thesis statement in german language

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Unlocking the Secrets: Expert Guide to Crafting German Scientific Theses

In the labyrinthine world of academic writing, each country possesses its own set of rules, its own unique code to decipher. For international students embarking on the journey of thesis writing in Germany, understanding and adhering to the academic conventions is akin to unlocking a complex puzzle. Just as a skilled navigator requires a map to traverse unfamiliar terrain, so too do students require guidance in navigating the intricacies of German thesis writing.

Imagine yourself as a traveler in a foreign land, equipped with only your intellect and determination. As you delve into the depths of academic inquiry, you encounter a myriad of challenges—from linguistic nuances to cultural expectations. However, fear not, for there exists a beacon of light amidst the darkness: resources like https://ghostwriting-seminararbeit.com/ provide invaluable assistance to German students seeking support in their academic endeavors.

In this article, we embark on a journey together—a journey to demystify the secrets of German thesis writing. Drawing upon insights from experts and seasoned scholars, we will uncover the foundational principles, linguistic intricacies, and cultural nuances that shape the landscape of academic writing in Germany. By the end of our exploration, you will be equipped not only with knowledge but also with practical strategies to navigate this challenging terrain with confidence and proficiency. So, let us embark on this adventure together, as we crack the code and unravel the mysteries of German thesis writing.

Unveiling the Foundations: Key Components of a German Thesis

In the grand tapestry of academic writing, a German thesis stands as a testament to meticulous research, rigorous analysis, and scholarly discourse. To embark on the journey of thesis writing in Germany is to navigate through a structured framework, where each component plays a crucial role in shaping the narrative of inquiry. Let us unravel the foundations of a German thesis, exploring the key components that form its structural backbone:

Introduction: The Gateway to Inquiry

• At the threshold of academic exploration lies the introduction, a gateway through which readers are invited into the realm of scholarly discourse.
• Here, the researcher sets the stage, delineating the scope, significance, and objectives of the study.
• The introduction serves as a roadmap, guiding readers through the labyrinth of ideas and laying the groundwork for subsequent chapters.

Literature Review: Mapping the Scholarly Landscape

• Like a cartographer mapping uncharted territories, the literature review surveys the scholarly landscape, tracing the contours of existing knowledge and identifying gaps for exploration.
• Through a systematic review of relevant literature, the researcher contextualizes their study within the broader academic discourse, establishing credibility and relevance.
• This critical analysis serves as the cornerstone of the thesis, providing a solid foundation upon which new insights and contributions can be built.

Methodology: The Blueprint of Inquiry

• With precision akin to an architect drafting blueprints, the methodology section outlines the framework for inquiry, detailing the research design, methods, and procedures employed.
• Transparency and rigor are paramount, as researchers meticulously delineate their approach, ensuring reproducibility and reliability.
• Whether employing qualitative, quantitative, or mixed methods, clarity and coherence are essential, allowing readers to evaluate the validity and robustness of the study.

Results: Unveiling the Findings

• As the curtain rises on the stage of inquiry, the results section unveils the findings of the study, presenting empirical evidence and insights gleaned from analysis.
• Here, researchers showcase their discoveries, employing tables, figures, and descriptive narratives to elucidate key findings and patterns.
• Precision and conciseness are paramount, as researchers strive to communicate their results with clarity and objectivity, avoiding interpretation or speculation.

Discussion: Interpretation and Implications

• In the arena of scholarly discourse, the discussion section serves as a forum for interpretation, analysis, and reflection.
• Here, researchers engage in a critical dialogue with their findings, contextualizing them within the broader theoretical framework and addressing implications for theory, practice, and future research.
• Rigorous analysis, nuanced interpretation, and thoughtful reflection are hallmarks of this section, as researchers seek to contribute meaningfully to their field of study.

In unraveling the foundations of a German thesis, we uncover not merely a structural framework, but a testament to scholarly rigor, intellectual inquiry, and academic excellence. As researchers embark on their own quest for knowledge, may they heed 

the lessons gleaned from this exploration, navigating with precision and purpose as they chart the uncharted territories of academic inquiry.

Cracking the Linguistic Code: Language Considerations in German Thesis Writing

Within the realm of German thesis writing, language serves as both a tool and a barrier, shaping the discourse and influencing the reception of scholarly work. As international students navigate the linguistic landscape of academic writing in Germany, they encounter a multitude of considerations and challenges, from mastering the intricacies of German grammar to adapting to the formal tone and conventions of scholarly discourse.

At the heart of the linguistic code lies the imperative of linguistic proficiency. While many German universities offer programs and courses in English, a solid command of the German language is often indispensable for engaging with the academic community and accessing resources. From reading seminal texts to communicating with peers and professors, fluency in German opens doors to a wealth of opportunities and enriches the academic experience.

