dissertation keywords

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Guidelines for selecting keywords

An important part of submitting your thesis or dissertation is selecting keywords and subject categories. These elements become part of the information about your thesis or dissertation and will help other researchers to find your work.

Follow these guidelines:

• You must have at least one keyword. You can enter up to 6 keywords for your thesis or dissertation.
• Capitalize the first letter of keywords. If your keyword is a phrase, capitalize only the first letter of the first word, for example: Business administration . If your keyword is a proper name, capitalize the first letter of each word, for example: Mississippi River .
• Use full phrases rather than acronyms or abbreviations. For example, use Health Maintenance Organization rather than HMO .
• Add a keyword if the concept or concepts covers at least 20% of your dissertation or thesis. Keywords should categorize your work as a whole, so focus on major concepts. It's OK to disregard minor aspects of your paper.
• Ask yourself what your dissertation or thesis is about. If you were searching for this topic, what keywords would help you find it?
• You may need more than one keyword or keyword phrase to adequately cover a concept.
• Keywords may be a single word or several words. Keywords may include phrases.
• Avoid bringing out every single concept with separate keywords when broader keyword(s) or keyword phrase(s) will do.
• If you have two or more keyword concepts that are equally important, assign multiple keywords.
• It may be useful to browse the ProQuest Subject Categories list to help you think of keywords.

If you have questions on selecting keywords or categories, contact the IT Service Desk ( Submit a Ticket or Start a Live Chat ) and ask for an ETDR consultant.

• Updated: 7/14/23

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Tips for Abstracts and Keywords

When submitting your ETD, you must include an abstract for your thesis or dissertation. The abstract will be included in the public record of your thesis or dissertation.

Keywords are also required for your ETD. When selecting keywords, choose keywords that describe the content of your thesis or dissertation. Use keywords that will be easily recognized by others in your discipline.

• personality
• atomic emission spectroscopy
• Renaissance music
• Pride and Prejudice
• Jane Austen
• global feminism

Try not to use adjectives by themselves as keywords. For example, the word long-term doesn’t convey meaning by itself. However, if used in conjunction with a noun (e.g. long-term care), the meaning has greater significance. If possible include at least one keyword that does not appear in the abstract or title.

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• Dissertation Titles and Online Discovery

Abstract Requirements

Selecting keywords & subject headings.

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The Dissertation Abstract

The abstract is your dissertation's calling card to the world.  The abstract is usually your first connection with every potential reader.   It also is a key feature in discovery of your dissertation through search engines.

Abstract Requirements and Checklist :

• Number of paragraphs  : Abstract should be ONE PARAGRAPH  [no returns]
• CC License Option: If you have chosen a Creative Commons License , this must specified in the abstract mentioning the type of license and linking back the the CC License page.
• how many supplemental files
• type of file
• whether or not they are also accessible within the PDF.  
• T his includes the author video abstract
• Length:  Abstracts no longer have length requirements in UMI/Proquest, but the print version of the database will cut off at 350 words MAXIMUM.   APA Style calls for 150-250 words, which is most reasonable.    The shorter, the better.
• Final Sentence :  To enhance discovery every abstract must carry this sentence at the end

  This dissertation is available in open access at AURA: Antioch University Repository and Archive, https://aura.antioch.edu/  and OhioLINK ETD Center, https://etd.ohiolink.edu/

Keywords are also essential to your dissertation being discovered online.

Keyword Guidelines:

• Place the keywords a few lines below the Abstract in your dissertation
• Your Keyword field is limited to 350  characters
• The Keywords in the Final Submission Form must match the Keywords in the Dissertation

Selecting Keyword :

Consider:   Which words would someone interested in my dissertation use? 

• ​ Language/ Jargon  used in your academic field? e,g, community of practice, best self
• Synonyms and Related Terms:  e.g. non-profit, not-for-profit, third sector / eating disorders,  anorexia, bulimia
• Alternate Spellings :  e.g. organisation, organization
• Methodology : e.g. grounded theory, qualitative, etc.
• Population:   e.g.  teachers, executives, African Americans, college students, grandparents
• Venue:   e.g.  workplace, corporations, elementary schools

Test your Keywords in Google and Google Scholar to see if they yield the items similar to your dissertation.

Subject Headings

On the Final Submission Form you will also be able to select Subject Headings for the Ohiolink ETD Center Archive;

• These subject headings DO NOT go into your dissertation
• This is a "Controlled Vocabulary" List.    You cannot change or add to the list.  There is no Subject Heading for LEADERSHIP. So add 'leadership' in your keyword list.
• Choose the most appropriate subject headings for your dissertation.  

Attached below is the current list from which you will choose.

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Title, Abstract and Keywords

The importance of titles.

The title of your manuscript is usually the first introduction readers (and reviewers) have to your work. Therefore, you must select a title that grabs attention, accurately describes the contents of your manuscript, and makes people want to read further.

An effective title should:

• Convey the  main topics  of the study
• Highlight the  importance  of the research
• Be  concise
• Attract  readers

Writing a good title for your manuscript can be challenging. First, list the topics covered by the manuscript. Try to put all of the topics together in the title using as few words as possible. A title that is too long will seem clumsy, annoy readers, and probably not meet journal requirements.

Does Vaccinating Children and Adolescents with Inactivated Influenza Virus Inhibit the Spread of Influenza in Unimmunized Residents of Rural Communities?

This title has too many unnecessary words.

Influenza Vaccination of Children: A Randomized Trial

This title doesn’t give enough information about what makes the manuscript interesting.

Effect of Child Influenza Vaccination on Infection Rates in Rural Communities: A Randomized Trial This is an effective title. It is short, easy to understand, and conveys the important aspects of the research.

Think about why your research will be of interest to other scientists. This should be related to the reason you decided to study the topic. If your title makes this clear, it will likely attract more readers to your manuscript. TIP: Write down a few possible titles, and then select the best to refine further. Ask your colleagues their opinion. Spending the time needed to do this will result in a better title.

Abstract and Keywords

The Abstract is:

• A  summary  of the content of the journal manuscript
• A time-saving  shortcut  for busy researchers
• A guide to the most important parts of your manuscript’s written content

Many readers will only read the Abstract of your manuscript. Therefore, it has to be able to  stand alone . In most cases the abstract is the only part of your article that appears in indexing databases such as Web of Science or PubMed and so will be the most accessed part of your article; making a good impression will encourage researchers to read your full paper.

A well written abstract can also help speed up the peer-review process. During peer review, referees are usually only sent the abstract when invited to review the paper. Therefore, the abstract needs to contain enough information about the paper to allow referees to make a judgement as to whether they have enough expertise to review the paper and be engaging enough for them to want to review it.

Your Abstract should answer these questions about your manuscript:

• What was done?
• Why did you do it?
• What did you find?
• Why are these findings useful and important?

Answering these questions lets readers know the most important points about your study, and helps them decide whether they want to read the rest of the paper. Make sure you follow the proper journal manuscript formatting guidelines when preparing your abstract.

TIP: Journals often set a maximum word count for Abstracts, often 250 words, and no citations. This is to ensure that the full Abstract appears in indexing services.

Keywords  are a tool to help indexers and search engines find relevant papers. If database search engines can find your journal manuscript, readers will be able to find it too. This will increase the number of people reading your manuscript, and likely lead to more citations.

