you, and ultimately present your findings and thesis when all the work is done. Choose those who are willing to support you, give constructive feedback, and help address issues with your proposal. And don't forget to give your proposal a good, thorough edit and proofread before you present it.

How to Prepare for Committee Meetings

Be ready for committee meetings with synopses of your material for committee members, answers for expected questions, and a calm attitude. To prepare for those meetings, sit in on proposal and thesis defenses so you can watch how other graduate students handle them and see what your committee might ask of you. You can even hold rehearsals with friends and fellow students acting as your committee to help you build confidence for your presentation.

Part 5: Write Your Thesis

What to do once your proposal is approved.

After you have written your thesis proposal and received feedback from your committee, the fun part starts: doing the work. This is where you will take your proposal and carry it out. If you drafted a qualitative or quantitative proposal, your experimentation or will begin here. If you wrote a creative proposal, you will now start working on your material. Your proposal should be strong enough to give you direction when you perform your experiments, conduct interviews, or craft your work. Take note that you will have to check in with your supervisor from time to time to give progress updates.

Thesis Writing: It's Important to Pace Yourself and Take Breaks

Do not expect the work to go quickly. You will need to pace yourself and make sure you record your progress meticulously. You can always discard information you don't need, but you cannot go back and grab a crucial fact that you can't quite remember. When in doubt, write it down. When drawing from a source, always create a citation for the information to save your future self time and stress. In the same sense, you may also find journaling to be a helpful process.

Additionally, take breaks and allow yourself to step away from your thesis, even if you're having fun (and especially if you're not). Ideally, your proposal should have milestones in it— points where you can stop and assess what you've already completed and what's left to do. When you reach a milestone, celebrate. Take a day off and relax. Better yet, give yourself a week's vacation! The rest will help you regain your focus and ensure that you function at your best.

How to Become More Comfortable with Presenting Your Work

Once you start reaching your milestones, you should be able to start sharing what you have. Just about everyone in a graduate program has experience giving a presentation at the front of the class, attending a seminar, or watching an interview. If you haven't (or even if you have), look for conferences and clubs that will give you the opportunity to learn about presenting your work and become comfortable with the idea of public speaking. The more you practice talking about what you are studying, the more comfortable you'll be with the information, which will make your committee defenses and other official meetings easier.

Published authors can be called upon to present at conferences, and if your thesis is strong, you may receive an email or a phone call asking if you would share your findings onstage.

Presenting at conferences is also a great way to boost your CV and network within your field. Make presenting part of your education, and it will become something you look forward to instead of fear.

What to Do If Your Relationship with Your Supervisor Sours

A small aside: If it isn't already obvious, you will be communicating extensively with others as you pursue your thesis. That also means that others will need to communicate with you, and if you've been noticing things getting quiet, you will need to be the one to speak up. Your supervisor should speak to you at least once a term and preferably once a week in the more active parts of your research and writing. If you give written work to your supervisor, you should have feedback within three weeks.

If your supervisor does not provide feedback, frequently misses appointments, or is consistently discouraging of your work, contact your graduate program advisor and ask for a new supervisor. The relationship with your supervisor is crucial to your success, especially if she or he is on your committee, and while your supervisor does not have to be friendly, there should at least be professional respect between you.

What to Do If a Crisis Strikes

If something happens in your life that disrupts everything (e.g., emotional strain, the birth of a child, or the death of a family member), ask for help. You are a human being, and personal lives can and do change without warning. Do not wait until you are falling apart before asking for help, either. Learn what resources exist for crises before you have one, so you can head off trauma before it hits. That being said, if you get blindsided, don't refuse help. Seek it out, and take the time you need to recover. Your degree is supposed to help you become a stronger and smarter person, not break you.

Part 6: Polish and Defend Your Master's Thesis

How to write a master’s thesis: the final stages.

After your work is done and everything is written down, you will have to give your thesis a good, thorough polishing. This is where you will have to organize the information, draft it into a paper format with an abstract, and abbreviate things to help meet your word-count limit. This is also where your final editing and proofreading passes will occur, after which you will face your final hurdle: presenting your thesis defense to your committee. If they approve your thesis, then congratulations! You are now a master of your chosen field.

Conclusion and Parting Thoughts

Remember that you do not (and should not) have to learn how to write a master’s thesis on your own. Thesis writing is collaborative, as is practically any kind of research.

While you will be expected to develop your thesis using your own initiative, pursue it with your own ambition, and complete it with your own abilities, you will also be expected to use all available resources to do so. The purpose of a master's thesis is to help you develop your own independent abilities, ensuring that you can drive your own career forward without constantly looking to others to provide direction. Leaders get master's degrees. That's why many business professionals in leadership roles have graduate degree initials after their last names. If you already have the skills necessary to motivate yourself, lead others, and drive change, you may only need your master's as an acknowledgement of your abilities. If you do not, but you apply yourself carefully and thoroughly to the pursuit of your thesis, you should come away from your studies with those skills in place.

A final thought regarding collaboration: all theses have a section for acknowledgements. Be sure to say thank you to those who helped you become a master. One day, someone might be doing the same for you.

Image source: Falkenpost/Pixabay.com 

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Let our expert academic editors perfect your writing, or get a free sample, about the author.

A Scribendi in-house editor, Anthony is happily putting his BA in English from Western University to good use with thoughtful feedback and incisive editing. An avid reader and gamer, he can be found during his off hours enjoying narrative-driven games and obscure and amusing texts, as well as cooking for his family.

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How To Write A Dissertation Or Thesis

8 straightforward steps to craft an a-grade dissertation.

By: Derek Jansen (MBA) Expert Reviewed By: Dr Eunice Rautenbach | June 2020

Writing a dissertation or thesis is not a simple task. It takes time, energy and a lot of will power to get you across the finish line. It’s not easy – but it doesn’t necessarily need to be a painful process. If you understand the big-picture process of how to write a dissertation or thesis, your research journey will be a lot smoother.  

In this post, I’m going to outline the big-picture process of how to write a high-quality dissertation or thesis, without losing your mind along the way. If you’re just starting your research, this post is perfect for you. Alternatively, if you’ve already submitted your proposal, this article which covers how to structure a dissertation might be more helpful.

How To Write A Dissertation: 8 Steps

• Clearly understand what a dissertation (or thesis) is
• Find a unique and valuable research topic
• Craft a convincing research proposal
• Write up a strong introduction chapter
• Review the existing literature and compile a literature review
• Design a rigorous research strategy and undertake your own research
• Present the findings of your research
• Draw a conclusion and discuss the implications

Step 1: Understand exactly what a dissertation is

This probably sounds like a no-brainer, but all too often, students come to us for help with their research and the underlying issue is that they don’t fully understand what a dissertation (or thesis) actually is.

So, what is a dissertation?

At its simplest, a dissertation or thesis is a formal piece of research , reflecting the standard research process . But what is the standard research process, you ask? The research process involves 4 key steps:

• Ask a very specific, well-articulated question (s) (your research topic)
• See what other researchers have said about it (if they’ve already answered it)
• If they haven’t answered it adequately, undertake your own data collection and analysis in a scientifically rigorous fashion
• Answer your original question(s), based on your analysis findings

In short, the research process is simply about asking and answering questions in a systematic fashion . This probably sounds pretty obvious, but people often think they’ve done “research”, when in fact what they have done is:

• Started with a vague, poorly articulated question
• Not taken the time to see what research has already been done regarding the question
• Collected data and opinions that support their gut and undertaken a flimsy analysis
• Drawn a shaky conclusion, based on that analysis

If you want to see the perfect example of this in action, look out for the next Facebook post where someone claims they’ve done “research”… All too often, people consider reading a few blog posts to constitute research. Its no surprise then that what they end up with is an opinion piece, not research. Okay, okay – I’ll climb off my soapbox now.

