what is a master's thesis paper

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How to Write a Master's Thesis

Last Updated: June 1, 2023 Fact Checked

This article was co-authored by Christopher Taylor, PhD . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 610,652 times.

Students learning how to write a Master's Thesis will first learn that a central thesis question must be presented and subsequently answered. A Master's Thesis will be the most prominent piece of your graduate work up to this point, and a pertinent thesis question that forms the spine of this work elevates it from the prosaic to the significant.

Choosing a Topic

• To get a degree - topic should be difficult enough, but manageable too.
• To enjoy the work - topic that you are truly interested in, something that you will not grow bored of after a short period of time.
• To get a job afterward - if you know what specifically you want to do after your studies and/or for which company, it might be useful to choose a topic, that will help with this goal.
• To be useful - thesis might actually be useful to help to make the world a little better place.
• Try thinking about your favorite subject of study - it may be a particular author, theory, time period, etc. Imagine how you might further the study of that subject.
• You might consider skimming through papers you wrote for your graduate courses and see if there is any apparent topic that you tend to gravitate towards.
• Consult with faculty members, favorite professors. They might have some good suggestions to write about. Generally, you'll be required to meet with your thesis advisor at least once before you start working.
• Consider consulting with industry partners. Your favorite company might have some work to do which might be done as a master's thesis. This might also help you get a job within the company afterward and maybe even some money for the thesis.
• If you want to help the world to be a better place, you might want to consult with your local non-profits and charities or check the Internet for possible thesis topics to write about.
• 3 Choose the right topic. From the possible topics generated in the previous step, find the one which best fits the objectives from the first step, especially the objectives most important to you. Make sure that you have a clear, specific, and organized plan on how to write a master's thesis which you will be able to then defend.

• Make sure that your question and the answers provided will provide original content to the body of research in existence. A judicious question will also keep research focused, organized, and interesting.
• Once you've formulated your topic and direction of inquiry, try formulating 5-10 different questions around your intended research. This forces you to think flexibly about your topic and visualize how small changes in wording can change the trajectory of your research.

• Usually, your committee chair will be in place before you formally start your thesis. They can help guide you and provide input into your project, so the earlier you can get their commitment, the better.
• Nothing is more frustrating than your thesis progress being held up by a professor who has too many obligations to make time to meet with you.

Selecting Your Texts

• For example, a novel written by Ernest Hemingway or a scientific journal article in which new results are documented for the first time would both be considered primary sources.

• For example, a book written about Ernest Hemingway's novel or a scientific journal article examining the findings of someone else's experiment would both be considered secondary sources.

• Use the in-text citation format appropriate to your discipline. [3] X Research source The most common formats are MLA, APA, and Chicago.
• Create a coordinating works cited or reference entry for each source you cite in the text of your document or in a footnote.
• Consider using a citation management software such as EndNote, Mendeley, or Zotero. These will enable you to insert and move citations within your word processor program and will automatically populate a works cited or reference page for you.

Planning an Outline

• Qualitative. This type of thesis involves completing a project that is exploratory, analytical, or creative in some way. Usually, students in the humanities will complete this kind of thesis.
• Quantitative. This type of thesis involves conducting experiments, measuring data, and recording results. Students in the sciences usually complete this kind of thesis.

• Signature page (with the completed signatures of your advising committee - usually attained at the defense, or after the project is deemed complete )
• Abstract - this is a short (one paragraph or so) description/summary of the work completed in your thesis
• Table of Contents (with page numbers)
• Introduction
• Body of paper
• Works Cited or Bibliography
• Any necessary appendices or endnotes

Moving through the Writing Process

• If you do not already have a review of literature written, it’s time to do your research! The review of literature is essentially a summary of all of the existing scholarship about your topic with plenty of direct quotations from the primary and secondary sources that you’re referencing.

Finalizing Your Thesis

• Many departments or programs provide a document template for theses and dissertations. If you have one of these, it may be easiest to use such a template from the beginning of your work (rather than copying and pasting your writing into it).