However, to be effective, Keywords must be chosen carefully. They should:

• Represent  the content of your manuscript
• Be  specific  to your field or sub-field

Manuscript title:  Direct observation of nonlinear optics in an isolated carbon nanotube

Poor keywords:  molecule, optics, lasers, energy lifetime

Better keywords:  single-molecule interaction, Kerr effect, carbon nanotubes, energy level structure

Manuscript title:  Region-specific neuronal degeneration after okadaic acid administration Poor keywords:  neuron, brain, OA (an abbreviation), regional-specific neuronal degeneration, signaling

Better keywords:  neurodegenerative diseases; CA1 region, hippocampal; okadaic acid; neurotoxins; MAP kinase signaling system; cell death

Manuscript title:  Increases in levels of sediment transport at former glacial-interglacial transitions

Poor keywords:  climate change, erosion, plant effects Better keywords:  quaternary climate change, soil erosion, bioturbation

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• Writing Tips

How to Choose the Best Keywords for Your Research Paper

• 6-minute read
• 29th July 2023

After writing a research paper, you will want others to find your research online. But how? Through social media? By telling your friends? You could. The only thing is that scholars and researchers typically find research through academic databases and search engines. To get your research noticed, you need to include keywords in your paper. But why do keywords matter? How can you choose the right keywords?

We’ll answer these questions in this post. You’ll learn how to choose the best keywords for a research paper . Additionally, you’ll learn:

• The importance of keywords.
• Strategies for choosing quality keywords.
• Where to include keywords in a paper.

While keywords may seem insignificant, failing to include them is a mistake when writing research papers . Quality keywords accurately represent the content of your research, allowing scholars in your field to find it in an online search quickly.

Why Are Keywords Important?

Keywords make it easy for others to find your research in search engines and academic databases. Finding relevant research papers can be arduous, so readers circumvent this by using specific phrases and terms to find research that aligns with their interests. Therefore, you need to include keywords to match those phrases and terms. Without quality keywords, your research will end up in the academic abyss.

In short, keywords:

●  Produce precise search results.

●  Save researchers time and effort as they search for material.

●  Enhance discoverability (i.e., help others find your research fast).

●  Ensure that your paper is properly categorized in databases.

As a rule, you should choose five keywords maximum for research papers.

Strategies for Choosing Robust Keywords

1. avoid long phrases and ambiguity.

For keywords in research papers, most journals request phrases that are one to four words in length, meaning no complete sentences. Try using nouns whenever possible, and avoid using conjunctions such as and . It’s also worth mentioning that you should avoid using terms that are in your paper’s title.

Use distinct keywords that are directly related to your research. Generic terms don’t reflect specific terms that potential readers use during their search.

2. Consider Your Audience

Who is your targeted audience? Educators? Engineers? Consider potential terms or phrases your audience would use to search for your research, then modify chosen keywords to match your audience’s terminology. Understanding your audience is vital for creating quality keywords.

3. Identify Core Concepts

What are the core concepts, topics, and themes of your research? These are the main ideas that the paper addresses, which can be found in the abstract section. Make a list of these items.

Let’s say your paper is about cyberbullying in high schools. Examples of core concepts/terms related to the research include:

●  Digital harassment

●  Exclusion

●  Trolling

●  Anonymity (the state of being nameless)

●  Impact on student mental health

●  Prevention and education

Core concepts, topics, and themes can be a few words or phrases. Once you’ve identified them, consider how to turn them into specific keywords.

4. Consult Similar Research

Consulting research papers on your topic is a great way to find keywords. As you research them, examine the keywords they use to describe their content. This can provide insight into commonly accepted terms and terminology within your field. We suggest researching at least three related papers.

5. Use Synonyms and Variations

Readers interested in your field will use different terminology in their online search. Therefore, you need to use synonyms and variations of your chosen keywords. Synonyms are words that have the same meaning as another word.

To illustrate this, let’s take the previous example of the paper about cyberbullying in high schools. You could use the following keywords for this research:

●  Cyberbullying awareness

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●  Online safety

●  Cyberbullying education

●  Student online behavior

What synonyms could you use for these keywords? Let’s try this:

●  Cyberbullying perception

●  Virtual security

●  Online harassment education

●  Student online conduct

You can play around with synonyms until you find ones that resonate with you. Using an online thesaurus, such as Word Hippo , can make finding synonyms a breeze.

6. Include Acronyms and Abbreviations

Does your paper contain commonly used acronyms and abbreviations , such as DNA and AI? If so, consider including them as keywords, as readers often use acronyms and abbreviations to find relevant research. This will significantly increase the chances of readers finding your work.

However, we don’t recommend using acronyms or abbreviations that are only known within your field. A general audience will likely be unfamiliar with them. We suggest spelling them out in full if you think they would be strong keywords. You should also spell the definition as a keyword if the abbreviation or acronym appears in the paper’s title.

7. Test Your Keywords for Optimal Results

Once you’ve compiled your best keywords, test them in search engines and academic databases to see if they produce the right results. Think of it as testing a tent in your backyard before going out into the woods for an overnight camping trip. If there are problems with the tent during the backyard test, you can at least retreat into your house. Likewise, if the chosen keywords don’t generate positive results in a test, you can refine them before submitting the paper.

Where Are Keywords Included in a Paper?

Some sources insist that you include keywords in the title, while others say subheadings are better. Most academic journals require paying a subscription to access full articles. However, one can easily access a paper’s abstract in academic search engines like Google Scholar.

Therefore, we recommend including keywords in the abstract section. Additionally, it provides an overall summary of your paper, making it the ideal spot for keywords.

Let’s summarize what we’ve learned:

●  Keywords help readers find your research in search engines.

●  Aim for five keywords.

●  Keywords should be one to four words in length.

●  Identify a potential audience before selecting keywords.

●  Consult similar research for samples of appropriate keywords.

●  Use word variations (synonyms).

●  Include abbreviations and acronyms.

●  Test keywords before submitting the paper.

Finally, for our visual readers, we recommend this video on choosing the best keywords for a paper.

As with any writing, we strongly recommend proofreading your research paper before submission. It needs to be checked for common errors such as typos and extra spacing. We understand the challenges of proofreading, which is why we recommend asking us to proofread and review your writing . We can check that the paper is clear and concise. Additionally, we will ensure perfect grammar, spelling, and punctuation. Consider submitting a 500-word document for free!

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How to Write a Research Paper

• Formulate Questions/Thesis
• Identify Keywords
• Find Background Info
• Search Strategies
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• Quote, Paraphrase, Summarize

Generate Keywords

• Keyword Generator University of Texas. Tutorial that walks you through generating keywords.

Image source: Powernowllc. CC0 1.0.  Wikimedia Commons.

What Are Keywords?

Keywords are important words/concepts found in your research question or thesis. 

A quick and dirty way to pull keywords from a research question/thesis is to choose the most important nouns ; all other words are irrelevant.

Using keywords to search will always retrieve more results than phrases or sentences.

Image source:  Producer.  CC BY-SA 3.0. Wikimedia Commons

Find Keywords

• within your research question or thesis
• in encyclopedias used in background research
• in bibliographies found at the end of books and  articles
• in a thesaurus (or in Word's thesaurus under the Review tab)
• by asking a librarian

Image source:  Evan-Amos .  Public Domain.  Wikimedia Commons.

