thesis for diploma

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

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

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

Steps in Constructing a Thesis

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

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

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

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

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

Some Caveats and Some Examples

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

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

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

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

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

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

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How to write a fantastic thesis introduction (+15 examples)

The thesis introduction, usually chapter 1, is one of the most important chapters of a thesis. It sets the scene. It previews key arguments and findings. And it helps the reader to understand the structure of the thesis. In short, a lot is riding on this first chapter. With the following tips, you can write a powerful thesis introduction.

Disclosure: This post may contain affiliate links, which means I may earn a small commission if you make a purchase using the links below at no additional cost to you . I only recommend products or services that I truly believe can benefit my audience. As always, my opinions are my own.

Elements of a fantastic thesis introduction

Open with a (personal) story, begin with a problem, define a clear research gap, describe the scientific relevance of the thesis, describe the societal relevance of the thesis, write down the thesis’ core claim in 1-2 sentences, support your argument with sufficient evidence, consider possible objections, address the empirical research context, give a taste of the thesis’ empirical analysis, hint at the practical implications of the research, provide a reading guide, briefly summarise all chapters to come, design a figure illustrating the thesis structure.

An introductory chapter plays an integral part in every thesis. The first chapter has to include quite a lot of information to contextualise the research. At the same time, a good thesis introduction is not too long, but clear and to the point.

A powerful thesis introduction does the following:

• It captures the reader’s attention.
• It presents a clear research gap and emphasises the thesis’ relevance.
• It provides a compelling argument.
• It previews the research findings.
• It explains the structure of the thesis.

In addition, a powerful thesis introduction is well-written, logically structured, and free of grammar and spelling errors. Reputable thesis editors can elevate the quality of your introduction to the next level. If you are in search of a trustworthy thesis or dissertation editor who upholds high-quality standards and offers efficient turnaround times, I recommend the professional thesis and dissertation editing service provided by Editage . 

This list can feel quite overwhelming. However, with some easy tips and tricks, you can accomplish all these goals in your thesis introduction. (And if you struggle with finding the right wording, have a look at academic key phrases for introductions .)

Ways to capture the reader’s attention

A powerful thesis introduction should spark the reader’s interest on the first pages. A reader should be enticed to continue reading! There are three common ways to capture the reader’s attention.

An established way to capture the reader’s attention in a thesis introduction is by starting with a story. Regardless of how abstract and ‘scientific’ the actual thesis content is, it can be useful to ease the reader into the topic with a short story.

This story can be, for instance, based on one of your study participants. It can also be a very personal account of one of your own experiences, which drew you to study the thesis topic in the first place.

Start by providing data or statistics

Data and statistics are another established way to immediately draw in your reader. Especially surprising or shocking numbers can highlight the importance of a thesis topic in the first few sentences!

So if your thesis topic lends itself to being kick-started with data or statistics, you are in for a quick and easy way to write a memorable thesis introduction.

The third established way to capture the reader’s attention is by starting with the problem that underlies your thesis. It is advisable to keep the problem simple. A few sentences at the start of the chapter should suffice.

Usually, at a later stage in the introductory chapter, it is common to go more in-depth, describing the research problem (and its scientific and societal relevance) in more detail.

You may also like: Minimalist writing for a better thesis

Emphasising the thesis’ relevance

A good thesis is a relevant thesis. No one wants to read about a concept that has already been explored hundreds of times, or that no one cares about.

Of course, a thesis heavily relies on the work of other scholars. However, each thesis is – and should be – unique. If you want to write a fantastic thesis introduction, your job is to point out this uniqueness!

In academic research, a research gap signifies a research area or research question that has not been explored yet, that has been insufficiently explored, or whose insights and findings are outdated.

Every thesis needs a crystal-clear research gap. Spell it out instead of letting your reader figure out why your thesis is relevant.

* This example has been taken from an actual academic paper on toxic behaviour in online games: Liu, J. and Agur, C. (2022). “After All, They Don’t Know Me” Exploring the Psychological Mechanisms of Toxic Behavior in Online Games. Games and Culture 1–24, DOI: 10.1177/15554120221115397

The scientific relevance of a thesis highlights the importance of your work in terms of advancing theoretical insights on a topic. You can think of this part as your contribution to the (international) academic literature.

Scientific relevance comes in different forms. For instance, you can critically assess a prominent theory explaining a specific phenomenon. Maybe something is missing? Or you can develop a novel framework that combines different frameworks used by other scholars. Or you can draw attention to the context-specific nature of a phenomenon that is discussed in the international literature.

The societal relevance of a thesis highlights the importance of your research in more practical terms. You can think of this part as your contribution beyond theoretical insights and academic publications.