Moreover, language proficiency extends beyond mere comprehension to encompass the art of expression. In the context of thesis writing, students must not only understand complex academic concepts but also articulate their ideas with clarity, precision, and eloquence. This requires not only a mastery of vocabulary and grammar but also an appreciation for the nuances of academic style and register.

Central to the linguistic code is the use of formal language and academic terminology. Unlike informal conversation or casual writing, academic discourse demands a level of formality and precision that may be unfamiliar to non-native speakers. From the use of passive voice to the avoidance of colloquialisms, adhering to the conventions of academic language is essential for conveying authority and credibility in scholarly writing.

Furthermore, students must navigate the intricacies of disciplinary jargon and specialized terminology specific to their field of study. Whether in the humanities, natural sciences, or social sciences, each discipline possesses its own lexicon and conventions, which students must master in order to communicate effectively with their peers and contribute meaningfully to their academic discourse.

In addition to linguistic proficiency and formal language, students must also grapple with the cultural dimensions of academic writing in Germany. Language is not merely a means of communication but also a reflection of culture, values, and norms. In the context of thesis writing, students must navigate cultural expectations regarding academic rigor, critical thinking, and intellectual autonomy, while also respecting the conventions of academic etiquette and citation practices.

In conclusion, mastering the linguistic code is an essential aspect of thesis writing in Germany, requiring not only linguistic proficiency but also an understanding of the cultural dimensions of academic discourse. By honing their language skills, students can unlock the full potential of their academic inquiry, engaging with the scholarly community and making meaningful contributions to their field of study.

Navigating Cultural Expectations: Understanding Academic Conventions in German Universities

Embarking on an academic journey in Germany is not merely a matter of mastering the language and content; it’s also about navigating the intricate web of cultural expectations embedded within the academic landscape. German universities boast a rich tradition of intellectual rigor, critical inquiry, and scholarly excellence, shaped by centuries of academic tradition and cultural heritage. As international students immerse themselves in this dynamic environment, they encounter a myriad of cultural nuances and conventions that shape the norms and expectations of academic life.

One of the defining features of academic culture in Germany is the emphasis on precision and thoroughness. German scholarship is renowned for its meticulous attention to detail, methodological rigor, and exhaustive analysis. From meticulously crafted research proposals to comprehensive literature reviews, German students are expected to demonstrate a depth of knowledge and a commitment to excellence that is unparalleled in many other academic contexts.

Moreover, German academia places a premium on intellectual autonomy and critical thinking. Students are encouraged to question established theories, challenge conventional wisdom, and engage in spirited debate with their peers and professors. This culture of intellectual inquiry fosters a dynamic and vibrant academic community, where diverse perspectives and innovative ideas are celebrated and encouraged.

Another hallmark of academic culture in Germany is the emphasis on collaboration and interdisciplinary dialogue. German universities are renowned for their vibrant research communities, where scholars from diverse disciplines come together to tackle complex problems and pursue groundbreaking research. Whether through interdisciplinary seminars, collaborative research projects, or interdisciplinary study programs, German students have ample opportunities to engage with scholars from a wide range of academic backgrounds and perspectives.

Furthermore, German academia places a strong emphasis on academic integrity and ethical conduct. Plagiarism and academic dishonesty are considered serious offenses, and students are expected to adhere to the highest standards of academic ethics and professionalism. This commitment to integrity not only ensures the credibility and reliability of academic research but also fosters a culture of trust and mutual respect within the academic community.

In navigating these cultural expectations, international students may encounter challenges and opportunities for growth. By embracing the rich diversity of perspectives and approaches within German academia, students can broaden their horizons, expand their intellectual toolkit, and enrich their academic experience. Ultimately, by understanding and embracing the cultural conventions of German universities, international students can thrive in this vibrant and dynamic academic environment, making meaningful contributions to their field of study and forging lifelong connections with scholars from around the world.

Strategies for Success: Practical Tips and Resources

Embarking on the journey of thesis writing in Germany can be both exhilarating and daunting for international students. However, with careful planning, perseverance, and the right resources, navigating the challenges of academic writing in a foreign country can become a rewarding and enriching experience. Here are some practical tips and resources to help international students succeed in their thesis writing endeavors:

Time Management:

• Develop a realistic timeline for your thesis project, breaking down tasks into manageable chunks.
• Utilize time management tools and techniques such as Pomodoro Technique or Kanban boards to stay organized and focused.

Seek Mentorship:

• Reach out to faculty members, advisors, or senior students for guidance and mentorship.
• Join academic support groups or workshops offered by your university to connect with peers and receive feedback on your work.