Chart Keywords

• Keyword Chart

Keywords have a profound impact on search results. Using the right words will speed up the research process, while the wrong ones can bring to it to a painfully screeching halt.

If the keywords you initially choose do not give good results, try others on your list, try search strategies , or ask a librarian for help.

Use the chart above to document keywords related to your topic.  Keep it by your side when you start your research.

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• Last Updated: Apr 11, 2024 11:23 AM
• URL: https://libguides.lvc.edu/researchpaper

APA 7th Edition Style Guide

• Abstracts & Keywords
• Authors & Publication Dates
• Titles & Sources
• In-line, Within-Text Citation ch.8
• Is this a "real" journal? evaluating journals
• Tables and Figures
• Librarian contact

Always follow the abstract guidelines by the journal you are wishing to publish in. That being said, these are some general requirements for writing abstracts:

• An abstract is a summary of the research or article.  Essentially the goal of the abstract is to give a one or two sentence summary from each section  of the article, which typically contains an introduction, methods or design, results, discussion or conclusion. There can be of course deviations from this, but this is typical
• abstracts are in paragraph form. However, some journals have specific formats, one example is below.
• The norm is for 200-250 words for the abstract. Be concise.

What are the keywords for? They are used for indexing and abstracting of your articles, i.e., they help people searching in databases to be able to find your article.

What should I use for keywords? Basically you want to use words that collectively describe your research. They should summarize what your article is about. Look at some publications in your research area and see how they write their keywords. Really think about what the keywords in that particular research are describing or trying to focus on. 

What is the format for keywords? Always follow the journal guidelines that you are publishing in. Most likely they will have specifics. Following APA 7th edition guidelines, the phrase Keywords is to be in italics with a colon, followed by the keywords or phrases separated by commas. After the last keyword, no punctuation is used.   

So if I were writing keywords for this research guide I might use:

Keywords: library research guides, LibGuides, APA 7th edition, citation styles

Abstracts & Keywords: Examples

Vollbehr, N. K., Hoenders, H. J. R., Bartels‐Velthuis, A. A., Nauta, M. H., Castelein, S., Schroevers, M. J., Stant, A.D., de Jong, P.J., &  Ostafin, B. D. (2020). A mindful yoga intervention for young women with major depressive disorder: Design and baseline sample characteristics of a randomized controlled trial.  International Journal of Methods in Psychiatric Research, 29 , Article e1820. doi:http://dx.doi.org/10.1002/mpr.1820

Reddy-Best, K.L. & Choi, E. (2020). "Male hair cannot extend below plane of the shoulder" and "no cross dressing": critical queer analysis of high school dress codes in the United States. Journal of Homosexuality , 67 (9):1290-1340.  https://doi.org/10.1080/00918369.2019.1585730

In this study, we questioned how high school dress codes outlined in official handbooks were written or presented in regard to the gender binary, either/or perspective. We critically analyzed how or if they allowed for flexibility in expression of gender and sexual identity and if they supported, encouraged, or affirmed a variety of expressions, in particular transgender and gender non-conforming expressions, throughout the text or images. The content analysis method was used to analyze 735 handbooks from the 2016 to 2017 school year. Three themes emerged from the data: (1) support of fluid gender expression, yet not overt support; (2) passive marginalization of gender non-conforming or transgender identities or expressions; and (3) active marginalization of gender non-conforming or transgender identities or expressions. The “LGBTQ+ Dress Code Analysis Tool” was developed for policy makers to use to analyze their dress codes.

Keywords : Dress code, gender, high school, LGBTQ+, queer, sexuality

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Literature Reviews

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• Topic Selection

Suggested Tutorials

Identifying keywords & search terms, keyword tips, link keywords effectively (boolean searching), what are keywords, resources for instructors.

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• Identifying Keywords
• Choosing and Using Keywords: Credo Tutorial

Identify Keywords

To identify keywords, first start by writing out your research statement or question. Then follow these steps:

• Start by writing your research question, or thesis statement.
• Example: Are  social media  users concerned about their personal  privacy ? 
• NOTE: You can always add in search terms later, so try starting with fewer terms. 
• Example synonyms: concern, worry

Searching with keywords

Example search: ( "Social Media" OR "social network") AND (privacy OR "personal privacy") AND (concern OR worry)

·   As you search you may find more -or better- keywords & synonyms to use, or different spellings... play around with keywords and different combinations to see what is most useful

·   Use AND to link different concepts and keywords together

·   Use OR to group synonyms, or similar concepts together in parentheses

·   Use quotation marks to search for specific phrases , or key words with two or more words

• Try different search terms
• Go into Advanced Search to search by topic, such as "nuclear power," then create another subject box to add a second term of "history" or other terms that make sense for your interest.
• Most databases will allow you to check various boxes to manipulate your search terms (dates of publication, types of sources, whether or not there are illustrations, etc.).
• Try popular terms such as "fracking"
• See if the catalog leads you to a formal term, such as "hydraulic fracturing."
• If nothing comes up for your term, search a basic database such as Academic Search Complete or look around in Google or even Wikipedia to see if you can find some alternative terms to use.
• Perform an initial search in CatSearch. From the results page, explore subject categories on the right

Boolean operators are words you use to link your search terms together when searching for resources. 

Use them to increase or decrease the number of search results to find what you need

Unlike Google and other web searches, databases work best when you enter keywords instead of full phrases or questions.

• Keywords represent the major concepts of your topic
• Learn new vocabulary or keywords from your initial search results
• Try variations of a keyword, or synonyms.
• When you find a worthy source, get additional keywords from the title, abstract, and subject headings.

Identifying main concepts within your research question/topic.

Research Question:  How does lack of access to food effect child development?

Main Concepts:  lack of access to food, child development (words like how, does, and, to, etc. are not important)

There are a few types of keywords that you can work with, depending on your topic.

• Narrow - can you use a more focused word or idea? (ex. brain development, physical health)
• Broad - what is the big picture idea behind your topic? (ex. Wellness, Health)
• Related - are there concepts that closely relate to your topic? (ex. hunger, nutrition)
• Similar - are there synonyms for your topic/concepts? (ex. hunger, food insecurity, food security, food desert)
• Instructor Resources for Teaching Research Lesson plans, activities, suggested tutorials, and handouts for each part of the research process. Resources are included for both in person, and online asynchronous classes.
• Neurodiversity Teaching Strategies
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• Next: Search for Articles, Books, & More >>
• Last Updated: Mar 19, 2024 8:27 PM
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Accessibility Statement

Choosing Effective Keywords

• Research Process
• Peer Review
• Most journals require authors to select 4-8 keywords (or phrases) to accompany a manuscript to facilitate online searches
• In biomedical fields, MeSH terms are a good 'common vocabulary' to draw from
• Try Google Scholar to see what terms are most common in your field

Updated on April 8, 2014

As the volume of research output and the number of journals expand, identifying relevant studies in the literature is becoming increasingly challenging. To facilitate online article searches, most journals require authors to select 4-8 keywords (or phrases) to accompany a manuscript. Keywords may also be used to match a specific editor to a manuscript and to identify peer reviewers with related research interests. To maximize your manuscript's chances of a well-matched review and readership, here are three considerations when choosing key terms:

Your target journal's instructions for authors

Guidelines for the number and type of keywords may vary between journals. In certain cases, the editors will even provide a list of preferred terms, and clinical publications will often specifically request keywords drawn from the U.S. National Library of Medicine's collection of Medical Subject Headings (MeSH). The use of MeSH terms ensures that a “common vocabulary” is applied to index biomedical content, facilitating literature searches. In other cases, a journal may specify particular keywords that should not be used, such as words already included in your manuscript's title.