The key takeaway here is that a dissertation (or thesis) is a formal piece of research, reflecting the research process. It’s not an opinion piece , nor a place to push your agenda or try to convince someone of your position. Writing a good dissertation involves asking a question and taking a systematic, rigorous approach to answering it.

If you understand this and are comfortable leaving your opinions or preconceived ideas at the door, you’re already off to a good start!

Step 2: Find a unique, valuable research topic

As we saw, the first step of the research process is to ask a specific, well-articulated question. In other words, you need to find a research topic that asks a specific question or set of questions (these are called research questions ). Sounds easy enough, right? All you’ve got to do is identify a question or two and you’ve got a winning research topic. Well, not quite…

A good dissertation or thesis topic has a few important attributes. Specifically, a solid research topic should be:

Let’s take a closer look at these:

Attribute #1: Clear

Your research topic needs to be crystal clear about what you’re planning to research, what you want to know, and within what context. There shouldn’t be any ambiguity or vagueness about what you’ll research.

Here’s an example of a clearly articulated research topic:

An analysis of consumer-based factors influencing organisational trust in British low-cost online equity brokerage firms.

As you can see in the example, its crystal clear what will be analysed (factors impacting organisational trust), amongst who (consumers) and in what context (British low-cost equity brokerage firms, based online).

Need a helping hand?

Attribute #2:   Unique

Your research should be asking a question(s) that hasn’t been asked before, or that hasn’t been asked in a specific context (for example, in a specific country or industry).

For example, sticking organisational trust topic above, it’s quite likely that organisational trust factors in the UK have been investigated before, but the context (online low-cost equity brokerages) could make this research unique. Therefore, the context makes this research original.

One caveat when using context as the basis for originality – you need to have a good reason to suspect that your findings in this context might be different from the existing research – otherwise, there’s no reason to warrant researching it.

Attribute #3: Important

Simply asking a unique or original question is not enough – the question needs to create value. In other words, successfully answering your research questions should provide some value to the field of research or the industry. You can’t research something just to satisfy your curiosity. It needs to make some form of contribution either to research or industry.

For example, researching the factors influencing consumer trust would create value by enabling businesses to tailor their operations and marketing to leverage factors that promote trust. In other words, it would have a clear benefit to industry.

So, how do you go about finding a unique and valuable research topic? We explain that in detail in this video post – How To Find A Research Topic . Yeah, we’ve got you covered 😊

Step 3: Write a convincing research proposal

Once you’ve pinned down a high-quality research topic, the next step is to convince your university to let you research it. No matter how awesome you think your topic is, it still needs to get the rubber stamp before you can move forward with your research. The research proposal is the tool you’ll use for this job.

So, what’s in a research proposal?

The main “job” of a research proposal is to convince your university, advisor or committee that your research topic is worthy of approval. But convince them of what? Well, this varies from university to university, but generally, they want to see that:

• You have a clearly articulated, unique and important topic (this might sound familiar…)
• You’ve done some initial reading of the existing literature relevant to your topic (i.e. a literature review)
• You have a provisional plan in terms of how you will collect data and analyse it (i.e. a methodology)

At the proposal stage, it’s (generally) not expected that you’ve extensively reviewed the existing literature , but you will need to show that you’ve done enough reading to identify a clear gap for original (unique) research. Similarly, they generally don’t expect that you have a rock-solid research methodology mapped out, but you should have an idea of whether you’ll be undertaking qualitative or quantitative analysis , and how you’ll collect your data (we’ll discuss this in more detail later).

Long story short – don’t stress about having every detail of your research meticulously thought out at the proposal stage – this will develop as you progress through your research. However, you do need to show that you’ve “done your homework” and that your research is worthy of approval .

So, how do you go about crafting a high-quality, convincing proposal? We cover that in detail in this video post – How To Write A Top-Class Research Proposal . We’ve also got a video walkthrough of two proposal examples here .

Step 4: Craft a strong introduction chapter

Once your proposal’s been approved, its time to get writing your actual dissertation or thesis! The good news is that if you put the time into crafting a high-quality proposal, you’ve already got a head start on your first three chapters – introduction, literature review and methodology – as you can use your proposal as the basis for these.

Handy sidenote – our free dissertation & thesis template is a great way to speed up your dissertation writing journey.

What’s the introduction chapter all about?

The purpose of the introduction chapter is to set the scene for your research (dare I say, to introduce it…) so that the reader understands what you’ll be researching and why it’s important. In other words, it covers the same ground as the research proposal in that it justifies your research topic.

What goes into the introduction chapter?

This can vary slightly between universities and degrees, but generally, the introduction chapter will include the following:

• A brief background to the study, explaining the overall area of research
• A problem statement , explaining what the problem is with the current state of research (in other words, where the knowledge gap exists)
• Your research questions – in other words, the specific questions your study will seek to answer (based on the knowledge gap)
• The significance of your study – in other words, why it’s important and how its findings will be useful in the world

As you can see, this all about explaining the “what” and the “why” of your research (as opposed to the “how”). So, your introduction chapter is basically the salesman of your study, “selling” your research to the first-time reader and (hopefully) getting them interested to read more.

How do I write the introduction chapter, you ask? We cover that in detail in this post .

Step 5: Undertake an in-depth literature review

As I mentioned earlier, you’ll need to do some initial review of the literature in Steps 2 and 3 to find your research gap and craft a convincing research proposal – but that’s just scratching the surface. Once you reach the literature review stage of your dissertation or thesis, you need to dig a lot deeper into the existing research and write up a comprehensive literature review chapter.

What’s the literature review all about?

There are two main stages in the literature review process:

Literature Review Step 1: Reading up

The first stage is for you to deep dive into the existing literature (journal articles, textbook chapters, industry reports, etc) to gain an in-depth understanding of the current state of research regarding your topic. While you don’t need to read every single article, you do need to ensure that you cover all literature that is related to your core research questions, and create a comprehensive catalogue of that literature , which you’ll use in the next step.

Reading and digesting all the relevant literature is a time consuming and intellectually demanding process. Many students underestimate just how much work goes into this step, so make sure that you allocate a good amount of time for this when planning out your research. Thankfully, there are ways to fast track the process – be sure to check out this article covering how to read journal articles quickly .

Literature Review Step 2: Writing up

Once you’ve worked through the literature and digested it all, you’ll need to write up your literature review chapter. Many students make the mistake of thinking that the literature review chapter is simply a summary of what other researchers have said. While this is partly true, a literature review is much more than just a summary. To pull off a good literature review chapter, you’ll need to achieve at least 3 things:

• You need to synthesise the existing research , not just summarise it. In other words, you need to show how different pieces of theory fit together, what’s agreed on by researchers, what’s not.
• You need to highlight a research gap that your research is going to fill. In other words, you’ve got to outline the problem so that your research topic can provide a solution.
• You need to use the existing research to inform your methodology and approach to your own research design. For example, you might use questions or Likert scales from previous studies in your your own survey design .