Why are your insights useful? Who can benefit from your insights? How can your insights improve existing practices?

Formulating a compelling argument

Arguments are sets of reasons supporting an idea, which – in academia – often integrate theoretical and empirical insights. Think of an argument as an umbrella statement, or core claim. It should be no longer than one or two sentences.

Including an argument in the introduction of your thesis may seem counterintuitive. After all, the reader will be introduced to your core claim before reading all the chapters of your thesis that led you to this claim in the first place.

But rest assured: A clear argument at the start of your thesis introduction is a sign of a good thesis. It works like a movie teaser to generate interest. And it helps the reader to follow your subsequent line of argumentation.

The core claim of your thesis should be accompanied by sufficient evidence. This does not mean that you have to write 10 pages about your results at this point.

However, you do need to show the reader that your claim is credible and legitimate because of the work you have done.

A good argument already anticipates possible objections. Not everyone will agree with your core claim. Therefore, it is smart to think ahead. What criticism can you expect?

Think about reasons or opposing positions that people can come up with to disagree with your claim. Then, try to address them head-on.

Providing a captivating preview of findings

Similar to presenting a compelling argument, a fantastic thesis introduction also previews some of the findings. When reading an introduction, the reader wants to learn a bit more about the research context. Furthermore, a reader should get a taste of the type of analysis that will be conducted. And lastly, a hint at the practical implications of the findings encourages the reader to read until the end.

If you focus on a specific empirical context, make sure to provide some information about it. The empirical context could be, for instance, a country, an island, a school or city. Make sure the reader understands why you chose this context for your research, and why it fits to your research objective.

If you did all your research in a lab, this section is obviously irrelevant. However, in that case you should explain the setup of your experiment, etcetera.

The empirical part of your thesis centers around the collection and analysis of information. What information, and what evidence, did you generate? And what are some of the key findings?

For instance, you can provide a short summary of the different research methods that you used to collect data. Followed by a short overview of how you analysed this data, and some of the key findings. The reader needs to understand why your empirical analysis is worth reading.

You already highlighted the practical relevance of your thesis in the introductory chapter. However, you should also provide a preview of some of the practical implications that you will develop in your thesis based on your findings.

Presenting a crystal clear thesis structure

A fantastic thesis introduction helps the reader to understand the structure and logic of your whole thesis. This is probably the easiest part to write in a thesis introduction. However, this part can be best written at the very end, once everything else is ready.

A reading guide is an essential part in a thesis introduction! Usually, the reading guide can be found toward the end of the introductory chapter.

The reading guide basically tells the reader what to expect in the chapters to come.

In a longer thesis, such as a PhD thesis, it can be smart to provide a summary of each chapter to come. Think of a paragraph for each chapter, almost in the form of an abstract.

For shorter theses, which also have a shorter introduction, this step is not necessary.

Especially for longer theses, it tends to be a good idea to design a simple figure that illustrates the structure of your thesis. It helps the reader to better grasp the logic of your thesis.

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Thesis / dissertation formatting manual (2024).

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UCI Libraries maintains the following  templates to assist in formatting your graduate manuscript. If you are formatting your manuscript in Microsoft Word, feel free to download and use the template. If you would like to see what your manuscript should look like, PDFs have been provided. If you are formatting your manuscript using LaTex, UCI maintains a template on OverLeaf.

• Annotated Template (Dissertation) 2024 PDF of a template with annotations of what to look out for
• Word: Thesis Template 2024 Editable template of the Master's thesis formatting.
• PDF Thesis Template 2024
• Word: Dissertation Template 2024 Editable template of the PhD Dissertation formatting.
• PDF: Dissertation Template 2024
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What’s Included: The Dissertation Template

If you’re preparing to write your dissertation, thesis or research project, our free dissertation template is the perfect starting point. In the template, we cover every section step by step, with clear, straightforward explanations and examples .

The template’s structure is based on the tried and trusted best-practice format for formal academic research projects such as dissertations and theses. The template structure reflects the overall research process, ensuring your dissertation or thesis will have a smooth, logical flow from chapter to chapter.

The dissertation template covers the following core sections:

• The title page/cover page
• Abstract (sometimes also called the executive summary)
• Table of contents
• List of figures /list of tables
• Chapter 1: Introduction  (also available: in-depth introduction template )
• Chapter 2: Literature review  (also available: in-depth LR template )
• Chapter 3: Methodology (also available: in-depth methodology template )
• Chapter 4: Research findings /results (also available: results template )
• Chapter 5: Discussion /analysis of findings (also available: discussion template )
• Chapter 6: Conclusion (also available: in-depth conclusion template )
• Reference list

Each section is explained in plain, straightforward language , followed by an overview of the key elements that you need to cover within each section. We’ve also included practical examples to help you understand exactly what’s required in each section.