Utilize Academic Support Services:

• Take advantage of writing centers, language labs, and academic support services offered by your university.
• Seek assistance from librarians or research specialists to navigate academic databases and locate relevant resources for your thesis.

Improve Language Skills:

• Enroll in language courses or language exchange programs to improve your German language proficiency.
• Practice academic writing in German by writing drafts, seeking feedback, and revising your work to enhance clarity and coherence.

Cultivate Research Skills:

• Hone your research skills by familiarizing yourself with academic databases, citation styles, and research methodologies.
• Attend workshops or seminars on research methods and literature review techniques offered by your university or academic associations.

Stay Organized:

• Keep track of your research materials, notes, and drafts using digital or physical organizational tools such as reference managers or notebooks.
• Create an outline or structure for your thesis to maintain coherence and ensure that all aspects of your research are adequately addressed.

Balance Work and Life:

• Prioritize self-care and maintain a healthy work-life balance by scheduling regular breaks, engaging in hobbies, and spending time with friends and family.
• Recognize the importance of rest and relaxation in maintaining productivity and well-being throughout the thesis writing process.

Stay Persistent and Flexible:

• Recognize that thesis writing is a journey filled with ups and downs, setbacks, and breakthroughs.
• Stay persistent in your efforts, remain open to feedback and constructive criticism, and adapt your approach as needed to overcome challenges and achieve your goals.

By implementing these strategies and tapping into available resources, international students can navigate the complexities of thesis writing in Germany with confidence and competence. Remember that success is not solely measured by the final product but also by the growth, learning, and personal development achieved along the way.

In conclusion, the journey of “Cracking the Code: Understanding Academic Conventions in German Thesis Writing” has been a voyage of discovery, insight, and growth for international students navigating the intricate landscape of German academia.

Through our exploration, we have unveiled the foundational principles, linguistic intricacies, cultural dimensions, and practical strategies that shape the landscape of thesis writing in Germany. From deciphering the structural components of a German thesis to navigating the nuances of language and culture, international students have gained valuable insights and resources to guide them on their academic journey.

As we reflect on our exploration, it becomes evident that success in German thesis writing is not merely a matter of mastering the technical aspects of academic writing but also embracing the cultural and intellectual ethos of German academia. By honing their language skills, cultivating critical thinking, seeking mentorship, and utilizing academic support services, international students can thrive in this vibrant and dynamic academic environment, making meaningful contributions to their field of study and forging lifelong connections with scholars from around the world.

As the curtain falls on our exploration, let us carry forward the lessons learned, the friendships forged, and the discoveries made, as we continue our quest for knowledge and academic excellence in the rich tapestry of German academia. With determination, perseverance, and a spirit of inquiry, international students can crack the code of German thesis writing and embark on a journey of intellectual discovery that transcends borders and enriches lives.

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Department of Germanic and Slavic Languages and Literatures

Honors thesis guidelines, guidelines for the department of germanic and slavic languages and literatures honors thesis.

The Schreyer Honors College has a description of the honors thesis and offers advice about how to choose a topic, find an adviser, and budget one’s time located at https://www.shc.psu.edu/academic/thesis/ .

The Honors College describes the thesis as “a scholarly piece of writing in which the writer is expected to show a command of the relevant scholarship in his (or her) field and contribute to the scholarship. It should confront a question that is unresolved and push towards a resolution.”

The thesis is likely to be one of the most challenging and rewarding assignments of a student’s undergraduate career. In the process of pursuing a topic, conducting independent research, formulating, articulating and crafting a sustained argument, students will build on what they have learned in coursework, gain insights into literary, cultural, and/or linguistic scholarship and methodology, and develop their talents as writers and thinkers. Once the thesis is completed students will have the satisfaction of knowing they have produced a work of scholarship that will be permanently archived in the Schreyer’s (electronic) thesis archive and the Penn State Library system.

The Department of Germanic and Slavic Languages and Literatures expects honors theses to be based on thorough research and to offer an original interpretation. Students are required to undertake a meaningful degree of primary source research in crafting the thesis. The nature and extent of the primary research may vary according to the question pursued and the field of study. Students may, for instance, explore topics in German or Russian literature, film, culture and civilization, history, second language acquisition, or linguistics.

Students are also expected to situate their research and analysis within the scholarship of the field and to clearly articulate and support the significance of their project and its contribution. Students whose work involves extensive primary research should be careful not simply to present a narrative or an inventory of their sources, but to center the thesis on the analysis and interpretation of their research in such a way that their thesis makes an argument. Advisers should help determine the appropriate balance between primary research and scholarly contextualization, between presentation of the evidence and interpretation.