Your title, abstract, and main text

If your target journal does not exclude the use of keywords that are also employed in the title, you should seriously consider including this type of keyword. In particular, key terms that are shared with your manuscript title and/or abstract can help to increase the visibility of your study in article searches due to the algorithm used by many search engines. Crafting an effective, representative title is therefore critical. Additionally, search terms should accurately reflect the content of your main text; avoid words used only once or twice in the main text or not at all.

Your target audience

Your readers will likely search for terms that are commonly used in your field and related areas. You should thus avoid using esoteric terminology, such as an unusual abbreviation or a newly coined name for a technique, as keywords. However, very general search terms (such as “cell” or “PCR”), which may make it difficult for a researcher to find your article amid many other hits and for a journal to select an appropriate editor and peer reviewers, should also be omitted from the keyword list. The same is true for abbreviations that may have multiple meanings (such as “PLC,” which could stand for “phospholipase C” or “peptide-loading complex”). To identify potentially effective keywords, consider using Google Scholar or another engine to search for different commonly used, yet specific, terms and assessing how relevant the results are to your own work.

See our series of tips on using Google Scholar for more information.

We hope that we have provided useful guidance on choosing effective keywords for your manuscript. If you have any questions or comments, please contact us at [email protected] . Best wishes!

Michaela Panter, PhD

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• Manuscript Preparation

How to Choose Keywords for a Manuscript?

• 3 minute read
• 72.5K views

Table of Contents

Do you feel your article is being unnoticed? It can sometimes feel as if your work is sunk, in an ocean of millions of others, and not being found and read as often as you imagined. If this is the case, you are not alone. Unfortunately, in the internet era, just good research is hardly enough. A quality text edition of your manuscript and stunning presentations may be the next step for calling some attention, but making your work pop out from millions of others is a challenge that is often under thought by many researchers.

Actually, there are a few things in your power to help an article climb up search engine rankings. It all comes down to two concepts that you probably have heard a thousand times before: SEO and Keywords.

• Working with SEO (search engine optimization): Basically, this means helping search engines find your article relevant for certain search terms on the internet. This is done by choosing strategic keywords that correspond to words in the internet user’s search. This way your article has the best chance to appear in a higher position within a probably (very) long list of other related research.
• Choosing keywords for manuscripts: Keywords are words that capture the essence of your paper. They make your paper searchable (and findable!) and ensure that you get more citations. Therefore, it is important to include relevant keywords to help others find your paper. Don’t forget these simple tips, outlined below.

How to Select the Best Keywords for a Manuscript

The secret to choosing the best keywords for your manuscript is a matter of fine balance. On one hand, we recommend avoiding too many single-words (unless it is completely necessary) so that the search doesn’t render too unspecific. On the other hand, too many words may over-filter your article, making it more difficult to find.

There is also the tendency to add credibility to an article by selecting a lot of specialized keywords. However, that may actually dim the chances of your article being found. Rather than reducing your search chances to a specialized niche of experts, try to use more general terms used in literature to open your work to a more heterogeneous population.

Avoiding the duplication of words already in the article’s title is strongly recommended by journals. It is preferable to choose keywords that compliment the main topic of your research, including related words and/or methodology-specific terms.

Always remember to test your selected keywords. Do you think your article is difficult to find? Does the search pull up very similar articles to your own? Testing gives you the chance to tailor your keyword selection even further and, also very importantly, it can give you a valuable perspective of your “competitors.”

Making your article stand out is the ultimate challenge for its consumption. It might be daunting for researchers who feel overwhelmed by the digital world. However, don’t worry. Elsevier offers text editing services that not only provide excellent quality text for your manuscript, but also help you make the necessary amendments to fit it into your journal’s guidelines. This way, you are also ensuring that the keywords you chose as relevant line up with the journal’s requirements, making the whole process much easier.

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We know that, as an academic researcher, you have many things to do to stay relevant. Writing a manuscript is a crucial part of your endeavors.

That’s why we, at Elsevier Author Services, support you throughout your publication journey with a suite of products and services that help improve your manuscript before submission and beyond.

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Q. How can I pick the best keywords to use when researching my topic?

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Answered By: Priscilla Coulter Last Updated: Jun 06, 2023     Views: 123385

The words that you type into a search box are the key to finding the most relevant articles and books.  That's why they're called key words!

You'll need to choose keywords carefully. See the steps below (or if you prefer, here is a short video ).

1.  Write out a brief description (1 or 2 sentences) of your research topic.  It can be very helpful to phrase it in the form of a question that you'd like to answer. (See the research question example below.)

2.  Identify the most important 2 - 4 words from your research question. These are your key concepts .

• To decide which words are most important, imagine that you need to explain your topic to someone using no more than 4 words. Words like "does," "the," "in," or "of" (while useful in a sentence) won't be specific enough, so you wouldn't use those.

3.  For each key concept, make a list of other words with the same or related meanings.  These will be your keywords!

• Use a thesaurus to find synonyms.
• Think of specific examples or types. 
• If your topic is something you don't know enough about yet, it can be hard to think of synonyms or examples. Find some background information  on your topic to help jump-start your brainstorming!

1.  Go to the library's homepage and find the Everything search box .

2.  Choose one keyword from each concept list.  Type those keywords into the search box. Type AND between each one (learn about Boolean operators : AND, OR, NOT ).

Examples (from our list above) :

• students AND online classes AND social networking AND learning
• college students AND online courses AND social media AND performance
• learners AND online courses AND Facebook AND grades  

3.  Click search and explore the results.  Try several of your keyword combinations, and keep a list of the keywords that fetch the most relevant articles .

• If you get too many results, try to narrow your search by adding more keywords .
• If you get too few results, try to broaden your search by using fewer keywords .

4.   Look closely at the most relevant articles in your search results. You may see new author-supplied keywords or database subject headings that describe your topic. Add those terms to your list .

5.  Create new keyword combinations from your refined list of terms, and test them again ! 

•  undergraduates AND online courses AND social networking
•  student engagement AND higher education AND social networking
• learning communities AND online courses AND social networking

6.   As you try out new keyword combinations, it can be very helpful to save the most relevant articles as you go along.

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How to Write a Dissertation | A Guide to Structure & Content

A dissertation or thesis is a long piece of academic writing based on original research, submitted as part of an undergraduate or postgraduate degree.

The structure of a dissertation depends on your field, but it is usually divided into at least four or five chapters (including an introduction and conclusion chapter).

The most common dissertation structure in the sciences and social sciences includes:

• An introduction to your topic
• A literature review that surveys relevant sources
• An explanation of your methodology
• An overview of the results of your research
• A discussion of the results and their implications
• A conclusion that shows what your research has contributed

Dissertations in the humanities are often structured more like a long essay , building an argument by analysing primary and secondary sources . Instead of the standard structure outlined here, you might organise your chapters around different themes or case studies.