The cleanly-formatted Google Doc can be downloaded as a fully editable MS Word Document (DOCX format), so you can use it as-is or convert it to LaTeX.

FAQs: Dissertation Template

What format is the template (doc, pdf, ppt, etc.).

The dissertation template is provided as a Google Doc. You can download it in MS Word format or make a copy to your Google Drive. You’re also welcome to convert it to whatever format works best for you, such as LaTeX or PDF.

What types of dissertations/theses can this template be used for?

The template follows the standard best-practice structure for formal academic research projects such as dissertations or theses, so it is suitable for the vast majority of degrees, particularly those within the sciences.

Some universities may have some additional requirements, but these are typically minor, with the core structure remaining the same. Therefore, it’s always a good idea to double-check your university’s requirements before you finalise your structure.

Will this work for a research paper?

A research paper follows a similar format, but there are a few differences. You can find our research paper template here .

Is this template for an undergrad, Masters or PhD-level thesis?

This template can be used for a dissertation, thesis or research project at any level of study. It may be slight overkill for an undergraduate-level study, but it certainly won’t be missing anything.

How long should my dissertation/thesis be?

This depends entirely on your university’s specific requirements, so it’s best to check with them. As a general ballpark, Masters-level projects are usually 15,000 – 20,000 words in length, while Doctoral-level projects are often in excess of 60,000 words.

What about the research proposal?

If you’re still working on your research proposal, we’ve got a template for that here .

We’ve also got loads of proposal-related guides and videos over on the Grad Coach blog .

How do I write a literature review?

We have a wealth of free resources on the Grad Coach Blog that unpack how to write a literature review from scratch. You can check out the literature review section of the blog here.

How do I create a research methodology?

We have a wealth of free resources on the Grad Coach Blog that unpack research methodology, both qualitative and quantitative. You can check out the methodology section of the blog here.

Can I share this dissertation template with my friends/colleagues?

Yes, you’re welcome to share this template. If you want to post about it on your blog or social media, all we ask is that you reference this page as your source.

Can Grad Coach help me with my dissertation/thesis?

Within the template, you’ll find plain-language explanations of each section, which should give you a fair amount of guidance. However, you’re also welcome to consider our dissertation and thesis coaching services .

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Diploma Thesis

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All students are required to complete a Diploma Thesis, which includes a substantial amount of work and a final written report on a well–defined project related to the scientific subjects of the ECE School. The diploma thesis is completed under the supervision of an (acting or emeritus or retired) professor of the School and monitored by a three-member thesis committee that comprises the supervisor plus two professors of the School. On a case-by-case basis, if the subject of the work requires it, up to one of the three committee members can be a Laboratory Teaching Staff member of the ECE School or an external scientist (indicatively, professor or designated assistant professor or designated lecturer or researcher of a recognized academic or research institution in Greece or abroad or industry executive), as long as he holds a Doctorate Degree. The thesis title, supervisor, and committee are assigned by the Assembly, upon an application by the student, provided that the proposed supervising professor has agreed. The thesis is usually assigned during the last two semesters studies (9th and 10th).

Thesis Assignment

For the Diploma Thesis assignment, the Assembly of the School has established a three-member Diploma Thesis Assignment Committee, which has the control and responsibility for uniform distribution of Diploma Theses among the professors of the School. The Committee comprises faculty members from different scientific areas and has a two-year term. At present, as decided by the 8th/22-06-2023 meeting of the Dean's Office of the School, the Committee consists of Prof. K. Gyftakis, A. Dollas, and G. Chalkiadakis and its term ends on June 22, 2025.

The Committee mainly focuses on the cases of students that are unable to identify a Diploma Thesis topic in direct consultation with professors of the School. Moreover, after the approval of the thesis title and supervisor by the Assembly, the Committee will regularly update the data base of the (instant and aggregate) thesis supervision load of the faculty members, in an effort to attain uniform distribution of Diploma Theses among the professors of the School.

Diploma Theses topics that are mutually agreed upon by the students and professors do not require approval by the Committee; the applications are submitted throughout the academic year. That is, the student who agrees on a Diploma Thesis with a professor submits an application for Diploma Thesis title, supervisor, and three-member committee approval by the Assembly.

For students who a) have not been assigned a Diploma Thesis topic and b) on August 25 of the academic year owe a maximum of five (5) courses for the completion of the study program, the following procedure applies.