As you can see, a good literature review is more than just a summary of the published research. It’s the foundation on which your own research is built, so it deserves a lot of love and attention. Take the time to craft a comprehensive literature review with a suitable structure .

But, how do I actually write the literature review chapter, you ask? We cover that in detail in this video post .

Step 6: Carry out your own research

Once you’ve completed your literature review and have a sound understanding of the existing research, its time to develop your own research (finally!). You’ll design this research specifically so that you can find the answers to your unique research question.

There are two steps here – designing your research strategy and executing on it:

1 – Design your research strategy

The first step is to design your research strategy and craft a methodology chapter . I won’t get into the technicalities of the methodology chapter here, but in simple terms, this chapter is about explaining the “how” of your research. If you recall, the introduction and literature review chapters discussed the “what” and the “why”, so it makes sense that the next point to cover is the “how” –that’s what the methodology chapter is all about.

In this section, you’ll need to make firm decisions about your research design. This includes things like:

• Your research philosophy (e.g. positivism or interpretivism )
• Your overall methodology (e.g. qualitative , quantitative or mixed methods)
• Your data collection strategy (e.g. interviews , focus groups, surveys)
• Your data analysis strategy (e.g. content analysis , correlation analysis, regression)

If these words have got your head spinning, don’t worry! We’ll explain these in plain language in other posts. It’s not essential that you understand the intricacies of research design (yet!). The key takeaway here is that you’ll need to make decisions about how you’ll design your own research, and you’ll need to describe (and justify) your decisions in your methodology chapter.

2 – Execute: Collect and analyse your data

Once you’ve worked out your research design, you’ll put it into action and start collecting your data. This might mean undertaking interviews, hosting an online survey or any other data collection method. Data collection can take quite a bit of time (especially if you host in-person interviews), so be sure to factor sufficient time into your project plan for this. Oftentimes, things don’t go 100% to plan (for example, you don’t get as many survey responses as you hoped for), so bake a little extra time into your budget here.

Once you’ve collected your data, you’ll need to do some data preparation before you can sink your teeth into the analysis. For example:

• If you carry out interviews or focus groups, you’ll need to transcribe your audio data to text (i.e. a Word document).
• If you collect quantitative survey data, you’ll need to clean up your data and get it into the right format for whichever analysis software you use (for example, SPSS, R or STATA).

Once you’ve completed your data prep, you’ll undertake your analysis, using the techniques that you described in your methodology. Depending on what you find in your analysis, you might also do some additional forms of analysis that you hadn’t planned for. For example, you might see something in the data that raises new questions or that requires clarification with further analysis.

The type(s) of analysis that you’ll use depend entirely on the nature of your research and your research questions. For example:

• If your research if exploratory in nature, you’ll often use qualitative analysis techniques .
• If your research is confirmatory in nature, you’ll often use quantitative analysis techniques
• If your research involves a mix of both, you might use a mixed methods approach

Again, if these words have got your head spinning, don’t worry! We’ll explain these concepts and techniques in other posts. The key takeaway is simply that there’s no “one size fits all” for research design and methodology – it all depends on your topic, your research questions and your data. So, don’t be surprised if your study colleagues take a completely different approach to yours.

Step 7: Present your findings

Once you’ve completed your analysis, it’s time to present your findings (finally!). In a dissertation or thesis, you’ll typically present your findings in two chapters – the results chapter and the discussion chapter .

What’s the difference between the results chapter and the discussion chapter?

While these two chapters are similar, the results chapter generally just presents the processed data neatly and clearly without interpretation, while the discussion chapter explains the story the data are telling  – in other words, it provides your interpretation of the results.

For example, if you were researching the factors that influence consumer trust, you might have used a quantitative approach to identify the relationship between potential factors (e.g. perceived integrity and competence of the organisation) and consumer trust. In this case:

• Your results chapter would just present the results of the statistical tests. For example, correlation results or differences between groups. In other words, the processed numbers.
• Your discussion chapter would explain what the numbers mean in relation to your research question(s). For example, Factor 1 has a weak relationship with consumer trust, while Factor 2 has a strong relationship.

Depending on the university and degree, these two chapters (results and discussion) are sometimes merged into one , so be sure to check with your institution what their preference is. Regardless of the chapter structure, this section is about presenting the findings of your research in a clear, easy to understand fashion.

Importantly, your discussion here needs to link back to your research questions (which you outlined in the introduction or literature review chapter). In other words, it needs to answer the key questions you asked (or at least attempt to answer them).

For example, if we look at the sample research topic:

In this case, the discussion section would clearly outline which factors seem to have a noteworthy influence on organisational trust. By doing so, they are answering the overarching question and fulfilling the purpose of the research .

For more information about the results chapter , check out this post for qualitative studies and this post for quantitative studies .

Step 8: The Final Step Draw a conclusion and discuss the implications

Last but not least, you’ll need to wrap up your research with the conclusion chapter . In this chapter, you’ll bring your research full circle by highlighting the key findings of your study and explaining what the implications of these findings are.

What exactly are key findings? The key findings are those findings which directly relate to your original research questions and overall research objectives (which you discussed in your introduction chapter). The implications, on the other hand, explain what your findings mean for industry, or for research in your area.

Sticking with the consumer trust topic example, the conclusion might look something like this:

Key findings

This study set out to identify which factors influence consumer-based trust in British low-cost online equity brokerage firms. The results suggest that the following factors have a large impact on consumer trust:

While the following factors have a very limited impact on consumer trust:

Notably, within the 25-30 age groups, Factors E had a noticeably larger impact, which may be explained by…

Implications

The findings having noteworthy implications for British low-cost online equity brokers. Specifically:

The large impact of Factors X and Y implies that brokers need to consider….

The limited impact of Factor E implies that brokers need to…

As you can see, the conclusion chapter is basically explaining the “what” (what your study found) and the “so what?” (what the findings mean for the industry or research). This brings the study full circle and closes off the document.

Let’s recap – how to write a dissertation or thesis

You’re still with me? Impressive! I know that this post was a long one, but hopefully you’ve learnt a thing or two about how to write a dissertation or thesis, and are now better equipped to start your own research.

To recap, the 8 steps to writing a quality dissertation (or thesis) are as follows:

• Understand what a dissertation (or thesis) is – a research project that follows the research process.
• Find a unique (original) and important research topic
• Craft a convincing dissertation or thesis research proposal
• Write a clear, compelling introduction chapter
• Undertake a thorough review of the existing research and write up a literature review
• Undertake your own research
• Present and interpret your findings

Once you’ve wrapped up the core chapters, all that’s typically left is the abstract , reference list and appendices. As always, be sure to check with your university if they have any additional requirements in terms of structure or content.  

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

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20 Comments

thankfull >>>this is very useful

Thank you, it was really helpful

unquestionably, this amazing simplified way of teaching. Really , I couldn’t find in the literature words that fully explicit my great thanks to you. However, I could only say thanks a-lot.

Great to hear that – thanks for the feedback. Good luck writing your dissertation/thesis.

This is the most comprehensive explanation of how to write a dissertation. Many thanks for sharing it free of charge.

Very rich presentation. Thank you

Thanks Derek Jansen|GRADCOACH, I find it very useful guide to arrange my activities and proceed to research!

Thank you so much for such a marvelous teaching .I am so convinced that am going to write a comprehensive and a distinct masters dissertation

It is an amazing comprehensive explanation

This was straightforward. Thank you!