Other important elements of the dissertation include the title page , abstract , and reference list . If in doubt about how your dissertation should be structured, always check your department’s guidelines and consult with your supervisor.

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Table of contents

Acknowledgements, table of contents, list of figures and tables, list of abbreviations, introduction, literature review / theoretical framework, methodology, reference list.

The very first page of your document contains your dissertation’s title, your name, department, institution, degree program, and submission date. Sometimes it also includes your student number, your supervisor’s name, and the university’s logo. Many programs have strict requirements for formatting the dissertation title page .

The title page is often used as cover when printing and binding your dissertation .

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The acknowledgements section is usually optional, and gives space for you to thank everyone who helped you in writing your dissertation. This might include your supervisors, participants in your research, and friends or family who supported you.

The abstract is a short summary of your dissertation, usually about 150-300 words long. You should write it at the very end, when you’ve completed the rest of the dissertation. In the abstract, make sure to:

• State the main topic and aims of your research
• Describe the methods you used
• Summarise the main results
• State your conclusions

Although the abstract is very short, it’s the first part (and sometimes the only part) of your dissertation that people will read, so it’s important that you get it right. If you’re struggling to write a strong abstract, read our guide on how to write an abstract .

In the table of contents, list all of your chapters and subheadings and their page numbers. The dissertation contents page gives the reader an overview of your structure and helps easily navigate the document.

All parts of your dissertation should be included in the table of contents, including the appendices. You can generate a table of contents automatically in Word.

If you have used a lot of tables and figures in your dissertation, you should itemise them in a numbered list . You can automatically generate this list using the Insert Caption feature in Word.

If you have used a lot of abbreviations in your dissertation, you can include them in an alphabetised list of abbreviations so that the reader can easily look up their meanings.

If you have used a lot of highly specialised terms that will not be familiar to your reader, it might be a good idea to include a glossary . List the terms alphabetically and explain each term with a brief description or definition.

In the introduction, you set up your dissertation’s topic, purpose, and relevance, and tell the reader what to expect in the rest of the dissertation. The introduction should:

• Establish your research topic , giving necessary background information to contextualise your work
• Narrow down the focus and define the scope of the research
• Discuss the state of existing research on the topic, showing your work’s relevance to a broader problem or debate
• Clearly state your objectives and research questions , and indicate how you will answer them
• Give an overview of your dissertation’s structure

Everything in the introduction should be clear, engaging, and relevant to your research. By the end, the reader should understand the what , why and how of your research. Not sure how? Read our guide on how to write a dissertation introduction .

Before you start on your research, you should have conducted a literature review to gain a thorough understanding of the academic work that already exists on your topic. This means:

• Collecting sources (e.g. books and journal articles) and selecting the most relevant ones
• Critically evaluating and analysing each source
• Drawing connections between them (e.g. themes, patterns, conflicts, gaps) to make an overall point

In the dissertation literature review chapter or section, you shouldn’t just summarise existing studies, but develop a coherent structure and argument that leads to a clear basis or justification for your own research. For example, it might aim to show how your research:

• Addresses a gap in the literature
• Takes a new theoretical or methodological approach to the topic
• Proposes a solution to an unresolved problem
• Advances a theoretical debate
• Builds on and strengthens existing knowledge with new data

The literature review often becomes the basis for a theoretical framework , in which you define and analyse the key theories, concepts and models that frame your research. In this section you can answer descriptive research questions about the relationship between concepts or variables.

The methodology chapter or section describes how you conducted your research, allowing your reader to assess its validity. You should generally include:

• The overall approach and type of research (e.g. qualitative, quantitative, experimental, ethnographic)
• Your methods of collecting data (e.g. interviews, surveys, archives)
• Details of where, when, and with whom the research took place
• Your methods of analysing data (e.g. statistical analysis, discourse analysis)
• Tools and materials you used (e.g. computer programs, lab equipment)
• A discussion of any obstacles you faced in conducting the research and how you overcame them
• An evaluation or justification of your methods

Your aim in the methodology is to accurately report what you did, as well as convincing the reader that this was the best approach to answering your research questions or objectives.

Next, you report the results of your research . You can structure this section around sub-questions, hypotheses, or topics. Only report results that are relevant to your objectives and research questions. In some disciplines, the results section is strictly separated from the discussion, while in others the two are combined.

For example, for qualitative methods like in-depth interviews, the presentation of the data will often be woven together with discussion and analysis, while in quantitative and experimental research, the results should be presented separately before you discuss their meaning. If you’re unsure, consult with your supervisor and look at sample dissertations to find out the best structure for your research.

In the results section it can often be helpful to include tables, graphs and charts. Think carefully about how best to present your data, and don’t include tables or figures that just repeat what you have written  –  they should provide extra information or usefully visualise the results in a way that adds value to your text.

Full versions of your data (such as interview transcripts) can be included as an appendix .

The discussion  is where you explore the meaning and implications of your results in relation to your research questions. Here you should interpret the results in detail, discussing whether they met your expectations and how well they fit with the framework that you built in earlier chapters. If any of the results were unexpected, offer explanations for why this might be. It’s a good idea to consider alternative interpretations of your data and discuss any limitations that might have influenced the results.

The discussion should reference other scholarly work to show how your results fit with existing knowledge. You can also make recommendations for future research or practical action.

The dissertation conclusion should concisely answer the main research question, leaving the reader with a clear understanding of your central argument. Wrap up your dissertation with a final reflection on what you did and how you did it. The conclusion often also includes recommendations for research or practice.

In this section, it’s important to show how your findings contribute to knowledge in the field and why your research matters. What have you added to what was already known?

You must include full details of all sources that you have cited in a reference list (sometimes also called a works cited list or bibliography). It’s important to follow a consistent reference style . Each style has strict and specific requirements for how to format your sources in the reference list.

The most common styles used in UK universities are Harvard referencing and Vancouver referencing . Your department will often specify which referencing style you should use – for example, psychology students tend to use APA style , humanities students often use MHRA , and law students always use OSCOLA . M ake sure to check the requirements, and ask your supervisor if you’re unsure.

To save time creating the reference list and make sure your citations are correctly and consistently formatted, you can use our free APA Citation Generator .

Your dissertation itself should contain only essential information that directly contributes to answering your research question. Documents you have used that do not fit into the main body of your dissertation (such as interview transcripts, survey questions or tables with full figures) can be added as appendices .

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Research Process :: Step by Step

• Introduction
• Select Topic
• Identify Keywords
• Background Information
• Develop Research Questions
• Refine Topic
• Search Strategy
• Popular Databases
• Evaluate Sources
• Types of Periodicals
• Reading Scholarly Articles
• Primary & Secondary Sources
• Organize / Take Notes
• Writing & Grammar Resources
• Annotated Bibliography
• Literature Review
• Citation Styles
• Paraphrasing
• Privacy / Confidentiality
• Research Process
• Selecting Your Topic

Identifying Keywords

• Gathering Background Info
• Evaluating Sources

Mind Mapping

Created by Joshua Vossler

Make a list of keywords relevant to your topic.  Be sure to list similar, broader, narrower, and related terms . Keep the list by your side when you start your research and continue to add to it as you come across useful terms.

Before searching for information, you need to identify keywords related to your topic. The keywords you use have an impact on the results of your research. 