• Alternatively, ask a trusted colleague or friend to read over your thesis to help you catch any minor grammar/spelling/punctuation errors and typos.

• Some institutions require you to submit your thesis for a formatting check prior to uploading the document to ProQuest. Be sure to check with your department’s Director of Graduate Studies for specific instructions.
• Be aware of thesis submission deadlines, which are often well in advance of your graduation date. Late submission of your thesis may force you to push back your graduation date, which may affect your employment or continuing graduate studies.

Masters Thesis Outline

Expert Q&A

• Remember why you are writing a Master's thesis and who will want to read and use the material. You write a Master's thesis for members of your community, so keep in mind that they will have extensive knowledge and experience before reading your work. Don't bore them with unnecessary material. Thanks Helpful 2 Not Helpful 0
• Choosing the perfect question before starting research will prevent frustration and save time. Rigorous effort on finding the perfect question is probably the most important task when learning how to write a Master's thesis. Thanks Helpful 2 Not Helpful 0
• Consult other people who have completed a Master's thesis and obtained a Master's degree. It can be a long, grueling process, and having the support and advice of someone who has already done it can be very valuable. Thanks Helpful 1 Not Helpful 0

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• ↑ https://umb.libguides.com/PrimarySources/secondary
• ↑ https://www.scribbr.com/citing-sources/in-text-citation-styles/
• ↑ https://www.unk.edu/academics/gradstudies/admissions/grad-files/Grad%20Files/ThesisGdlnsFinal08.pdf
• ↑ https://u.osu.edu/hackingthethesis/managing-stuff/your-content/outline/
• ↑ http://www.imm.dtu.dk/~janba/MastersThesisAdvice.pdf

About This Article

To write a master's thesis, make it a goal to write 500 words every day, which will help you meet your deadline without having to rush at the last minute. It's also helpful if you work in 25-minute increments and take a 5-minute break in between, which will make your work sessions less overwhelming. Also, figure out a writing time that works best for you, whether it's in the morning or at night, and stick with it so you're more productive. For more help writing your master's thesis, like how to make an outline, keep reading! Did this summary help you? Yes No

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

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

Formatting Requirement and Standards

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

“Papers Option” Dissertation or Thesis

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

ProQuest Electronic Submissions

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

Copies of Dissertation and Thesis

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

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What is a Master’s Thesis: A Guide for Students 

A master’s thesis is an academic research output that is expected to showcase a student’s competence in a higher level of research as compared to an undergraduate one. The primary objective of a master’s thesis is to assess a student on the depth of their understanding, knowledge, and competence on the subject of their choice. It provides a scholarly and research foundation for students to build on if they are interested in pursuing higher academic degrees and professional work. 

Benefits of Writing a Master’s Thesis  

Undertaking a master’s thesis program enhances your career and academic prospects. In the academic sphere, those who have completed a master’s thesis program are in a more advantageous position when they seek admission to a PhD program. Research-focused disciplines, in particular, usually favour students who have completed their master’s thesis. Opting for a master’s thesis program also gives researchers the opportunity to pursue their interest area through study and research. Further, through the process of thesis writing, students also develop their skills in writing, putting forth an informed argument and developing research questions. A well-developed thesis can also be published as a research paper in peer-reviewed journals, thereby enhancing future academic and career prospects.  

Thesis Masters and Non-thesis Masters Program: Differences   

It is critical to note that all master’s programs do not have a thesis requirement. At the same time, some programs allow students to choose between a thesis and a non-thesis master’s program. In a thesis Master’s program, you are required to prepare a comprehensive scholarly paper under the advice of a faculty member that demonstrates the knowledge, skills, and critical thinking that you have developed during the program. Hence, it is a mandatory requirement for the completion of your degree. However, in a non-thesis master’s program, you are not expected to write a thesis. You are nevertheless required to take additional classes and, by the end of the program, complete a Capstone project, a comprehensive exam, or a summary project. 