Finding a Thesis Adviser

Your thesis will be supervised by a thesis adviser, and the final thesis will need to be approved by both the thesis adviser and your honors adviser. In the case that these are the same person, a second reader will need to be selected. It is your responsibility to secure a thesis adviser by the end of your junior year. You should consult with the honors adviser for your major in deciding whom you might ask to be your thesis supervisor/adviser.

Length, Format, and Structure of the Thesis

The honors thesis is expected to be approximately the length of a standard scholarly journal article in the field. The text must be double-spaced with one-inch margins.

Think of your thesis in terms of chapters. Each chapter is a subtopic related to the whole. A chapter should present an argument supported by evidence; it could almost stand alone as a research paper, but as a chapter, it should establish its connection to the larger argument and/or preceding and succeeding chapters at least at the beginning and the end.

As a ballpark figure: you should envision the thesis as being comprised of three, or maybe four, substantive chapters—with, in addition, a shorter introduction and a conclusion.

Bibliography and References

The thesis must include a complete bibliography citing all the materials used for the thesis. The bibliography and in-text reference must be formatted according to the standards accepted in the field.

Style and Usage

The thesis is a formal piece of scholarly writing. Do not use colloquial expressions or contractions. Remember that the thesis is important—it is a source of pride and will be archived electronically (for all to read!). Go over the final draft and correct awkward phrasing; be sure to eliminate all errors in typing, spelling, and grammar.

German students are strongly encouraged to write their thesis in German, though the decision ultimately comes down to the topic, and will be made in consultation with the honors adviser. If the thesis is written in English, a 600-word abstract must be composed in German to accompany the English text. Russian students will write their theses in English.

Important Dates

The deadlines and other key dates can be found at the SHC website: https://www.shc.psu.edu/academic/resources/dates.cfm

A SHC Thesis Proposal is due to the Schreyers Honors College in the spring term of the Junior year—usually mid April. The SHC Thesis Proposal outlines the scope of the proposed research and any special needs the student might have to pursue this topic, such as the need to travel to archival collections, order microfilm, and so on.

• It is a department requirement that your SHC April Thesis Proposal include a preliminary bibliography.

This proposal will be approved by the honors adviser; the thesis supervisor (if that person is not the honors adviser); and by the Schreyer’s Honors College. This means the student must have a fairly well defined topic and a committed thesis supervisor one full year before the thesis is due.

• It is a department requirement that you have a detailed outline of the entire thesis, along with a draft of at least one of the chapters by the end of the first semester of the year of thesis writing.
• Additionally, the department requires that a complete draft of the thesis be submitted to the thesis supervisor one week prior to the SHC “Mandatory Thesis Format Review Deadline” (which is usually early March for the Spring semester and early November for the Fall semester).

Students may sign up for up to six credits of coursework to be taken during the year of thesis research and writing, three credits of which may be counted toward the major. The appropriate course number is GER494H or RUS494H.

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Guidelines for the Master’s thesis

The master’s thesis is considered the final outcome of your master project and is also the most extensive scientific work of the study. The basis is identifying an appropriate topic, which is worked on independently, based on scientific theories and methods.

Below you will find important information and related references to the Master’s Framework Examination Regulations (M-RPO) regarding the individual steps before and during the preparation of a master’s thesis, as well as its assessment and evaluation.

You will find a summary of all the information in this downloadable PDF.

Before Registration

Before you register your master’s thesis, choose a topic that is related to your master's program and discuss it with your initial supervisor.

Important information before registration

Compensation for disadvantages.

If you are unable to complete all or part of the master’s thesis in the described form or within the deadline due to a chronic illness, a disability, pregnancy a/o maternity leave, you may apply for compensation for a disadvantage. Accordingly, the Master's Examination Committee may extend the processing time for examinations or the deadline (paragraph 10a and 10b of the M-RPO).

For this purpose, please contact the Diversity Officer ( Diversitätsbeauftragte ) of the University of Erfurt, who is supported by Department 1: Study & Teaching ( Dezernat 1: Studium & Lehre ), or the representative for Studying with Children before proposing the topic of your master’s thesis.

Language of the Master’s thesis

The master’s thesis could be written either in German or English. Should you want to write your thesis in a language other than the above mentioned, you will need to get your first supervisor’s approval before issuing the topic of the master’s thesis (paragraph 21 (6) of the M-RPO). In this case, the master’s thesis must contain a short summary in German as an appendix.

Joint-master’s thesis

The master’s thesis can also be written as a group thesis if its contribution could be assessed clearly and distinguishably. Further details are regulated by paragraph 21 (4) in conjunction with paragraph 21 (1) of the M-RPO.