If the keywords you choose do not give you the results you need, try the others on your list or use the  search strategies  listed under Step 2.

Keywords and phrases can easily be found by scanning . . .

• your initial research questions
• encyclopedia and other articles used when conducting background research
• bibliographies found at the end of books and articles

If you are still struggling, try these suggestions:

• Use a thesaurus to identify synonyms
• Find pictures related to your topic, then describe the picture
• Brainstorm keywords with a librarian, your instructor, or a friend

Combining Keywords

When researching, we are like detectives trying to combine the right terms in the right place to find the information we need. This information will help you combine search terms to find relevant sources.

Broad Search

Search for information using the single most important term related to your topic. Use this type of search when looking for basic background information.

Specific Search

Search for information by combining key concepts using the words you have brainstormed. Each concept/word should be separated by the word "AND" . Use this kind of search when looking for specific evidence related to your claim or thesis.

Getting Too Many Irrelevant Results?

Add more search terms.

Getting Too Few Relevant Results?

Change or remove some search terms.

Using a Concept Map

A concept map is a graphical tool used to organize and structure knowledge. 

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The Dissertation Abstract: 101

How to write a clear & concise abstract (with examples).

By:   Madeline Fink (MSc) Reviewed By: Derek Jansen (MBA)   | June 2020

So, you’ve (finally) finished your thesis or dissertation or thesis. Now it’s time to write up your abstract (sometimes also called the executive summary). If you’re here, chances are you’re not quite sure what you need to cover in this section, or how to go about writing it. Fear not – we’ll explain it all in plain language , step by step , with clear examples .

Overview: The Dissertation/Thesis Abstract

• What exactly is a dissertation (or thesis) abstract
• What’s the purpose and function of the abstract
• Why is the abstract so important
• How to write a high-quality dissertation abstract
• Example/sample of a quality abstract
• Quick tips to write a high-quality dissertation abstract

What is an abstract?

Simply put, the abstract in a dissertation or thesis is a short (but well structured) summary that outlines the most important points of your research (i.e. the key takeaways). The abstract is usually 1 paragraph or about 300-500 words long (about one page), but but this can vary between universities.

A quick note regarding terminology – strictly speaking, an abstract and an executive summary are two different things when it comes to academic publications. Typically, an abstract only states what the research will be about, but doesn’t explore the findings – whereas an executive summary covers both . However, in the context of a dissertation or thesis, the abstract usually covers both, providing a summary of the full project.

In terms of content, a good dissertation abstract usually covers the following points:

• The purpose of the research (what’s it about and why’s that important)
• The methodology (how you carried out the research)
• The key research findings (what answers you found)
• The implications of these findings (what these answers mean)

We’ll explain each of these in more detail a little later in this post. Buckle up.

What’s the purpose of the abstract?

A dissertation abstract has two main functions:

The first purpose is to  inform potential readers  of the main idea of your research without them having to read your entire piece of work. Specifically, it needs to communicate what your research is about (what were you trying to find out) and what your findings were . When readers are deciding whether to read your dissertation or thesis, the abstract is the first part they’ll consider. 

The second purpose of the abstract is to  inform search engines and dissertation databases  as they index your dissertation or thesis. The keywords and phrases in your abstract (as well as your keyword list) will often be used by these search engines to categorize your work and make it accessible to users. 

Simply put, your abstract is your shopfront display window – it’s what passers-by (both human and digital) will look at before deciding to step inside. 

Why’s it so important?

The short answer – because most people don’t have time to read your full dissertation or thesis! Time is money, after all…

If you think back to when you undertook your literature review , you’ll quickly realise just how important abstracts are! Researchers reviewing the literature on any given topic face a mountain of reading, so they need to optimise their approach. A good dissertation abstract gives the reader a “TLDR” version of your work – it helps them decide whether to continue to read it in its entirety. So, your abstract, as your shopfront display window, needs to “sell” your research to time-poor readers.

You might be thinking, “but I don’t plan to publish my dissertation”. Even so, you still need to provide an impactful abstract for your markers. Your ability to concisely summarise your work is one of the things they’re assessing, so it’s vital to invest time and effort into crafting an enticing shop window.  

A good abstract also has an added purpose for grad students . As a freshly minted graduate, your dissertation or thesis is often your most significant professional accomplishment and highlights where your unique expertise lies. Potential employers who want to know about this expertise are likely to only read the abstract (as opposed to reading your entire document) – so it needs to be good!

Think about it this way – if your thesis or dissertation were a book, then the abstract would be the blurb on the back cover. For better or worse, readers will absolutely judge your book by its cover .

How to write your abstract

As we touched on earlier, your abstract should cover four important aspects of your research: the purpose , methodology , findings , and implications . Therefore, the structure of your dissertation or thesis abstract needs to reflect these four essentials, in the same order.  Let’s take a closer look at each of them, step by step:

Step 1: Describe the purpose and value of your research

Here you need to concisely explain the purpose and value of your research. In other words, you need to explain what your research set out to discover and why that’s important. When stating the purpose of research, you need to clearly discuss the following:

• What were your research aims and research questions ?
• Why were these aims and questions important?

It’s essential to make this section extremely clear, concise and convincing . As the opening section, this is where you’ll “hook” your reader (marker) in and get them interested in your project. If you don’t put in the effort here, you’ll likely lose their interest.

Step 2: Briefly outline your study’s methodology

In this part of your abstract, you need to very briefly explain how you went about answering your research questions . In other words, what research design and methodology you adopted in your research. Some important questions to address here include:

• Did you take a qualitative or quantitative approach ?
• Who/what did your sample consist of?
• How did you collect your data?
• How did you analyse your data?

Simply put, this section needs to address the “ how ” of your research. It doesn’t need to be lengthy (this is just a summary, after all), but it should clearly address the four questions above.

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Step 3: Present your key findings

Next, you need to briefly highlight the key findings . Your research likely produced a wealth of data and findings, so there may be a temptation to ramble here. However, this section is just about the key findings – in other words, the answers to the original questions that you set out to address.

Again, brevity and clarity are important here. You need to concisely present the most important findings for your reader.

Step 4: Describe the implications of your research

Have you ever found yourself reading through a large report, struggling to figure out what all the findings mean in terms of the bigger picture? Well, that’s the purpose of the implications section – to highlight the “so what?” of your research. 

In this part of your abstract, you should address the following questions:

• What is the impact of your research findings on the industry /field investigated? In other words, what’s the impact on the “real world”. 
• What is the impact of your findings on the existing body of knowledge ? For example, do they support the existing research?
• What might your findings mean for future research conducted on your topic?

If you include these four essential ingredients in your dissertation abstract, you’ll be on headed in a good direction.

Example: Dissertation/thesis abstract

Here is an example of an abstract from a master’s thesis, with the purpose , methods , findings , and implications colour coded.