Master’s thesis and PhD Dissertation: Differences  

A Master’s thesis is very different from a PhD dissertation, though often, the words thesis and dissertation are used interchangeably not only by students but also by the wider academic community and publishers.   

• A PhD dissertation is an original research by the doctoral candidate that contributes something new to the existing body of knowledge in the field, such as new theories and information. This should not have been published previously. In contrast, a master’s thesis is a scholarly paper that involves original testing of ideas and demonstrates the knowledge and skills the student has acquired and built during the master’s program.  
• A master’s thesis deals or engages more with existing research or secondary knowledge, though depending on the subject, there can be research of primary sources as well. Here, the student certainly has to bring in their critical and analytical skills. The sources of data will generally be research papers, scholarly books, journal articles, government reports, statistics, and so on. However, in a PhD dissertation, the focus is on generating new and novel data, resulting in an original piece of work that external subject experts will evaluate. Hence, apart from the sources of data mentioned for the Master’s thesis, the significant component of sources of data for PhD dissertation will be generated from interviews, focus groups, surveys, laboratory experiments and so on. 
• A master’s thesis is presented at the end of the master’s program, which is about one or two years. The thesis is a critical part of completing the degree. A PhD dissertation takes a considerable amount of time, ranging from 4 to 7 years. By this time, the candidate should have completed, apart from their dissertation, other requirements such as fulfilling a set of coursework, attending seminars/ conferences, presenting papers at seminars and publishing papers in peer-reviewed journals. 
• The master’s thesis is completed and submitted at the end of the master’s program. The PhD dissertation is presented to earn the PhD degree. 
• Another major difference between the two is the length. While a master’s thesis may be between 50 and 100 pages, the Ph.D. dissertation is more detailed, in-depth, and comprehensive, with a length of up to 400 pages. 

While all Master’s programs do not have a thesis requirement, completing a thesis provides a scholarly and research foundation for students to pursue higher academic degrees and professional work. A master’s thesis program can be a valuable experience for students interested in pursuing higher academic degrees and professional work in research-focused disciplines.

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•       Resources       Choosing Between a Thesis or Non-thesis Master's Degree

As of 2015, approximately 25.4 million Americans held advanced degrees , with more citizens joining these ranks each year. As studies continue to show the career advancement and salary benefits of completing a master's degree, more and more students elect to pursue advanced educations. When considering their options, many question whether to enroll in a master's requiring a thesis or not. The following guide examines some of the reasons degree seekers may want to write a thesis while also highlighting why they might not. Students on the fence about this important decision can find expert advice, actionable tips, and relevant guidance to help them make an informed choice in the guide that follows.

Understanding the Master's Thesis

What is the difference between a thesis & non-thesis master's program, the decision not to do a thesis.

As students research various master's programs in their chosen discipline, it's common to find that many degrees require a thesis – especially if they want to enter a research-heavy field. While this word gets thrown around a lot in academia, some learners may want more information regarding what it entails in order to make an informed decision.

What is a Master's Thesis?

The master's thesis is an original piece of scholarship allowing the student to dig into a topic and produce an expanded document that demonstrates how their knowledge has grown throughout the degree program. These documents require significant independent research of primary and secondary sources and, depending on the subject, may require interviews and/or surveys to support the overarching argument.

Individual schools and departments dictate the length of these documents, but they typically range between 60 and 100 pages – or approximately 20,000 to 40,000 words. While tackling a document of such heft may seem overwhelming at first, learners need not fret. Each master's candidate receives a faculty advisor early in their tenure to provide support, feedback, and guidance throughout the process. Because the final thesis is expected to be of a publishable quality, learners seeking the highest marks typically send their supervisor excerpts of the document as they write to ensure they are on the right track.

When picking a thesis topic, no magical formula exists. Students should consider their interests and read extensively on that topic to get a better sense of existing scholarship. They should also speak to other academics working in that sphere to familiarize themselves with ongoing projects. Only after they feel reasonably well-read should they begin looking for uncovered angles or interesting ways of using emerging methodologies to bring new light to the topic.