I can say that your explanations are simple and enlightening – understanding what you have done here is easy for me. Could you write more about the different types of research methods specific to the three methodologies: quan, qual and MM. I look forward to interacting with this website more in the future.

Thanks for the feedback and suggestions 🙂

Hello, your write ups is quite educative. However, l have challenges in going about my research questions which is below; *Building the enablers of organisational growth through effective governance and purposeful leadership.*

Very educating.

Just listening to the name of the dissertation makes the student nervous. As writing a top-quality dissertation is a difficult task as it is a lengthy topic, requires a lot of research and understanding and is usually around 10,000 to 15000 words. Sometimes due to studies, unbalanced workload or lack of research and writing skill students look for dissertation submission from professional writers.

Thank you 💕😊 very much. I was confused but your comprehensive explanation has cleared my doubts of ever presenting a good thesis. Thank you.

thank you so much, that was so useful

Hi. Where is the excel spread sheet ark?

could you please help me look at your thesis paper to enable me to do the portion that has to do with the specification

my topic is “the impact of domestic revenue mobilization.

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How to Write a Strong Thesis Statement: 4 Steps + Examples

What’s Covered:

What is the purpose of a thesis statement, writing a good thesis statement: 4 steps, common pitfalls to avoid, where to get your essay edited for free.

When you set out to write an essay, there has to be some kind of point to it, right? Otherwise, your essay would just be a big jumble of word salad that makes absolutely no sense. An essay needs a central point that ties into everything else. That main point is called a thesis statement, and it’s the core of any essay or research paper.

You may hear about Master degree candidates writing a thesis, and that is an entire paper–not to be confused with the thesis statement, which is typically one sentence that contains your paper’s focus. 

Read on to learn more about thesis statements and how to write them. We’ve also included some solid examples for you to reference.

Typically the last sentence of your introductory paragraph, the thesis statement serves as the roadmap for your essay. When your reader gets to the thesis statement, they should have a clear outline of your main point, as well as the information you’ll be presenting in order to either prove or support your point. 

The thesis statement should not be confused for a topic sentence , which is the first sentence of every paragraph in your essay. If you need help writing topic sentences, numerous resources are available. Topic sentences should go along with your thesis statement, though.

Since the thesis statement is the most important sentence of your entire essay or paper, it’s imperative that you get this part right. Otherwise, your paper will not have a good flow and will seem disjointed. That’s why it’s vital not to rush through developing one. It’s a methodical process with steps that you need to follow in order to create the best thesis statement possible.

Step 1: Decide what kind of paper you’re writing

When you’re assigned an essay, there are several different types you may get. Argumentative essays are designed to get the reader to agree with you on a topic. Informative or expository essays present information to the reader. Analytical essays offer up a point and then expand on it by analyzing relevant information. Thesis statements can look and sound different based on the type of paper you’re writing. For example:

• Argumentative: The United States needs a viable third political party to decrease bipartisanship, increase options, and help reduce corruption in government.
• Informative: The Libertarian party has thrown off elections before by gaining enough support in states to get on the ballot and by taking away crucial votes from candidates.
• Analytical: An analysis of past presidential elections shows that while third party votes may have been the minority, they did affect the outcome of the elections in 2020, 2016, and beyond.

Step 2: Figure out what point you want to make

Once you know what type of paper you’re writing, you then need to figure out the point you want to make with your thesis statement, and subsequently, your paper. In other words, you need to decide to answer a question about something, such as:

• What impact did reality TV have on American society?
• How has the musical Hamilton affected perception of American history?
• Why do I want to major in [chosen major here]?

If you have an argumentative essay, then you will be writing about an opinion. To make it easier, you may want to choose an opinion that you feel passionate about so that you’re writing about something that interests you. For example, if you have an interest in preserving the environment, you may want to choose a topic that relates to that. 

If you’re writing your college essay and they ask why you want to attend that school, you may want to have a main point and back it up with information, something along the lines of:

“Attending Harvard University would benefit me both academically and professionally, as it would give me a strong knowledge base upon which to build my career, develop my network, and hopefully give me an advantage in my chosen field.”

Step 3: Determine what information you’ll use to back up your point

Once you have the point you want to make, you need to figure out how you plan to back it up throughout the rest of your essay. Without this information, it will be hard to either prove or argue the main point of your thesis statement. If you decide to write about the Hamilton example, you may decide to address any falsehoods that the writer put into the musical, such as:

“The musical Hamilton, while accurate in many ways, leaves out key parts of American history, presents a nationalist view of founding fathers, and downplays the racism of the times.”

Once you’ve written your initial working thesis statement, you’ll then need to get information to back that up. For example, the musical completely leaves out Benjamin Franklin, portrays the founding fathers in a nationalist way that is too complimentary, and shows Hamilton as a staunch abolitionist despite the fact that his family likely did own slaves. 

Step 4: Revise and refine your thesis statement before you start writing

Read through your thesis statement several times before you begin to compose your full essay. You need to make sure the statement is ironclad, since it is the foundation of the entire paper. Edit it or have a peer review it for you to make sure everything makes sense and that you feel like you can truly write a paper on the topic. Once you’ve done that, you can then begin writing your paper.

When writing a thesis statement, there are some common pitfalls you should avoid so that your paper can be as solid as possible. Make sure you always edit the thesis statement before you do anything else. You also want to ensure that the thesis statement is clear and concise. Don’t make your reader hunt for your point. Finally, put your thesis statement at the end of the first paragraph and have your introduction flow toward that statement. Your reader will expect to find your statement in its traditional spot.

If you’re having trouble getting started, or need some guidance on your essay, there are tools available that can help you. CollegeVine offers a free peer essay review tool where one of your peers can read through your essay and provide you with valuable feedback. Getting essay feedback from a peer can help you wow your instructor or college admissions officer with an impactful essay that effectively illustrates your point.

Related CollegeVine Blog Posts

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

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Your thesis: why is it so important and yet so hard.

A thesis is basically the argument of your paper. Used properly, it also helps to structure your paper. That’s why professors are always looking for a strong, clear thesis. I think we understand that. But the problems come in when we actually have to write it and stick it somewhere in our paper. Let’s talk about a few ways to write a thesis.

1.     Basic – A,B, and C. When we first started writing five-paragraph essays (don’t knock them – I still use them), we learned that the five paragraphs are the intro (including your thesis), three body paragraphs containing a supporting point each, and a conclusion. (Still a great way to write a paper – three sticks in the human brain). The thesis became pretty easy after that. You come up with an argument and then tell us your supporting evidence. For example: ARGUMENT – Dogs are awesome. EVIDENCE – They’re cuddly, they like to chase sticks, and they wag their tails. THESIS – Dogs are awesome because they’re cuddly, they like to chase sticks, and they wag their tails. Bam. Done. I love this method, but many professors may be looking for something a little more on a higher level.

2.     Thesis Wheel. This is my current method of choice. I recently learned about it AND IT’S AWESOME. I can’t believe I went through high school and college without knowing about and using it. —rant now completed— The best way to explain this is to draw it out, so there will be pictures!

 First, write down your topic in the middle of the drawing area.

Here’s where the metaphor comes in. Just like a real wheel needs spokes to connect the rim and hub and support the rim, so does your argument. Your supporting evidence supports the main argument and becomes part of the thesis.

Returning to our example, we then ask ourselves “How do each of these points relate to each other and my topic?” For example:

Synchronous and asynchronous tutoring have different benefits and inherent difficulties, but both can ultimately become part of the solution when utilized correctly .