The U.S. citizenship application process is a legal and symbolic journey shaped by many cultural processes. This research project aims to bring to light the experiences of immigrants and citizenship applicants living in Dallas, Texas, to promote a better understanding of Dallas’ increasingly diverse population. Additionally, the purpose of this project is to provide insights to a specific client, the office of Dallas Welcoming Communities and Immigrant Affairs, about Dallas’ lawful permanent residents who are eligible for citizenship and their reasons for pursuing citizenship status . The data for this project was collected through observation at various citizenship workshops and community events, as well as through semi-structured interviews with 14 U.S. citizenship applicants . Reasons for applying for U.S. citizenship discussed in this project include a desire for membership in U.S. society, access to better educational and economic opportunities, improved ease of travel and the desire to vote. Barriers to the citizenship process discussed in this project include the amount of time one must dedicate to the application, lack of clear knowledge about the process and the financial cost of the application. Other themes include the effects of capital on applicant’s experience with the citizenship process, symbolic meanings of citizenship, transnationalism and ideas of deserving and undeserving surrounding the issues of residency and U.S. citizenship. These findings indicate the need for educational resources and mentorship for Dallas-area residents applying for U.S. citizenship, as well as a need for local government programs that foster a sense of community among citizenship applicants and their neighbours.

Practical tips for writing your abstract

When crafting the abstract for your dissertation or thesis, the most powerful technique you can use is to try and put yourself in the shoes of a potential reader. Assume the reader is not an expert in the field, but is interested in the research area. In other words, write for the intelligent layman, not for the seasoned topic expert. 

Start by trying to answer the question “why should I read this dissertation?”

Remember the WWHS.

Make sure you include the  what , why ,  how , and  so what  of your research in your abstract:

• What you studied (who and where are included in this part)
• Why the topic was important
• How you designed your study (i.e. your research methodology)
• So what were the big findings and implications of your research

Keep it simple.

Use terminology appropriate to your field of study, but don’t overload your abstract with big words and jargon that cloud the meaning and make your writing difficult to digest. A good abstract should appeal to all levels of potential readers and should be a (relatively) easy read. Remember, you need to write for the intelligent layman.

Be specific.

When writing your abstract, clearly outline your most important findings and insights and don’t worry about “giving away” too much about your research – there’s no need to withhold information. This is the one way your abstract is not like a blurb on the back of a book – the reader should be able to clearly understand the key takeaways of your thesis or dissertation after reading the abstract. Of course, if they then want more detail, they need to step into the restaurant and try out the menu.

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17 Comments

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Isf 189 & 190: thesis: keywords and descriptors.

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What are they?

Keywords, also called search terms, are the words you enter into the search boxes in catalogs, databases, and search engines. They represent the main concepts of your research topic. 

Descriptors, or subject headings, are terms used by the creators of a database to "officially" label a particular concept. This is referred to as a controlled vocabulary. 

It is generally easier to start your search by using keywords, but if the resource you are searching supplies you with descriptors, you may want to incorporate those into your search for more relevant results. 

Before you start searching, take a moment to consider what keywords you will use. 

• Identify the main concepts of your topic
• Brainstorm synonyms and related terms that could be used to describe your topic
• Spell out abbreviations

Be prepared to run multiple searches using various keywords. It's rare that your first search will bring back perfect results.

Turn your topic into keywords

Here is an example of a research question: What is the impact of college binge-drinking on school performance?

Identify the key concepts: college, binge-drinking, school performance

Identify synonyms or related terms

• College: university, higher education
• Binge-drinking: alcohol use, alcohol abuse
• School performance: grades, student achievement, academic performance, student success

Because the databases search for the exact words you enter, certain types of words can be unhelpful to include in your search. These include:

relationship words -- those that get at the relationship between two topics. Examples: compare, contrast, correlation, causation, relationship

judgement words -- those that judge something to be better or worse than something else. Examples; best, worst, pro, con, advantages, disadvantages

It may be that you will have success using these terms, but since there are many ways these ideas can be express or implied, using these terms in your searches may exclude relevant articles simply because they don't include the exact word that you entered. 

Abbreviations

Usually you'll want to spell out abbreviations when searching databases and search engines. But you can also search for both the abbreviation and the complete word or phraseby connecting the terms with OR. 

Example: Cognitive Behavior Therapy OR CBT

Descriptors

As explained above, descriptors are standardized language used by a database to describe concepts. You can usually find the database's controlled vocabulary in a section called subject terms or thesaurus. Be aware that each database can have their own controlled vocabulary, so the language used to describe a concept may not be consistent across databases.

From:  Cooper, Harris, Harris M Cooper, and Larry V. Hedges. 1994.  The Handbook of research synthesis . New York: Russell Sage Foundation. 

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• Last Updated: Mar 12, 2024 3:02 PM
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• Library databases
• Library website

Database Search Skills: Select Keywords

Introduction to keywords.

Keywords, also commonly called search terms, are the words that you enter into the database search boxes. They represent the main concepts of your research topic and are the words used in everyday life to describe the topic. Without the right keywords, you may have difficulty finding the articles that you need.

Selecting keywords is a multi-step process that involves:

• identifying the main concepts of your topic
• brainstorming synonyms and antonyms that could also be used to describe your topic
• spell out abbreviations

It is very rare that your first search will bring back perfect results. It takes trial and error to determine which keywords work best for your topic. Be prepared to run multiple searches in your quest for the keywords that will help you find the materials you need.

Turn your topic into keywords

When doing an internet search in Google or Bing, you can enter your complete research question in the search box and get a bunch of results. However, if you enter your entire research question in the Library databases, you probably won't get any results. This is because the library databases look for the exact words that you enter in the search box(es). If the database can't find all of the words that you entered in the search boxes in the information about an article, it won't bring back any results. That's why it's important to search only for the main parts of your topic.  

Here is an example of a research question:

What is the relationship between test performance and the retention of ESL students?

The keywords for this topic are listed below:

• test performance
• ESL students

Avoid abstract or implied concepts

Because the databases search for the exact words that you enter, certain types of words can be unhelpful to include in your search. These include:

relationship words : words that get at the relationship between two topics

examples: compare, contrast, correlation, causation, relationship  

judgment words : words that judge something to be better or worse than something else

examples: best, worst, pro, con, advantages, disadvantages

There are many ways these ideas can be expressed or even implied. Using these words in your searches may exclude relevant articles on your topic simply because they don't include the exact word that you entered. By leaving out these words, you allow the database to find all of the articles on your main topics, which you can then evaluate to see if they fit your needs.

Synonyms & antonyms

Synonyms are words that have the same or similar meaning. Antonyms are words that have the opposite meaning. Both can be helpful when trying to determine relevant keywords for your research topic.

Some topics have many different terms that can be used to describe them. For example, here are some additional keywords that could be used for test performance :

• Tests     
• Exams     
• Test-Taking Skill
• Test Anxiety     
• Academic Achievement     
• Test Preparation

Sometimes when you are researching a specific topic, it can also be helpful to search for the opposite of your topic. For example, if you are interested in student retention, you'll also want to look at student dropouts . Here are some possible synonyms and antonyms for student retention :

• Student Persistence     
• Graduation     
• School Holding Power     
• Student Attrition     
• Dropout Prevention

Abbreviations

Abbreviations are shortened forms of words or phrases. For example, PTSD is an abbreviation for post-traumatic stress disorder. When searching the library databases, you'll always want to spell out abbreviations and search for the complete word or phrase. 

Searching for both the abbreviation and the complete word or phrase will help ensure you are finding all of the relevant results. You can do this by connecting the terms with OR.

Do not include parenthesis when searching for both the abbreviation and the full name.