When considering formatting, degree seekers should check with their specific schools and departments, as they may have unique requirements. To get a general understanding of what to expect, learners can review Simon Fraser University's guidelines on thesis formatting. After completing the thesis, some programs require an oral defense before a committee while others read the document and provide a grade. Check with your prospective schools to get a better sense of procedure.

Format & Components of a Master's Thesis

While this guide attempts to provide helpful and actionable information about the process of deciding whether to follow a thesis or non-thesis track in a master's program, readers should remember that specific components and requirements of a thesis vary according to discipline, university, and department. That being said, some commonalities exist across all these – especially when it comes to what students must include in their final drafts.

As the first section a reader encounters after moving through the table of contents and other anterior text, the introductory allows the writer to firmly establish what they want to accomplish. Sometimes also called the "research question" section, the introductory must clearly state the goals of the paper and the overarching hypothesis guiding the argument. This should be written in a professional yet accessible tone that allows individuals without specializations in the field to understand the text.

This section allows learners to demonstrate their deep knowledge of the field by providing context to existing texts within their chosen discipline Learners review the main bodies of work, highlighting any issues they find within each. Constructive criticism often centers around shortcomings, blind spots, or outdated hypotheses.

Students use this section to explain how they went about their work. While scientists may point to a specific method used to reach conclusions, historians may reference the use of an emerging framework for understanding history to bring new light to a topic. The point of this section is to demonstrate the thought processes that led to your findings.

This section allows for learners to show what they learned during the research process in a non-biased way. Students should simply state what information they gathered by utilizing a specific framework or methodology and arrange those findings, without interpretation, in an easy-to-read fashion.

After providing readers with all the necessary information, the discussion section exists for candidates to interpret the raw data and demonstrate how their research led to a new understanding or contributed a unique perspective to the field. This section should directly connect to the introduction by reinforcing the hypothesis and showing how you answered the questions posed.

Even though the previous sections give prospective degree seekers a better sense of what to expect if they decide to write a thesis during their master's program, they don't necessarily help learners decide whether to pursue a thesis or non-thesis track. The following section highlights some of the reasons students frequently choose to complete a thesis or bypass the process altogether by providing a pros and cons list.

Why a Thesis Program

• Especially when entering a research-heavy discipline, completing a thesis shows prospective schools and employers that you possess the skills needed for researching and writing long-form reports.
• Students hoping to pursue a Ph.D. stand in better stead with admissions panels if they wrote a thesis during a master's program.
• Individuals hoping to enter a field that values syntax and grammar often better their writing skills by completing a thesis.
• Students who write a thesis can submit the final product to various academic journals, increasing their chances of getting published.
• Theses expand students' understanding of what they're capable of, deepen their ability to carry out an argument, and develop their skills in making connections between ideas.

Why a Non-thesis Program

• Because they don't require a significant written product, non-thesis master's tend to take less time to complete.
• Often mirrors a bachelor's program in terms of structure, allowing learners to complete classes and take exams without a great deal of research or writing.
• Students who excel in project-based assignments can continue building skills in this arena rather than focusing on skills they don't plan to use (e.g. research)
• Provides learners the opportunity to work more closely and more frequently with faculty on real-world projects since they don't spend hundreds of hours researching/writing.
• Allows learners to take more classes and gain hands-on skills to fill the time they would have spent researching and writing a thesis.

How to Choose a Master's Program: FAQs

Within some academic disciplines and professional fields, research and writing plays a key role in work done on a daily basis. Because of this, master's programs in these fields require learners to complete theses to compete against peers and be seen as competent in their work. Other disciplines, conversely, rely on other tools to accomplish work and progress ideas – making theses less important.

Yes. Master's programs focused more on application than research typically don't require a thesis – although they may still give students the option. Examples of common non-thesis master's programs include nursing, business, and education.