Supervision of the Master’s thesis

Any professor or other person who is authorized to conduct examinations and hold a teaching position within your master's program can supervise the master’s thesis (paragraph 21 (2) of the M-RPO).

External second Supervisor

You have found a person who does not (regularly) teach at the University of Erfurt, but agrees to review your work? Then you can request the appointment of an external second supervisor. This person must have at least the university degree you are pursuing. Thus, it could be an expert from a company or another university, but their appointment must be justified and well-founded.

Formalities for appointing an external second supervisor

• Clarification of the importance and advisability of appointing an external second supervisor with the first supervisor.
• Submission of a written request to the M-Examination board ( M-Prüfungsausschuss ) stating why this external second supervisor would perform this task to the same extent instead of a professor, or another person authorized to examine at the University of Erfurt. This written application shall be co-signed by the first supervisor.
• Submission of the application along with the contact details of the second supervisor as well as the "Application for issuing the thesis’ topic".

The official form "Application for issuing the thesis’ topic" can be found here. Please use only this form for application.  A translation help is given with this document .

In principle, students who wish to peruse their degree within the standard study period (four semesters) must “apply for issuing the thesis topic with taking into account that handing in the master’s thesis shall be one month before the end of the fourth semester at the latest.” (paragraph 21 (3) of the M-RPO).  

Please note that you should submit your application as well as a current Certificate of Enrolment to the Dean's Office by the 15th of (each) month so that your thesis topic and the start of the processing period can be scheduled for the 1st day of the following month.

The topic and the supervisors will then be approved by the Master's Examination Committee and communicated to you in an issue letter . This letter will be sent to you by the dean's office via e-mail a few days before the start of the processing period. Your confirmation of this letter is required so that the corresponding link can be activated in WISEflow and sent to you.

During the Master's thesis processing period

The deadline for submitting your master’s thesis is 5 months starting from the day you will be notified with the issue letter (paragraph 21 (5) of the M-RPO). As a rule of thumb, the length/word count of the master thesis should not exceed approx. 25,000 words. You should thus keep the topic appropriately brief to fit into the given word count.

The work must contain (from a purely formal point of view) the following elements:

• table of contents,
• list of sources/bibliography,
• page numbers,
• references.

The requirements of any other scientific work apply (Research question(s), research interest, state of research, theory, results, conclusion/further research…etc.).

Further remarks

Return or change of thesis’ topic.

The topic can only be returned once and only within two months after the issue of the master thesis’ topic (paragraph 21 (3) of the M-RPO). For this purpose, please send an informal letter with a short justification to the M-Examination Committee ( M-Prüfungsausschuss ) and submit it via the Dean's Office.

Changing the thesis' topic of the thesis is only possible in justified exceptions. For this purpose, a written request with reasons must be submitted to the Master's Examination Board no later than 4 weeks before the submission deadline (final deadline). This request requires a written statement from your supervisor. Adding an (additional) subtitle is possible at any time without an application. However, this addition will not (!) be shown on the certificate.

Extension of the Deadline

In case you are unable to submit on time due to an illness, you must immediately submit the sick leave notification to Department 1: Study & Teaching (Dezernat 1: Studium & Lehre).  For this purpose, it is mandatory to use the given form.

If the inability to work on the thesis is recognized, the Deadline will be extended according to the respective number of days of illness or delay. After processing the documents received by the Dean's Office for this purpose, students receive a letter with the recalculated deadline.

Submission of the Master’s thesis

To verify that the  submission deadline  has been met, the  date of receipt of the digital submission  via WISEFlow applies.

On the day of submission, you upload your digital master thesis as a PDF file via the platform  WISEflow . This file must not exceed a size of  20 MB  and must (formally) contain the following:

• list of sources and bibliography,
• page numbers

Please make sure that no conclusions can be drawn about your name or address here (personal data - data protection) - i.e. do not insert the title page or declaration of independence in this document!

The  the title page, the valid Certificate of enrolment and the declaration of independence signed by hand in blue must be uploaded in WISEflow as separate files under " Anhangsmaterial "; and furthermore, additional files with attachments or appendices (video recordings, statistics files, etc.) may be uploaded here - these files together must not exceed the size of  1 GB .

After that, you also add the automatically generated cover sheet in WISEflow.

As a last step, click on the "Click here to submit" field in WISEflow to complete the submission. After that, you can download a receipt for yourself and print it out if necessary.

If requested by your examiner(s) , please submit one/two bound printed version(s) of your master thesis to the Dean's Office  no later than 3 days  after submitting your thesis in WISEflow.

Evaluation of the Master’s thesis

After submitting your master’s thesis in due time, the Dean's Office will send it to the respective supervisors. The deadline for the evaluation procedure is based on paragraph 22 (2) of the M-RPO.