Example: If you are looking for information on Cognitive Behavior Therapy (CBT), you would search for: Cognitive Behavior Therapy OR CBT

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Understanding Research

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• Identify Keywords
• Search the Databases
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• Test Your Knowledge

Can't think of any synonyms? Try using the internet to help! ​

Basic Google Search

Thesaurus.com

Merriam Webster Thesaurus

You can also ask a librarian through email, text, phone, or chat!

What are keywords?

Unlike Google and other web searches, databases work best when you enter keywords instead of full phrases or questions. Each database has its own set of recognized vocabulary, so having a variety of keywords can help you avoid frustration while searching.

• Keywords represent the major concepts of your topic
• Try variations of a keyword, or synonyms.
• Add new vocabulary or keywords from your initial search results
• Get additional keywords from the title, abstract, and subject headings of articles.

Identifying main concepts within your research question/topic

Research Question:  How does lack of access to food affect child development?

Main Concepts:  lack of access to food, child development (words like how, does, and, to, etc. are not important)

There are a few types of keywords that you can work with, depending on your topic.

• Narrow - can you use a more focused word or idea? (ex. brain development, physical health)
• Broad - what is the big picture idea behind your topic? (ex. Wellness, Health)
• Related - are there concepts that closely relate to your topic? (ex. hunger, nutrition)
• Similar - are there synonyms for your topic/concepts? (ex. hunger, food insecurity, food security, food desert)

Identifying Keywords (Video)

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• Next: Search the Databases >>
• Last Updated: Apr 16, 2024 8:52 AM
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Exploring the history of data-driven arguments in public life

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Political debates today may not always be exceptionally rational, but they are often infused with numbers. If people are discussing the economy or health care or climate change, sooner or later they will invoke statistics.

It was not always thus. Our habit of using numbers to make political arguments has a history, and William Deringer is a leading historian of it. Indeed, in recent years Deringer, an associate professor in MIT’s Program in Science, Technology, and Society (STS), has carved out a distinctive niche through his scholarship showing how quantitative reasoning has become part of public life.

In his prize-winning 2018 book “ Calculated Values ” (Harvard University Press), Deringer identified a time in British public life from the 1680s to the 1720s as a key moment when the practice of making numerical arguments took hold — a trend deeply connected with the rise of parliamentary power and political parties. Crucially, freedom of the press also expanded, allowing greater scope for politicians and the public to have frank discussions about the world as it was, backed by empirical evidence.

Deringer’s second book project, in progress and under contract to Yale University Press, digs further into a concept from the first book — the idea of financial discounting. This is a calculation to estimate what money (or other things) in the future is worth today, to assign those future objects a “present value.” Some skilled mathematicians understood discounting in medieval times; its use expanded in the 1600s; today it is very common in finance and is the subject of debate in relation to climate change, as experts try to estimate ideal spending levels on climate matters.

“The book is about how this particular technique came to have the power to weigh in on profound social questions,” Deringer says. “It’s basically about compound interest, and it’s at the center of the most important global question we have to confront.”

Numbers alone do not make a debate rational or informative; they can be false, misleading, used to entrench interests, and so on. Indeed, a key theme in Deringer’s work is that when quantitiative reasoning gains more ground, the question is why, and to whose benefit. In this sense his work aligns with the long-running and always-relevant approach of the Institute’s STS faculty, in thinking carefully about how technology and knowledge is applied to the world.

“The broader culture more has become attuned to STS, whether it’s conversations about AI or algorithmic fairness or climate change or energy, these are simultaneously technical and social issues,” Deringer says. “Teaching undergraduates, I’ve found the awareness of that at MIT has only increased.” For both his research and teaching, Deringer received tenure from MIT earlier this year.

Dig in, work outward

Deringer has been focused on these topics since he was an undergraduate at Harvard University.

“I found myself becoming really interested in the history of economics, the history of practical mathematics, data, statistics, and how it came to be that so much of our world is organized quantitatively,” he says.

Deringer wrote a college thesis about how England measured the land it was seizing from Ireland in the 1600s, and then, after graduating, went to work in the finance sector, which gave him a further chance to think about the application of quantification to modern life.

“That was not what I wanted to do forever, but for some of the conceptual questions I was interested in, the societal life of calculations, I found it to be a really interesting space,” Deringer says.

He returned to academia by pursuing his PhD in the history of science at Princeton University. There, in his first year of graduate school, in the archives, Deringer found 18th-century pamphlets about financial calculations concering the value of stock involved in the infamous episode of speculation known as the South Sea Bubble. That became part of his dissertation; skeptics of the South Sea Bubble were among the prominent early voices bringing data into public debates. It has also helped inform his second book.

First, though, Deringer earned his doctorate from Princeton in 2012, then spent three years as a Mellon Postdoctoral Research Fellow at Columbia University. He joined the MIT faculty in 2015. At the Institute, he finished turning his dissertation into the “Calculated Values” book — which won the 2019 Oscar Kenshur Prize for the best book from the Center for Eighteenth-Century Studies at Indiana University, and was co-winner of the 2021 Joseph J. Spengler Prize for best book from the History of Economics Society.

“My method as a scholar is to dig into the technical details, then work outward historically from them,” Deringer says.

A long historical chain

Even as Deringer was writing his first book, the idea for the second one was taking root in his mind. Those South Sea Bubble pamphets he had found while at Princeton incorporated discounting, which was intermittently present in “Calculated Values.” Deringer was intrigued by how adept 18th-century figures were at discounting.

“Something that I thought of as a very modern technique seemed to be really well-known by a lot of people in the 1720s,” he says.

At the same time, a conversation with an academic colleague in philosophy made it clear to Deringer how different conclusions about discounting had become debated in climate change policy. He soon resolved to write the “biography of a calculation” about financial discounting.

“I knew my next book had to be about this,” Deringer says. “I was very interested in the deep historical roots of discounting, and it has a lot of present urgency.”

Deringer says the book will incorporate material about the financing of English cathedrals, the heavy use of discounting in the mining industry during the Industrial Revolution, a revival of discounting in 1960s policy circles, and climate change, among other things. In each case, he is carefully looking at the interests and historical dynamics behind the use of discounting.

“For people who use discounting regularly, it’s like gravity: It’s very obvious that to be rational is to discount the future according to this formula,” Deringer says. “But if you look at history, what is thought of as rational is part of a very long historical chain of people applying this calculation in various ways, and over time that’s just how things are done. I’m really interested in pulling apart that idea that this is a sort of timeless rational calculation, as opposed to a product of this interesting history.”

Working in STS, Deringer notes, has helped encourage him to link together numerous historical time periods into one book about the numerous ways discounting has been used.

“I’m not sure that pursuing a book that stretches from the 17th century to the 21st century is something I would have done in other contexts,” Deringer says. He is also quick to credit his colleagues in STS and in other programs for helping create the scholarly environment in which he is thriving.

“I came in with a really amazing cohort of other scholars in SHASS,” Deringer notes, referring to the MIT School of Humanities, Arts, and Social Sciences. He cites others receiving tenure in the last year such as his STS colleague Robin Scheffler, historian Megan Black, and historian Caley Horan, with whom Deringer has taught graduate classes on the concept of risk in history. In all, Deringer says, the Institute has been an excellent place for him to pursue interdisciplinary work on technical thought in history.

“I work on very old things and very technical things,” Deringer says. “But I’ve found a wonderful welcoming at MIT from people in different fields who light up when they hear what I’m interested in.”

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