Once we have this general relationship down, we find the argument part of the thesis. In the example, it is “both can ultimately become part of the solution when utilized correctly.” We can tell it’s an argument because someone could disagree with the statement.

Going back to the picture, the argument goes around the outside rim.

This iteration may not be your final version, but it’s a good start and helps you get organized while writing. This particular example was taken from a graduate level paper and the final thesis ended up being:

While there are some drawbacks to both synchronous and asynchronous tutoring, the benefits of helping our clients be comfortable with technology and of serving off-campus clients certainly outweigh the problems. We can mitigate any drawbacks by using alternative programs for synchronous tutoring and having tutors be aware of the difficulties inherent in online tutoring to work through them.

Theses are important. They help structure your writing and let readers know what you’re going to be saying. Another great explanation of the thesis wheel can be found in Before the Outline: The Writing Wheel by Colleen Rae. (Found on JSTOR here: http://www.jstor.org/stable/27558174?seq=2#page_scan_tab_contents)

Good luck and happy writing.

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9.1 Developing a Strong, Clear Thesis Statement

Learning objectives.

• Develop a strong, clear thesis statement with the proper elements.
• Revise your thesis statement.

Have you ever known a person who was not very good at telling stories? You probably had trouble following his train of thought as he jumped around from point to point, either being too brief in places that needed further explanation or providing too many details on a meaningless element. Maybe he told the end of the story first, then moved to the beginning and later added details to the middle. His ideas were probably scattered, and the story did not flow very well. When the story was over, you probably had many questions.

Just as a personal anecdote can be a disorganized mess, an essay can fall into the same trap of being out of order and confusing. That is why writers need a thesis statement to provide a specific focus for their essay and to organize what they are about to discuss in the body.

Just like a topic sentence summarizes a single paragraph, the thesis statement summarizes an entire essay. It tells the reader the point you want to make in your essay, while the essay itself supports that point. It is like a signpost that signals the essay’s destination. You should form your thesis before you begin to organize an essay, but you may find that it needs revision as the essay develops.

Elements of a Thesis Statement

For every essay you write, you must focus on a central idea. This idea stems from a topic you have chosen or been assigned or from a question your teacher has asked. It is not enough merely to discuss a general topic or simply answer a question with a yes or no. You have to form a specific opinion, and then articulate that into a controlling idea —the main idea upon which you build your thesis.

Remember that a thesis is not the topic itself, but rather your interpretation of the question or subject. For whatever topic your professor gives you, you must ask yourself, “What do I want to say about it?” Asking and then answering this question is vital to forming a thesis that is precise, forceful and confident.

A thesis is one sentence long and appears toward the end of your introduction. It is specific and focuses on one to three points of a single idea—points that are able to be demonstrated in the body. It forecasts the content of the essay and suggests how you will organize your information. Remember that a thesis statement does not summarize an issue but rather dissects it.

A Strong Thesis Statement

A strong thesis statement contains the following qualities.

Specificity. A thesis statement must concentrate on a specific area of a general topic. As you may recall, the creation of a thesis statement begins when you choose a broad subject and then narrow down its parts until you pinpoint a specific aspect of that topic. For example, health care is a broad topic, but a proper thesis statement would focus on a specific area of that topic, such as options for individuals without health care coverage.

Precision. A strong thesis statement must be precise enough to allow for a coherent argument and to remain focused on the topic. If the specific topic is options for individuals without health care coverage, then your precise thesis statement must make an exact claim about it, such as that limited options exist for those who are uninsured by their employers. You must further pinpoint what you are going to discuss regarding these limited effects, such as whom they affect and what the cause is.

Ability to be argued. A thesis statement must present a relevant and specific argument. A factual statement often is not considered arguable. Be sure your thesis statement contains a point of view that can be supported with evidence.

Ability to be demonstrated. For any claim you make in your thesis, you must be able to provide reasons and examples for your opinion. You can rely on personal observations in order to do this, or you can consult outside sources to demonstrate that what you assert is valid. A worthy argument is backed by examples and details.

Forcefulness. A thesis statement that is forceful shows readers that you are, in fact, making an argument. The tone is assertive and takes a stance that others might oppose.

Confidence. In addition to using force in your thesis statement, you must also use confidence in your claim. Phrases such as I feel or I believe actually weaken the readers’ sense of your confidence because these phrases imply that you are the only person who feels the way you do. In other words, your stance has insufficient backing. Taking an authoritative stance on the matter persuades your readers to have faith in your argument and open their minds to what you have to say.

Even in a personal essay that allows the use of first person, your thesis should not contain phrases such as in my opinion or I believe . These statements reduce your credibility and weaken your argument. Your opinion is more convincing when you use a firm attitude.

On a separate sheet of paper, write a thesis statement for each of the following topics. Remember to make each statement specific, precise, demonstrable, forceful and confident.

• Texting while driving
• The legal drinking age in the United States
• Steroid use among professional athletes

Examples of Appropriate Thesis Statements

Each of the following thesis statements meets several of the following requirements:

• Specificity
• Ability to be argued
• Ability to be demonstrated
• Forcefulness
• The societal and personal struggles of Troy Maxon in the play Fences symbolize the challenge of black males who lived through segregation and integration in the United States.
• Closing all American borders for a period of five years is one solution that will tackle illegal immigration.
• Shakespeare’s use of dramatic irony in Romeo and Juliet spoils the outcome for the audience and weakens the plot.
• J. D. Salinger’s character in Catcher in the Rye , Holden Caulfield, is a confused rebel who voices his disgust with phonies, yet in an effort to protect himself, he acts like a phony on many occasions.
• Compared to an absolute divorce, no-fault divorce is less expensive, promotes fairer settlements, and reflects a more realistic view of the causes for marital breakdown.
• Exposing children from an early age to the dangers of drug abuse is a sure method of preventing future drug addicts.
• In today’s crumbling job market, a high school diploma is not significant enough education to land a stable, lucrative job.

You can find thesis statements in many places, such as in the news; in the opinions of friends, coworkers or teachers; and even in songs you hear on the radio. Become aware of thesis statements in everyday life by paying attention to people’s opinions and their reasons for those opinions. Pay attention to your own everyday thesis statements as well, as these can become material for future essays.

Now that you have read about the contents of a good thesis statement and have seen examples, take a look at the pitfalls to avoid when composing your own thesis:

A thesis is weak when it is simply a declaration of your subject or a description of what you will discuss in your essay.

Weak thesis statement: My paper will explain why imagination is more important than knowledge.

A thesis is weak when it makes an unreasonable or outrageous claim or insults the opposing side.

Weak thesis statement: Religious radicals across America are trying to legislate their Puritanical beliefs by banning required high school books.

A thesis is weak when it contains an obvious fact or something that no one can disagree with or provides a dead end.

Weak thesis statement: Advertising companies use sex to sell their products.

A thesis is weak when the statement is too broad.

Weak thesis statement: The life of Abraham Lincoln was long and challenging.

Read the following thesis statements. On a separate piece of paper, identify each as weak or strong. For those that are weak, list the reasons why. Then revise the weak statements so that they conform to the requirements of a strong thesis.