The master's thesis will be reviewed by two supervisors and evaluated in accordance with paragraph 15 (3) of the M-RPO. If the grades of both appointed supervisors differ by 2.0 or more, or if one of the two supervisors assesses the thesis as "insufficient", the thesis is to be assessed by a third examiner (paragraph 22 (2) of the M-RPO).

You will receive your grade certificate by mail shortly after the receipt of all experts‘ reports. The Dean's Office will then automatically forward a copy to Department 1: Study & Teaching ( Dezernat 1: Studium & Lehre ).

Second Attempt of Master's thesis

The master’s thesis is deemed not to have been passed if you do not complete your thesis within the deadline of the Master Examination Board or if the two supervisors rate your work as "insufficient" (grade 5.0) (paragraph 23 (2) of the M-RPO).

If the master’s thesis has not been passed for the first time, it can be repeated once on a different topic. A change of the topic of the master’s thesis is only permitted if you did not make use of this option when writing the first master’s thesis (paragraph 21 (3) of the M-RPO). The application can be submittd by the 15th of (each) month (the processing time starts on the 1st of the following month).

If the master’s thesis is also not passed in the second attempt, the right to be examined expires. If you lose your right to take an examination, you will be de-registered (ex-matriculated) (paragraph 23 (2) of the M-RPO).

Contact person

Office hours.

Appointments for the submission of applications and printed Master's theses are possible by individual arrangement. Appointments and confirmations are made after e-mail request.

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List of Master´s Theses Topics

Dear students:

At the end of your studies you will have to write a thesis (master's thesis). To help you find a topic, you will find some general suggestions below, which you can modify or specify according to your interests.

• Sprachkontraste zwischen dem Deutschen und einer oder mehrerer anderer Sprachen: Sprachliche Unterschiede auf allen linguistischen Beschreibungsebenen (Phonetik/Phonologie, Wortschatz, Morphologie und Syntax, Text und Stilistik) und in allen sprachlichen Bereichen (gesprochene oder geschriebene Sprache, Standardsprache, Fachsprachen usw.).
• Analysen zu (deutschen und anderen) Fachsprachen: Qualitative und quantitative Analysen zu Fachsprachen aus verschiedenen horizontalen Bereichen, vertikalen Ebenen oder Textsorten (ggf. können solche Arbeiten an die Entwicklung und Auswertung eines fachsprachlichen Korpus an der Technischen Universität Berlin angeschlossen werden).
• Beurteilung und Entwicklung von Lehr‐/Lernmaterialien und ‐konzeptionen: Berücksichtigung von linguistischen, didaktischen, methodischen, politischen oder historischen Gesichtspunkten, darunter auch Fragen der Fachsprachenlinguistik und ‐didaktik, von Gender oder Landeskunde bzw. Inter‐/Transkulturalität.
• Reflexion von Sprache und Kultur in Kunst und Literatur: Thematisierung von Sprache sowie inter‐ bzw. transkultureller Erfahrungen in Filmen, Dramen, Romanen, Erzählungen, Gedichten, Liedern – Analyse und Interpretation unter systematischen oder historischen Gesichtspunkten (weiterer Teilbereich: Stereotypenforschung).
• Bedarfs‐ und Motivationsanalysen für Deutschen als (fachliche) Fremdsprache: Qualitative und quantitative Analysen von Materialien und Ordnungen, Fragebogenaktionen bei verschiedenen (sprachlichen oder fachlichen) Gruppen oder Sprachkompetenztests.
• Geschichte des Deutschen als fremder Sprache: Historische Untersuchungen zur Entstehung und Entwicklung, letztlich auch zur Zukunft von Deutsch als Fremd‐ oder Zweitsprache, ggf. als Tertiärsprache und als fachlicher Fremdsprache – auch im Vergleich zu anderen Fremdsprachen.
• Erforschung konzeptioneller und methodischer Grundlagen: Diskussion von Grundbegriffen neuer Modellierungen zentraler Konzepte (wie unter anderem Konzepte wie Fremdsprache, Landeskunde, Transkulturalität, Fachkommunikation, Optimierung usw.).
• Fragen der Landeskunde: Lehr‐ und Lerninhalte, Verhältnis zum Sprachunterricht, Wissen vs. Kompetenz, Inter‐ und Transkulturalität usw. AKTUELL: Sprachliche, berufliche und kulturelle Integration von Flüchtlingen und Asylsuchenden, Unterstützung der heimischen Bevölkerung.
• Individuelle Lernerfaktoren: Qualitative und quantitative Untersuchungen zum Einfluss und Zusammenspiel verschiedener Lernervariablen wie Motivation, Sprachlerneignung, Alter, Geschlecht, Lernstile und Persönlichkeitsfaktoren auf den Sprachlernerfolg (unter Berücksichtigung verschiedener Konstrukte und Operationalisierungen von ‚Lernerfolg‘).
• Testen          und        Evaluieren:        Zweckorientiertes           Erstellen              und        Bewerten            von        Test‐         und Aufgabenformaten zur Messung fremd‐ und fachsprachlicher Kompetenzen und Fertigkeiten (unter Bezug auf den Gemeinsamen europäischen Referenzrahmen), Varianten (kumulativer) Evaluation von Unterricht, etc.