Even though non-thesis students won't be writing a 100-page paper, that doesn't mean they avoid completing a significant project. In place of a thesis, most applied master's programs require students to take part in at least one internship or complete a culminating project. These projects typically ask learners to take what they learned throughout coursework and create an expansive final project – examples include case studies, creative works, or portfolios.

While students who followed a non-thesis path routinely receive acceptance to Ph.D. programs, those with theses often find the process easier. Even if a learner pursues a Ph.D. in a discipline that isn't research-heavy, admissions panels still want to get a sense of your academic interests and ability to engage in independent, nuanced thought. Students with theses can provide solid proof of these skills, while those without may struggle to demonstrate preparedness as thoroughly.

The answer to this question depends on many factors, but typically it is okay not to do a thesis if you plan to enter a field that doesn't depend heavily on research or writing, or if you don't plan to complete a Ph.D.

Students wanting to work in academic, research, or writing should always opt for the thesis track. They should also follow this path if they have any doctoral degree aspirations.

Ultimately, the decision of whether or not to complete a thesis rests with the individual student. Figuring out how to proceed on this front requires lots of careful consideration, and learners should ensure they consider various aspects before coming to a final decision. The following section helps students consider how they should and should not come to a conclusion.

Dos and Don'ts of Choosing a Thesis or Non-thesis Program

• Consider the longevity of your decision: will you feel the same in 5-10 years or are you making a decision based on current desires?
• Talk to others who with experience in this area. Ask them questions about their decision-making process and if they regret their choice.
• Research potential thesis topics before starting a program. Going in with a game plan can help you feel more confident and settled about the process than if you're scrambling for a topic while in school.
• Reach out to prospective schools to speak with faculty and/or current students following both tracks. This will provide knowledge specific to the school while also expanding your network if you choose to attend there.
• Research Ph.D. entrance requirements to ascertain if the majority expect learners to possess a thesis when applying. This will give you a sense of whether you may experience issues later on if you do not complete one.
• Decide not to complete a thesis simply because you have never taken on such a task and feel overwhelmed or fearful that you will fail.
• Complete a thesis simply because you think it will look good on your resume. Theses require intense devotion over an extended amount of time; learners who complete them without conviction often find the process miserable.
• Forget to research alternatives to writing a thesis. Just because you don't complete a research paper doesn't mean a non-thesis track lacks rigor or challenging coursework.
• Forget to read examples of theses by previous students. If you feel overwhelmed by the task, reading work other people have done can often make the task at hand feel less scary.
• Let yourself off easy by taking the non-thesis path. If you find you have extra time in the program, talk to your advisor about taking more classes, develop meaningful projects for yourself, or see about presenting at an academic conference.

From the Expert

Sudiksha Joshi, Ph.D. is a learning advocate. Her mission is to empower our youth to think bigger, bolder thoughts and forge a career path that will change the world. She taps into her natural curiosity and ability to identify strengths to help students and those in transition find their path from feeling lost in the traditional ways of achieving success to charting their own path. Her work has been featured in Forbes, Huffington Post, Thrive Global, Medium and LinkedIn.

Why might a student decide to follow a thesis track? Why might they follow a non-thesis track?

A student might decide to take a thesis track if she/he wants to pursue a Ph.D. Also, if the students want to focus on careers where research and writing have a strong focus, the students opt for the thesis option. Research assistantships at the graduate level are also more often available to students who opt for the thesis option.

A student who might feel that writing is not one of their strengths might choose to go the non-thesis track. Likewise, a student who has other work commitments may find a non-thesis option more convenient.

Do you have any tips for deciding on a program?

I chose a thesis option because being able to conduct independent research was a big reason to go to graduate school. Also, showing the ability that I could do research was what afforded me research assistantships which meant that my tuition was paid for and I got a stipend that paid for expenses while I was in graduate school. This also allowed me the opportunity to work closely with the faculty mentor that provided me with the support and the accountability I wanted.

I would not recommend taking a non-thesis option if all the degree requires is for you to take courses. You have little to show in terms of your learning other than your grades unless you are already working on something on the side that does that for you and all you need is a certificate.