• The subject of this paper is my experience with ferrets as pets.
• The government must expand its funding for research on renewable energy resources in order to prepare for the impending end of oil.
• Edgar Allan Poe was a poet who lived in Baltimore during the nineteenth century.
• In this essay, I will give you lots of reasons why slot machines should not be legalized in Baltimore.
• Despite his promises during his campaign, President Kennedy took few executive measures to support civil rights legislation.
• Because many children’s toys have potential safety hazards that could lead to injury, it is clear that not all children’s toys are safe.
• My experience with young children has taught me that I want to be a disciplinary parent because I believe that a child without discipline can be a parent’s worst nightmare.

Writing at Work

Often in your career, you will need to ask your boss for something through an e-mail. Just as a thesis statement organizes an essay, it can also organize your e-mail request. While your e-mail will be shorter than an essay, using a thesis statement in your first paragraph quickly lets your boss know what you are asking for, why it is necessary, and what the benefits are. In short body paragraphs, you can provide the essential information needed to expand upon your request.

Thesis Statement Revision

Your thesis will probably change as you write, so you will need to modify it to reflect exactly what you have discussed in your essay. Remember from Chapter 8 “The Writing Process: How Do I Begin?” that your thesis statement begins as a working thesis statement , an indefinite statement that you make about your topic early in the writing process for the purpose of planning and guiding your writing.

Working thesis statements often become stronger as you gather information and form new opinions and reasons for those opinions. Revision helps you strengthen your thesis so that it matches what you have expressed in the body of the paper.

The best way to revise your thesis statement is to ask questions about it and then examine the answers to those questions. By challenging your own ideas and forming definite reasons for those ideas, you grow closer to a more precise point of view, which you can then incorporate into your thesis statement.

Ways to Revise Your Thesis

You can cut down on irrelevant aspects and revise your thesis by taking the following steps:

1. Pinpoint and replace all nonspecific words, such as people , everything , society , or life , with more precise words in order to reduce any vagueness.

Working thesis: Young people have to work hard to succeed in life.

Revised thesis: Recent college graduates must have discipline and persistence in order to find and maintain a stable job in which they can use and be appreciated for their talents.

The revised thesis makes a more specific statement about success and what it means to work hard. The original includes too broad a range of people and does not define exactly what success entails. By replacing those general words like people and work hard , the writer can better focus his or her research and gain more direction in his or her writing.

2. Clarify ideas that need explanation by asking yourself questions that narrow your thesis.

Working thesis: The welfare system is a joke.

Revised thesis: The welfare system keeps a socioeconomic class from gaining employment by alluring members of that class with unearned income, instead of programs to improve their education and skill sets.

A joke means many things to many people. Readers bring all sorts of backgrounds and perspectives to the reading process and would need clarification for a word so vague. This expression may also be too informal for the selected audience. By asking questions, the writer can devise a more precise and appropriate explanation for joke . The writer should ask himself or herself questions similar to the 5WH questions. (See Chapter 8 “The Writing Process: How Do I Begin?” for more information on the 5WH questions.) By incorporating the answers to these questions into a thesis statement, the writer more accurately defines his or her stance, which will better guide the writing of the essay.

3. Replace any linking verbs with action verbs. Linking verbs are forms of the verb to be , a verb that simply states that a situation exists.

Working thesis: Kansas City schoolteachers are not paid enough.

Revised thesis: The Kansas City legislature cannot afford to pay its educators, resulting in job cuts and resignations in a district that sorely needs highly qualified and dedicated teachers.

The linking verb in this working thesis statement is the word are . Linking verbs often make thesis statements weak because they do not express action. Rather, they connect words and phrases to the second half of the sentence. Readers might wonder, “Why are they not paid enough?” But this statement does not compel them to ask many more questions. The writer should ask himself or herself questions in order to replace the linking verb with an action verb, thus forming a stronger thesis statement, one that takes a more definitive stance on the issue:

• Who is not paying the teachers enough?
• What is considered “enough”?
• What is the problem?
• What are the results

4. Omit any general claims that are hard to support.

Working thesis: Today’s teenage girls are too sexualized.

Revised thesis: Teenage girls who are captivated by the sexual images on MTV are conditioned to believe that a woman’s worth depends on her sensuality, a feeling that harms their self-esteem and behavior.

It is true that some young women in today’s society are more sexualized than in the past, but that is not true for all girls. Many girls have strict parents, dress appropriately, and do not engage in sexual activity while in middle school and high school. The writer of this thesis should ask the following questions:

• Which teenage girls?
• What constitutes “too” sexualized?
• Why are they behaving that way?
• Where does this behavior show up?
• What are the repercussions?

In the first section of Chapter 8 “The Writing Process: How Do I Begin?” , you determined your purpose for writing and your audience. You then completed a freewriting exercise about an event you recently experienced and chose a general topic to write about. Using that general topic, you then narrowed it down by answering the 5WH questions. After you answered these questions, you chose one of the three methods of prewriting and gathered possible supporting points for your working thesis statement.

Now, on a separate sheet of paper, write down your working thesis statement. Identify any weaknesses in this sentence and revise the statement to reflect the elements of a strong thesis statement. Make sure it is specific, precise, arguable, demonstrable, forceful, and confident.

Collaboration

Please share with a classmate and compare your answers.

In your career you may have to write a project proposal that focuses on a particular problem in your company, such as reinforcing the tardiness policy. The proposal would aim to fix the problem; using a thesis statement would clearly state the boundaries of the problem and tell the goals of the project. After writing the proposal, you may find that the thesis needs revision to reflect exactly what is expressed in the body. Using the techniques from this chapter would apply to revising that thesis.

Key Takeaways

• Proper essays require a thesis statement to provide a specific focus and suggest how the essay will be organized.
• A thesis statement is your interpretation of the subject, not the topic itself.
• A strong thesis is specific, precise, forceful, confident, and is able to be demonstrated.
• A strong thesis challenges readers with a point of view that can be debated and can be supported with evidence.
• A weak thesis is simply a declaration of your topic or contains an obvious fact that cannot be argued.
• Depending on your topic, it may or may not be appropriate to use first person point of view.
• Revise your thesis by ensuring all words are specific, all ideas are exact, and all verbs express action.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Writing a Thesis: 5 Steps to Success

Posted on May 5, 2023 by lstancat

Let’s face it. Writing a thesis is a huge undertaking. It requires time, effort, and hard work that will likely challenge you in ways you have not yet experienced as an undergraduate student. But at the end of the process, the feeling of pride and witnessing your achievement come to life is more than worth the work it takes to get there. As I look back (fondly) on my experience in the O’Neill Honors Program, I have compiled a list of my five biggest pieces of advice to guide you through this process.

1. Follow your passion when choosing a topic

It sounds obvious, maybe even a little cheesy, but it’s true. Pick a topic you are passionate about, and the work won’t feel like work at all (maybe that’s a stretch, but the work will at least be a lot more interesting!). The best thing about the Honors Thesis program is how much freedom there is in choosing what to write about. My fellow classmates wrote about topics ranging from environmental concerns to voter apathy, to combating food insecurity, and everything in between. The sky is truly the limit when it comes to choosing a topic, but you will spend more time researching that topic than you ever have before, so it is incredibly important to pick one that you will retain an interest in throughout two semesters. 

2. Establish good time management skills early on

Though the thesis writing process is split into two semesters, time truly flies by, especially in semester 2 when you are writing the actual paper. In the first semester, I recommend creating good time management skills to get you used to setting aside time for your thesis. This could look like a small amount of time each day researching your topic, working on the literature review, or anything that has to do with the thesis process. By getting into a regular routine of working on the thesis, you will set yourself up for success when the writing process begins.