• Students who wish to be assigned a Diploma Thesis topic must send, between Aug. 25 and Sept. 15, to the Committee a request for Diploma Thesis assignment.
• The Committee takes into account the total number of applications and the Diploma Theses load of professors and asks professors (who have room to supervise) to determine a certain number of proposed topics. Instead of a specific topic, the professor may provide a broader scientific area and the topic may be specified along the way. The list of subjects or scientific areas is communicated to students at the end of the September examination period (early October).
• A period of one month is provided (specifically, Oct. 15 - Nov. 15) during which interested students are invited to contact the professors who have proposed topics to discuss and be informed about the requirements of each topic. If during the discussions there is an agreement between the student and the professor, then the student submits an application to the Assembly for Diploma Thesis title, supervisor, and three-member committee assignment.
• For students who have not decided on a topic in the above period, a period of 2 weeks (specifically, Nov. 15 - Nov. 30) is provided during which they send to the Committee a list of 3 preferred topics from the available proposed ones and their transcript.
• At the end of November the Committee examines the preferences of the students and their performance in the courses and assigns them to the professors in the best possible way. Then, the student submits an application to the Assembly for Diploma Thesis title, supervisor, and three-member committee assignment. For students who were not assigned a topic from their preferences as well as for students who did not submit a list of preferred topics, the Diploma Thesis topic will be assigned based on their academic performance, the courses in which they have the highest grades, and the availability of professors, provided that they owe a maximum of one (1) compulsory and a maximum of two (2) electives compulsory courses for the completion of the study program.

Thesis Completion

Following its completion, the Diploma Thesis is presented to open audience and is graded by the three-member Diploma Thesis committee. The presentation of a Diploma Thesis can be done anytime throughout the academic year. In all cases, the Diploma Thesis presentation must take place within twenty (20) days from the end of an examination period, to receive a diploma degree in the graduation that follows that examination period. The exact date, time, and place of the presentation and the examination are determined in cooperation with the members of the three-member Diploma Thesis committee that grades the work and are publicly announced together with the title and summary of the work to all members of the Technical University of Crete.

The presentation and examination of the thesis is allowed only after completion of the student's obligations regarding the courses of the study program that are required to obtain a diploma and only after at least five (5) months from the thesis assignment by the Assembly.

If the duration of a Diplomatic Thesis exceeds one year, then, unless there is written notification to the Committee that the student and the supervisor agree on its extension, a specific date is set for its presentation and examination within one month. The student must present what he has done up to that day and is graded accordingly. For Diploma Theses that have been assigned by the Assembly before July 7, 2023, the one-year period starts from July 7, 2023.

Thesis Grade

Each diploma thesis is graded in the 0-10 scale by taking the average of the grades given by the three committee members to each of the following three criteria with the corresponding percentages: quality of technical content (50%), quality of written report (30%), and quality of oral presentation (20%).

In case of collaborative work among two or more students, which is allowed only following the approval of the School’s General Assembly, each student is graded separately for his/her contribution to the diploma thesis and his/her oral presentation.

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Suggested topic areas for Diploma theses

(These are areas offered by the individual teachers. You can also approach most teachers with your own suggestions.)

Nikola Fořtová, B.A., M.A.

• E-learning, m-learning: application of new technologies in teaching

prof. Milada Franková, CSc., M.A.

• Medieval English Literature
• Contemporary British Literature
• British cultural studies

Stephen Paul Hardy, B.A., P.G.C.E, M.A., Ph.D.

• British & Irish 17th, 19th, & 20th Century Literature (all genres)
• British Poetry (1558–2012) and North American 20th Century Poetry
• British Cultural History (20,000 B.C.–2012)
• British Film/TV/Media or any aspect of 20th C British Cultural Studies and North American Film and Popular Music

Mgr. Martina Horáková, Ph.D.

• Australian literature and cultural studies
• Contemporary American literature
• Ethnic minority literatures in North America and Australia
• Indigenous literatures

doc. PhDr. Jana Chamonikolasová, Ph.D.

Prof. Jan Chovanec, Ph.D.

• Methodology: Discourse analysis, pragmatics, critical discourse analysis, stylistics, sociolinguistics
• Areas: Language in the media, language and law, language and society
• Topics: Representation of social groups, interaction and interactivity,discourse coherence in spoken and written language, discourse patterns in media communication, modern genres of English, diachronic genre analysis (historical pragmatics)

doc. Mgr. Tomáš Kačer, Ph.D.

• Modern and contemporary British drama and theatre (plays, playwrights, performance analyses; history/theory)
• American drama and theatre (plays, playwrights, performance analyses; history/theory)
• British theatres and theatre festivals
• Other forms of performance and culture

PhDr. Simona Kalová, Ph.D.