Opt for a non-thesis option if you can still work closely with a professor or on a project and if you'd rather be involved in multiple projects rather than focus on a single project. If you already have a good (informed) reason for choosing one over the other, go for it.

What's the most important thing to consider when choosing a program?

The most important thing to consider when choosing a program is getting excited about the projects that at least one of the faculty members are involved in. Do some research and see why you are excited about a particular work that at least one of the faculty members have been involved in.

Who should students talk to when considering options?

Students should talk to other students and also reach out directly to the graduate coordinator and even individual faculty members. This means that students should have done prior homework and have some good questions ready. Asking good questions will get you at least halfway through to make the right decision.

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

Types of Theses

Three types of gallatin ma theses.

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

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

Research Thesis

Artistic thesis, project thesis.

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

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

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

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

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

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

Some General Advice

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

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

Essays for the Artistic Thesis

Background Research Essay

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

Artistic Aims Essay

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

Technical Essay

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

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

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

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

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

Essays for the Project Thesis

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

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

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

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

Implementation

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

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

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

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

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Masters Thesis vs. PhD Dissertation: Key Differences

Whether you are a graduate student just starting out in academia or a professor advising a student, making the distinction between a dissertation and a thesis is critically important to writing a strong dissertation and becoming a stronger writer. Unfortunately, the difference remains unclear since the terms are used interchangeably by graduate students, doctoral researchers, academic publishers & universities.

If you’re not sure whether you’re writing a thesis or a dissertation, this article will help you understand the differences between the two whether you’re a PhD or master’s degree student.

Main Differences Between a Dissertation and a Thesis

While theses and dissertations share many similarities (they are both advanced graduate research papers), they actually refer to two different types of academic writing, and their differences include important concepts such as scope, purpose, length, and research requirements.

Most importantly, the difference between a thesis and a dissertation depends on the level of education. Far beyond being a simple essay, a thesis is for graduate students pursuing a master’s degree while a dissertation is written by doctoral students, also referred to as PhD candidates.

There are a few key differences between a thesis versus a dissertation.

The biggest difference between a thesis and a dissertation is that a thesis makes arguments based on existing research. Meanwhile, a dissertation often requires the PhD candidate to conduct research and then perform an analysis.

More specifically, a thesis often takes the form of a literature review , which is a compilation of research knowledge in a particular field of study that proves one is competent in that subject. On the other hand, a dissertation is a more specific type of research paper written by those working toward a specific doctorate degree that contributes knowledge, theory, or methods to a field of study.

What is a master’s thesis?

A master’s thesis is an academic research paper that requires a greater degree of research than an undergraduate thesis or term paper. It is marked by a higher standard of writing, and students are expected to demonstrate competence, literacy, and mastery of a subject. It usually takes two or three years to complete. Finally, a master’s degree thesis is usually written in order to obtain a research degree and is not intended to be published separately.

What is a PhD dissertation?

A PhD dissertation is a substantial piece of independent research that is required of all students who are pursuing a doctorate degree. It is a piece of original work that has not been published elsewhere and, most importantly, makes a new contribution to the field. This contribution may be a new way of thinking about an existing topic or even a novel theory. The research performed for a dissertation is usually conducted over a period of several years to half a decade.

Features of a Master’s Thesis vs PhD Dissertation

Content and structural differences.

So how is dissertation writing different from thesis writing?

Now that you know the definitions of a dissertation and thesis, let’s dive into some clear ways in which they differ in structure and other main characteristics.

How long is a thesis vs dissertation?

Length is the most obvious factor in differentiating between writing a thesis or dissertation. 

Generally, a doctoral dissertation has greater breadth, depth, and intention than a master’s thesis since it is based on original research. While the standard length of a master’s thesis is around 100 pages , a doctoral dissertation can be upwards of 400-500 pages. 