Feel free to add more ideas to this small list of topics. So please do not hesitate to contact us with more ideas: Please contact the examiners in good time and remember that you have six months to write the master´s thesis after submitting the topic and that it must not exceed 80 pages. Please note that final theses can be handed in at the earliest after half of the processing time. This period begins with the deadline set by the Examinations Office. Early submission dates that deviate from this require a written request from the student stating the reasons and a statement from the first examiner. Early deadlines that differ from this require a written request from the student stating the reasons and an explanation from the primary examiner.

Master’s Theses at Our Chair (a selection)

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Bachelor thesis, master thesis, doctoral thesis - everything you need to know to write a thesis

Steps for the Preparation of a Bachelor's or Master's Thesis

Bsc maschinelle sprachverarbeitung, msc computational linguistics.

In the following, we describe the procedure for writing a Bachelor's thesis in the course of studies BSc Maschinelle Sprachverarbeitung and a Master's thesis in the course of studies MSc Computational Linguistics.

If there are differences between these theses, this will be indicated in the respective sections.

Finding a topic

Where can I look for a thesis topic?

• On the ILIAS page "Student Theses at IMS" in the working group " Studying @ IMS " you can inform yourself about possible topics.
• You might also want to check out the projects involving the IMS or Research Groups for more topic ideas.
• Further topics and information can be found at the Chair TCL .
• In general, working on a topic outside of the IMS (e.g. with companies or other institutes) is possible. But, please make sure to talk about your idea with an IMS-internal examiner.

How much time should I plan for this step?

• It depends on whether you decide to work on a given topic or want to come up with an idea yourself. It's best to contact your supervisor early (up to 3 months before you plan to start working on your thesis).
• Note: For external thesis topics you should plan even more time.

Prerequisites

Registering at the examination office.

You must register your Bachelor's thesis and Master's thesis at the examination office; this is possible at any time during the semester, but should still be done as soon as the topic is agreed on. Registration is done with a registration form, see website of the examination office.  The form can be found on  C@MPUS  under All applications > My requests.

Please note : Theses have to be handed in within 6 months after registration -- this will be verified at submission.

• Confirm that you have reached the required number of ECTS credits. For this, approach the examination office, or print the document on C@MPUS ("My Application Forms")
• Get the examiner's signature for "confirmation of topic assignment" (a signature of the head of the examination committee is not necessary)
• Get a seal and photocopy for the IMS at the secretary ( Karin Leonte ; room 02.001)
• Submit and confirm the registration at the examination office (via  Karin Leonte )
• For the Master's thesis, you also need to register the "Research Module" using this form  (already prepared for Research Module purposes).

Writing the thesis

• Bachelor's theses : German ("old" examination regulations from 2009: English or German). If the supervisors and examiners agree, another language can be chosen. In that case the thesis has to contain a summary in German.
• Master's theses : English. If the supervisors and examiners agree, another language can be chosen. In that case the thesis has to contain a summary in English.

You can also find example theses (and proposals ) on ILIAS.

Please note that some supervisors can have varying specifications when it comes to style. Make sure to talk to them first. Also, you can find helpful links on how to write a thesis   on ILIAS and in our Styleguide . 

A note on Chat GTP and similar programs:  

• The use of ChatGPT and similar systems without identifying their use contradicts the Statement of Authorship that you have to submit as part of your thesis.
• General guidelines on ChatGPT and similar systems in the context of university teaching are expected to be set up over the course of the summer term 2023 and will be binding for you as a student as well as for all supervisors of student theses. For the current status of this discussion, please refer to the  University of Stuttgart’s ChatGPT website.

What to do in case of problems? - Drop topic

If you struggle a lot during the first weeks, you can choose a new topic via the examination office. You can deregister your thesis via E-Mail to the examination office. Then you pick another topic and register for it.

You can do so within the first month after registration for B.Sc., and within the first 3 months for M.Sc. students.

What to do in case of problems? - Extensions

If you run into problems while writing your thesis, you can talk to your program manager or directly to the head of the examination board about getting an extension of time providing a sufficient reason.