• Practical aspects of teaching and learning
• Educational assessment and evaluation

Mgr. Renata Kamenická, Ph.D.

• Empirical translation studies of contemporary translation practices
• Translator’s style; style in/of translation
• Psycho-cognitive aspects of/in translation
• Individual vs. shared discursive strategies in translation
• Translations vs. non-translations; translation-specific tendencies
• Translation practice/theory interface (in both directions)
• Intralingual translation

doc. Michael Kaylor, M.A., PhD

• Romantic and Victorian poetry
• The Modernist novel in Britain and Ireland
• English Decadence
• The Bloomsbury Group
• Walt Whitman
• Theory of Biography
• Gay Studies, homoeroticism in the Arts
• Literary canonicity

Mgr. Filip Krajník, Ph.D.

• William Shakespeare/Early-Modern English Drama (BA/MA)
• Late Mediaeval English Literature (BA only)
• Literary Representations of Sleeping and Dreaming (BA/MA)
• Philip K. Dick (BA/MA)
• Literary Translation (BA/MA)

doc. PhDr. Naděžda Kudrnáčová, CSc.

• Syntax-semantics interface

James Little, Ph.D.

• Irish studies
• Theatre studies
• Samuel Beckett studies
• The literature of coercive confinement

Mgr. Linda Nepivodová, Ph.D.

• Language Testing
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• Second Language Acquisition

Mgr. Jana Pelclová, Ph.D.

• Stylistic analysis - analysis or comparison of the register of advertising, e_communication, F2F conversation, narrative stylistics (BA)
• Discourse of advertising - linguistic analysis of selected topics (e.g. figures of speech, spokenness vs. writtenness, pragmatic principles, humour, word-picture contextualisation, etc.) (MA)
• Topics in Pragmatics - analysis of authentic conversation, fictional conversation, pragmatic aspects in the discourse of advertising, etc. (MA)
• Discourse analysis - selected topics in the discourse of children's literature, advertising, CMC, politics, etc. (MA)

doc. Tomáš Pospíšil, Ph.D.

• Canadian film and TV
• American film and TV
• Cinematic representation of American minorities; films by minority filmmakers
• American literature
• American history and/or culture
• American cultural studies

Ing. et Mgr. Jiří Rambousek, Ph.D.

• History and bibliography of Czech translations from English
• Reflection of older translations in contemporary Czech periodicals
• Selected contrastive aspects of English and Czech as reflected in translation
• Cognitive views of translation and the translator
• Personalities of the early history of the Department of English and American Studies

Mgr. Jitka Sedláčková, Ph.D.

• Second Lanuage Acquisition
• Individual Learning Differences in Second Language Learning
• Students with Specific Needs and EFL
• Reading Skills and Reading Strategies in EFL

Jeff Smith, M.F.A, Ph.D.

• Literatures and cultures of the United States
• Popular arts, culture and media
• Relationship of politics to literature and the arts
• Historical development of US cultures and politics

PhDr. Don Sparling, B.A.

• Canadian literature (all genres, with a special interest in historical fiction and drama)
• Multiculturalism in Canada, interculturalism in Quebec
• The French-English relationship in Canada (all aspects - historical, social, cultural, educational [e.g. immersion schooling], etc.)
• Canadian culture (all aspects except film, where doc. Pospíšil is your man)
• Contemporary issues relating to the indigenous peoples (First Nations, Inuit, Métis)
• Depending on the topic, other areas that you might have a particular interest in

PhDr. Kateřina Tomková, Ph.D.

• Accents of English and their perceptions
• Oral presentation, rhetorics and elocution
• Common pronunciation mistakes and theire radication
• Statistical procession of most common pronunciation errors
• Articulatory settings in E and CZ
• The use of authentic material such as sitcoms and films in teaching oneself better speaking skills
• Musical aptitude correlating with FL acquisition

Jeffrey A. Vanderziel, B.A.

• History, culture, representation and/or literature of indigenous peoples in North America
• History and/or culture of minorities in North America
• LGBTQ history, culture, literature

PhDr. Jitka Vlčková, Dr.

• Australians in different historical periods (BA)
• Indigenous and other minorities in Australia - history and/or cutlture (BA)
• Australian cultural studies (BA/MA)
• Registers in English. Australian English. Aboriginal English. Intercultural communication (MA)
• Gender roles, language, media, communication, legislation, minorities, mainstream cultures; issues of discrimination and/or racism (MA)

Mgr. Olga Zörnerová

• marketing transcreation
• localisation and related topics (MT, MTPE, style guides, terminology, working with agencies and LSPs)
• video game localisation

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