While most students can finish their PhD dissertation or thesis in as little as 1-2 years, it can take as long as 7 years depending on the school, program, and dissertation topic. As doctoral programs have their own formatting requirements, check with your school or university to find out what you need for your own dissertation or thesis. Most dissertations are organized into chapters, but the number of chapters varies as well.

Differences in research methods

A thesis and dissertation are both graduate-level research reports. This means they require students to investigate and report on a specific topic. But what is the difference in the scale of research between a master’s versus doctoral degree? The answer comes down to how much and what type of data you collect .

Data sources for a thesis vs dissertation

A master’s thesis is limited to secondary or reported knowledge . This knowledge has already been published, analyzed, and scrutinized in the literature. A thesis does not typically offer anything new in that regard. Your purpose is usually to write a comprehensive literature review on a novel or underreported topic using already-reported data.

On the other hand, a doctoral dissertation reports on  novel data  and is published so it can be scrutinized by others. It culminates in your dissertation defense.

The above lists clearly show that a PhD researcher and dissertation writer must have specific hands-on experience about not only the result of others’ research but also how the researchers obtained the data. A dissertation must venture into criticism of how other studies performed their experiments, whereas a master’s student will only report on and evaluate the results.

Differences in research scope 

As mentioned above, a thesis is more of a literature review written to demonstrate competence and mastery of a field of study. In short, you are a reliable “reporter” of information related to that subject. A thesis shows that you know the technical jargon, understand the subject, are familiar with industry tools, and can translate that information to a general audience. This is why a master’s degree is sufficient and often preferred for industry jobs.

In contrast, a doctoral dissertation goes beyond simply using the building blocks of your subject and actually creates new tools, knowledge, and theories to advance the subject as a whole. If a master’s degree holder is like a seasoned Rolling Stone journalist, then a doctorate is the band/musician who actually makes the music.

So should you pursue a thesis or a dissertation?

The benefits of earning a graduate degree are huge. According to the US Census Bureau , those with an advanced degree earn 3.7 times as much as a high school dropout, and 13.1% hold a master’s, professional, or doctorate degree. If you’re a curious undergraduate student thinking of applying to graduate school, which is the right choice?

In short, a dissertation is more focused and in-depth than a thesis. While a doctoral dissertation is based on original research, a thesis is often an extension or review of others’ research in order to demonstrate literacy. Further, a dissertation can be used as the basis or subject of a thesis, but not vice versa.

Editing a Dissertation vs Thesis

So far, we’ve focused a lot on differences such as research and purpose, but in the end, a thesis or dissertation is a written document that requires skill, focus, discipline, subject knowledge, organization, and scheduling. 

For non-native English speakers, the challenge is especially difficult since English is the lingua franca of academia and research. 

How does an editing service improve your dissertation or thesis ?

From body spacing and pagination, to font size and citation formatting, the dissertation guidelines are exhaustive. Even worse, they vary by school. So besides the actual English writing and grammar, graduate students must worry about consistency, formatting, nomenclature, and terminology. That’s quite the burden!

This is why it’s very common for graduate students, especially ESL and foreign ones, to seek out dissertation editing services that specifically cater to the academic needs of researchers and students.

Here are just a few reasons why dissertation proofreading is so helpful and what these editors do:

• Correct grammar, punctuation, syntax, and structural errors
• Offer suggestions to rewrite, remove, and revise writing
• Ensure formatting and nomenclature are consistent
• Knowledgeable academic editors with master’s and PhD degrees
• Free up your time to focus on research, revisions, and content instead of looking for mistakes
• Provide a  language editing certificate , which may be necessary for non-native English-speaking students

Lastly, most PhD advisors recommend that students seek out professional editing services , specifically thesis editing or dissertation editing , since professors prefer to assess the actual research content of a dissertation, not mundane writing errors. Any graduate student reading this knows professors don’t like their time to be wasted! 

Be sure to check out other academic resources on how to improve your academic manuscript and the benefits of proofreading and editing.

And try the Wordvice FREE Citation Generator, which provides citations for four academic formatting styles:  APA Citation Generator , MLA Citation Generator , Chicago Citation Generator , and Vancouver Citation Generator .