3. Schedule regular meetings with your advisor

Your advisor is truly your best friend throughout this process. I was extremely fortunate to have an advisor who was very communicative, available, and generous with her time dedicated to supporting my thesis. At the beginning of the semester, we set up weekly check-in meetings. Sometimes these meetings lasted close to an hour, sometimes closer to 15 minutes, but either way we had a solidified time every week. This system worked very well because each meeting allowed me to set goals for the week ahead, keeping me on track throughout the semester. Plus, weekly meetings meant I had the time and space to ask my advisor questions and have her review my work. Whatever frequency works for you and your advisor will work just fine, but I highly recommend setting up a regular time slot.

4. Create a writing schedule…and stick to it!

This is one of those “do as I say, not as I do” pieces of advice. My SPEA-V499 professor had us create writing schedules at the beginning of the writing process, and I so wish I actually stuck to mine. Instead, I ended up having to spend hours on end researching, writing, and revising days (or in some cases, hours) before deadlines, and this prevented me from returning to my paper with a fresh mind. I highly suggest creating a realistic writing schedule that allows you to break up the work into smaller daily or weekly portions.

5. Remember that balance is key

This tip is possibly my most important. Yes, your thesis is incredibly important, and yes, you want to produce high quality work. But balance is so important to prevent burn out. For many thesis-writers, you are in your junior or senior year of college, and you want to spend time with your friends, making memories and enjoying your last year or two on campus. Maybe you have a part-time job, or other obligations that take up some of your time. These are all equally as important as any academic task. Remember to breathe, take a step back when you need to, and allow your body and mind the chance to take a break. This will allow for better work when you are tuned in, and a much better experience overall.

You have all of the skills and tools necessary to complete your honors thesis. Remember that you deserve to be here, and you will absolutely succeed. Good luck from this point forward, and know that past O’Neill Honors students are always here to support you.

Laura Stancato is a senior honors student at the Indiana University O’Neill School of Public and Environmental Affairs studying Law and Public Policy. Next year, she will attend IU’s Maurer School of Law to pursue her J.D. and a career in public interest law.

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5 writing tips from a senior thesis writer.

Most people would not think that writing your college application essays and writing a senior thesis in college are very similar. However, as I have been writing on my thesis and reflecting over my time at college in general, I’ve realized in a lot of ways they are similar.

They both kind of mark an end of an era - your time at high school and your time at college. This can bring a lot of excitement and nostalgia. But it can also include a lot of pressure as I’ve also found myself condensing the stress of planning for the future into writing my application/thesis.

I’m still writing my thesis (deadline is March 8th ah!), but here are five tips that I think have been important for me to remember and can be helpful for writing college application essays as well!

1) Write about something that matters to you This is matters a lot! For one, if you have to spend a decent amount of time working on a paper, you need to enjoy talking about the topic. I know I would’ve been incredibly burned out researching, writing, and thinking about the same thing if I didn’t find it meaningful. It also relates to the purpose of the college application essay - for the admissions officers to get to know you who are! It's important to remember that colleges are not only adding a face to a classroom, they're adding a community member, a roommate, a friend.

I spent A LOT of days in the archives

2) Just start! This is easier said than done, but at a certain point, you just have to jump in. Waiting to get started doesn’t lessen the stress, and it certainly doesn’t get you closer to finishing. I found it easier to start when I realized I don’t have to have it all figured out to put the first words down. Start with something you know or just freeform ideas around the topic, they don’t have to be in your essay permanently. For my thesis, I know there was some tangentially related topics that I could carry over from my junior tutorial paper so I used them as a jumping off point, even I didn’t know if they would be in my final version.

3) Get on a schedule Again, this is HARD! It’s going to look different for everyone, but I think finding a routine for writing is vital. I really started cracking down on my thesis over winter break, and I set the goal of working on it everyday starting on December 26th. There were a lot of days where I did some minimal edits or thought planning/organizing, and there were a lot of other days where I completed helpful research or made a lot of progress in terms of word count. But because I made myself do something everyday, even if it wasn’t a lot, it really helped me stay motivated. On the days where you really don’t want to work on an essay, the desire to not break a streak of writing (“I’ve worked for 6 days in a row, wow that’s a lot. I feel proud! Do I want to stop that streak…?”), led me to stay dedicated and on track.

Having a schedule also meant I could reward myself with coffee breaks!

4) Realize it will never be “perfect”, and that’s okay! The thing about writing is that, to some degree, it’s always subjective. If you give a piece of writing to several people and ask for their feedback, they will all give you different comments. Of course, they all might be helpful, but sometimes they might conflict with each other. Or maybe they are about something you felt very certain was the way you wanted it to be. You have to trust yourself! There is no “perfect” because that’s going to mean something different for each person. Even if a person says you should change something, if you don’t agree with them, you shouldn’t change it! At the end of the day, it is YOUR writing, YOUR project, and in the case of college application essays, it’s often YOUR story.

5) Don’t be afraid of change Recently, after I had something resembling a first draft, I was rereading over my introduction which explained a lot of my framing/methodology. And I realized that my body chapters were actually relying on a different concept that I had originally set out to discuss. It wouldn’t take an outrageous amount of work to adjust this in my introduction, though I would need to do more research. But I was a little scared. I would have to backtrack! Remove things I had worked hard on! I’m supposed to have figured out everything by now, it’s too late for changes! Plot twist: Nope, it’s not too late, and it doesn’t indicate what you had done before was a waste of time. It’s something that happens a lot. Once you start writing and get into a flow, you often find your main point sometime after you’ve already begun. It’s a sign of being a good writer to recognize the shift and to be willing to adapt. The previous work wasn’t a waste, it was needed to get you to your final product (even if it’s not in the final product).

I found that taking walks were a great way to clear my head and organize my thoughts!

I hope some of these tips are helpful. Writing them out has been helpful to me as I head into the last month (gulp) of thesis writing. And let me leave you with two main points: trust yourself and don’t procrastinate! We’ve got this!

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Why writing a thesis is so difficult

Why is it so difficult to write a thesis? Because the university won’t teach you, says language lecturer Amos van Gelderen. ‘So it isn’t all that strange that students just have a go at it.’

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Writing a thesis is like a mad dash to the finish of a long marathon: it adds luster to your well-deserved degree. In theory, at least. Because in practice, it turns out that a thesis is often a stumbling block to students. Sometimes, students don’t have the slightest clue as to what is expected from them, and it is becoming increasingly common for them to call in the (paid) help of a thesis agency.

Why do students have such difficulties with the final thesis? Amos van Gelderen, language lecturer at the Rotterdam University of Applied Sciences, observes two things. Firstly, study programs simply don’t teach their students how to write a thesis. After more than three years, you just have to start writing it. In addition, the requirements for theses set by programs are often vague and abstract.

At the same time, more and more study programs are the subject of criticism, because the quality of the graduation projects of their students is below par. Programs are forcing up requirements. Students who will be graduating in the time ahead will have to meet more demanding requirements.

1. Students don’t learn how to do it Of course, students enroll for all kinds of things during the course of their studies, but Van Gelderen observes that the quality of writing of the work submitted is rarely given feedback. Teachers mainly check whether the student has understood the subject matter; whether the student’s writing is clear, well thought-out, and effective is secondary.

Writing means thinking, planning, organizing, and reasoning, explains Van Gelderen. It is a conceptual activity that requires you to consider whether the things you’re writing are correct, whether they are in the right place, and whether they’re correctly phrased. And students don’t learn how to do that. A study into linguistic skills recently pointed that out (see ‘infographic,’ p.4): Dutch HBO (higher professional education) graduates possess approximately the same linguistic skills as high school students. The researchers conclude by stating that schools for higher professional education seem to add little to the linguistic skills of students.

‘Indeed, when it comes to language, graduation theses often linger at the level of higher general secondary education’, says Van Gelderen. ‘However, the point is that we shouldn’t be expecting anything else. We don’t teach language classes to students, so it’s not very surprising that students just have a go at their theses.’

2. Criticism of quality = more demanding requirements  Meanwhile, the thesis is becoming increasingly important. Programs are struggling with it, too. Every six years, a higher professional education program is inspected by an accreditation committee that examines the quality of graduation theses, among other things. Due to changes in the inspection system, these committees are becoming increasingly critical of the quality of theses. Some programs are even graded unsatisfactorily. In these cases, the committee comes to the conclusion that – for example – too many theses are, according to them, inadequate, while teachers have passed them.

In the Rotterdam University of Applied Sciences, the Nursing and Social Work and Services (MWD) programs, as well as the Human and Organizational Behavior Master’s, did not pass the inspection in the past few years due to an unsatisfactory graduation level. The accreditation committees found too many theses below par in these programs. In 2012, the accreditation panel believed that the Human and Organizational Behavior theses were, among other things, not well written. The ‘demonstrated linguistic skills’ were ‘insufficient’. The same year, the accreditation panel observed that nursing students were insufficiently capable of reflecting on the theory of their field. Research questions were ‘formulated too broadly’ and students’ choices were inadequately or even wrongly substantiated, or not substantiated at all.

Consequently, it’s not about punctuation; it’s about conceptual skills. The accreditation committee wasn’t satisfied with MWD graduation projects either. With regard to the theses and other student reports, the panel says that the level is ‘rather low’.  And: ‘Many projects are marked by a desultory connection between the research question, literature, method, and conclusion.’ The program got a year to improve the graduation level. The improvement plan of MWD shows, among other things, that the program wants to clarify the graduation criteria.

Those who start their studies in higher professional education this year or next year will be taking much more classes on designing a study and perhaps even on writing a thesis. ‘As of recently, nearly all programs have incorporated a research track in their curriculum’, says Simone Kooij from the Education & Quality Department, who is also a member of the assessment expert group. However, it’s not really of use to students who are graduating now. ‘They have to be brought up to standard’, says Kooij. And quite a lot, too, because for them, the bar was already set higher during their course of study.

‘You can’t expect students to write a good thesis based on vague requirements.’

3. The requirements are vague and abstract  Amos van Gelderen also sees an advantage in the new emphasis on the quality of the thesis: ‘If it becomes more important to programs that students write good theses, they might also start setting clearer and more specific requirements.’ That is exactly what MWD promises to do in its improvement plan. Clear criteria are an important prerequisite, says Van Gelderen. ‘You can’t expect students to write a good thesis based on vague requirements. Moreover, unclear requirements will give rise to the undesirable situation of a grade depending entirely on the teacher who is your thesis supervisor.’ Establishing clear assessment criteria, however, is not that easy. In a perfect world, students can put together the assessment criteria and their thesis, so that they can see for themselves what they did right or wrong. However, if the criteria are so specific that writing a thesis becomes nothing more than a blanks exercise, you won’t learn much from it.

‘We advise programs to always look at the skills that students must master to subsequently deduce specific criteria’, says Simone Kooij. The question remains as to what ‘specific’ really means. Kooij also assisted in creating a new graduation manual for MWD.  It includes eighteen criteria a thesis must meet. Number eleven reads as follows: ‘The research method is described in a correct, clear manner’:  whereas number seven reads: ‘The research question is elaborated in relevant sub questions’. And number thirteen reads: ‘The results are described in a clear and objective manner’.  As a student, can you determine what ‘correct,’ ‘clear,’ and ‘relevant’ really mean?

Kooij admits that there still is a certain element of abstraction to these criteria, but that is done for a reason. ‘We assume that students have learned to cope with increasingly abstract criteria during their studies.’ Kooij, too, believes that the fact that current fourth-year students are not explicitly trained in doing so is correct, which is why current graduating students should get more guidance. In the Teacher Training College for Dutch, a slightly different system is used for writing assignments, says Rianne de Zeeuw-Oprel – namely, Rubrics. De Zeeuw-Oprel, a linguistic policy project manager and teacher of Dutch, explains what the rubric looks like for the graduation thesis for Dutch. The requirements that the thesis must meet are constantly described at five different levels for six themes. Does the introduction, for example, contain a research question as well as a setting of objectives, and have the main concepts been defined? Then it will be satisfactory. Are those aspects missing? Then it will be very unsatisfactory. ‘It gives the student a bit more support, because it’s easier to see what’s expected from you’, says De Zeeuw-Oprel.

Van Gelderen would rather see a clearer assignment description. ‘The aim of the text as well as the reader for whom it’s written should be much clearer from the very start. If, in addition, the length of the text, the components it should have, and the sources that need to be used are clear, it’s not that difficult to apply proper assessment criteria.’

‘Reviewing an exam is supposed to take fifteen minutes to complete. If the teacher wants to provide feedback, he will soon be doing so in his own time.’

Time and money The conclusion is obvious to everybody. If you really take a thesis more seriously, you also need to put a lot of work into acquiring thesis skills; provide more feedback on scribblings from students during their course of study. Or should we rather say: provide feedback at all. That’s where it all starts, according to Van Gelderen. Not with separate classes on writing skills, but with specialist teachers who assess student writing assignments on more than just professional knowledge.

And that’s where two major problems emerge: time. As well as the question whether the teachers possess sufficient writing skills themselves. De Zeeuw-Oprel: ‘I believe that every teacher would love to give more feedback, but it’s very time-consuming. Reviewing an exam or report is supposed to take fifteen minutes to complete. If you want to give feedback or wish to see an improved version back, you will often have to do so in your own time. That’s what many teachers are doing.’ However, the writing skills of teachers are also at issue, says Amos van Gelderen. ‘The following is true for specialist teachers: writing about your profession is part of your profession. So teachers should also become competent at writing.’ Van Gelderen doesn’t mince matters. ‘If you really want to do something about writing skills, it’s going to cost money.’

Text: Olmo Linthorst Illustrations: Aniek Bartels

This article was originally published in Dutch on January 14, 2014.

See also: ‘7 tips for writing your theses’ .

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I know this is a very old post, but I have to say I am struggling with the most demotivated and anxious period of my lifetime. I have been working on my thesis for more about a year now and especially today I am feeling a real burn out and tiredness within many ways but the most on emotional way. I am just tired how the HR (IFM) has a lack of helping students with their problems during writing a thesis.

IT SUCKS. SO DAMN MUCH.

I am thinking about writing my whole experience and send it to someone within HR so I can save the drama for students who will apply for the same course as many of my classmates and I did. I just really hope I can change something about the whole procedure, because what I have been experiencing is a lot more difficult than regular thesis experiences.

I would not even be HAPPY when I will graduate it will only feel as such a relieve to not be studying at that school anymore, how SAD is that to experience.

i can understand your feeling 🙁

The most important difficulty is that most of the students don’t know how to find the relevant sources in order to collect the for their thesis

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