APA Style 7th Edition: Citing Your Sources

• Basics of APA Formatting
• In Text Quick View
• Block Quotes
• Books & eBooks
• Thesis/Dissertation

Standard Format

Formatting rules, various examples.

• Audiovisual
• Conference Presentations
• Social Media
• Legal References
• Reports and Gray Literature
• Academic Integrity and Plagiarism
• Additional Resources
• Reference Page

Adapted from American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed).  https://doi.org/10.1037/0000165-000

Formatting:

• Italicize the title
• Identify whether source is doctoral dissertation or master’s thesis in parentheses after the title

See Ch. 10 pp. 313-352 of APA Manual for more examples and formatting rules

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Thesis Theater: Shannon Choudhari, "Notion Club Papers and Tolkien’s Vision of Creative Mysticism‪"‬ Signum Symposia

This recording from May 10, 2024. Signum University Graduate School presents Thesis Theater with Shannon Choudhari on Tuesday, May 10, 2024 at 5pm ET. “I wonder what you’ve been up to?”: The Notion Club Papers and Tolkien’s Vision of Creative Mysticism Since it’s publication in 1992, Tolkien’s unfinished time-travel story The Notion Club Papers has received relatively infrequent critical attention for its depiction of time and time-travel, as well as for its representation of Tolkien’s Númenor legend. This thesis seeks to counter the dominant view – that the tale’s intricate plot, narrative complexity, and unfinished state overshadow the “real” story of Númenor, resulting in a work that is both difficult and ultimately unsatisfying. Beginning with a reconsideration of the story as written (rather than as it might have been), this study explores how narrative and stylistic strategies work together to convey a distinctive portrait of the sub-creative artist that is defined by the very techniques that make the story itself uniquely effective. It begins with a consideration of the tale’s climax and thematic focus, arguing for the threshold of creative mystic experience, rather than Númenor, as the crux of the story. Further examining the unique meeting of structure and theme, the study then moves into an analysis of narrative form, demonstrating how the metafictional interface and complex embedding of narrative layers engage in a carefully balanced rhetoric of authentication, while also working to simultaneously destabilize assumptions about reality. Further entanglement of the Papers and its vision with the Primary World through elements of metacommentary and biographical allegory are seen to break through narrative boundaries, resulting in a unique vehicle that is perhaps best suited to deliver Tolkien’s radical vision of creative mysticism – a vision that is consistent, if somewhat obscured, within his larger body of fictional and personal writings. The complexity of these features which others have perceived as failings are here reinterpreted as the “essentials” of the tale, themselves revelatory of a sweeping assertion of visionary power and overlapping realities, where personalities are subsumed and the Primary World itself transformed. About Signum Thesis Theaters Each of our master’s students writes a thesis at the end of their degree program, exploring a topic of their choice. The Thesis Theater is their opportunity to present their research to a general audience, and answer questions. All are welcome to attend! Learn about Signum University’s mission, leadership and more: https://signumuniversity.org/about/. Want to enjoy Signum’s educational offerings? Start here! https://signumuniversity.org/non-degr.... Support Signum Symposia

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Quantum Physics

Title: master thesis: high-rate multipartite quantum secret sharing with continuous variables.

Abstract: Quantum cryptography has undergone substantial growth and development within the multi-disciplinary field of quantum information in recent years. The field is constantly advancing with new protocols being developed, security measures being improved, and the first practical applications of these technologies being deployed in optical fibers and free space optical beams. In this paper, we present a comprehensive review of a cutting-edge metropolitan-scale protocol for continuous-variable quantum cryptography. The protocol allows an arbitrary number of users to send modulated coherent states to a relay, where a generalised Bell detection creates secure multipartite correlations. These correlations are then distilled into a shared secret key, providing a secure method for quantum secret-sharing. This novel approach to quantum cryptography has the potential to offer high-rate secure multipartite communication using readily available optical components, making it a promising advancement in the field.

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