Maximally possible are 3 months. You'll need to fill out a form and send it to head of the examination board via this alias .

Printing thesis

• Number of hard (paper) copies to be handed in: (identical bound copies, adhesive/glued binding preferred, all with titlepage and signed declaration  - original signature, no scan or copy)

Additionally, for bachelor's and master's theses you need to hand the following in to the secretary:

• A copy of the title page and
• an electronic version ( CD only with thesis in PDF and abstract in TXT format; done by the copy-shop and usually also adhered to one copy)
• submission form and licensing agreement , comp. section "Submitting the thesis"
• Note: Some examiners and advisors may actually prefer electronic copies to hard copies, so you might want to check with them whether they expect a hard copy or not before printing. The hard copy for the archive is obligatory.
• Note regarding costs for printing : spiral binding and grayscale printing on normal paper are absolutely sufficient (but please format graphics in a way that the gray shades are distinct enough to be interpreted, or print individual pages in color).

Submitting the thesis

Hand in the Bachelor's or Master's thesis in the secretary's office ( Karin Leonte ; room 02.001). Hand it in together with the signed submission form and licensing agreement , completed on your computer, but signed manually (but without the supervisor's signature; translation is available on demand: student counselling ).

About the submission form:

• Section 3 on the submission form ("Erklärung zur Veröffentlichung") only asks whether you agree to have the title of your thesis included in the  IMSBib list of student theses .  
• It does not entail publishing the entire thesis - for that, there is a licensing agreement.  

About the licensing agreement:

• By approving the licensing agreement, students agree that their thesis can be published permanently via OPUS, the University of Stuttgart's publication server  (provided the examiner also agrees and the thesis grade is "good" or better).
• Next to "Hauptberichter*in/Betreuer*in†", the primary examiner with whom the thesis was registered must be entered. 
• If you object to having your thesis published, complete and sign the form, but cross it out or mark "objection" on it.
• The grade for the Thesis consist of the written submission only (check the grading criteria on ILIAS).
• your proposal,
• the presentation after submitting the thesis and
• an oral exam.

Result, certificate

The grade of the Bachelor's or Master's thesis will be entered in C@MPUS by the examiner. If all other grades are also entered, the degree certificate will be issued (usually takes 6-8 weeks).

Note: If necessary, the examination office can provide a provisional pass certificate ("4,0 Bescheinigung") if you passed, indicated by the supervisor marking your thesis as such on C@MPUS , but the grade still needs to be decided.

Dissertations

Dissertation regulations valid april 1st, 2019.

Since April 1st, 2019, the new dissertation regulations are valid.

PhD students who started before this date can still use the old regulations.

• Doctoral studies at the University of Stuttgart

Submitted theses

Finalised theses are available via the IMS bibliography .

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Theses and Dissertations

The following resources are general indexes to theses and dissertations on all topics, including those on Germanic Studies. Dissertations are important as they often express the most innovative work on a topic; include comprehensive citations and bibliographies of primary and secondary sources; and provide detailed literature reviews and theoretical discussions.

• ProQuest Dissertations & Theses Global This index includes dissertations and masters theses from most North American graduate schools as well as many European universities. Full text is provided for most indexed dissertations from 1997 to the present, while most dissertations from 1980 on include abstracts written by the author. Orders for complete dissertations before 1997 may be placed online, but check UW's Library Catalog first to see if they are owned on campus. Free interlibrary loan may also be a possibility
• Annual Bibliography of English Language and Literature (ABELL) Covers from 1920 to present. Includes doctoral dissertations about English language, literature, and culture published anywhere in the world
• DART-Europe DART-Europe is a project by research libraries and library consortia to improve global access to European research theses
• Dissonline.de - Digitale Dissertationen im Internet Open access dissertations online, a service of the Deutsche Nationalbibliothek, integrated into their larger catalog (after entering search, limit to Hochschulschriften and even further to Online Ressourcen ). Instructions, in German, here
• Electronic Theses Online Service (EThOS) OS offers free access to the full text of nearly 100,000 electronically stored UK theses; of the remaining 200,000 records dating back to at least 1800, many are available to be ordered for scanning through the EThOS digitisation-on-demand facility. A rich resource!
• Foreign Dissertations at the Center for Research Libraries (CRL) CRL holds more than 800,000 foreign dissertations and Habilitationsschriften from universities outside of the US and Canada. If you know the exact title of a dissertation and do not find it in the CRL Catalog, CRL has a program to purchase foreign doctoral dissertations for scholars' individual research needs; such requests should be initiated via Interlibrary Loan
• Helveticat The catalog of the Schweizerische Nationalbibliothek; search for dissertations by combining diss with a keyword
• Index to Theses in Great Britain and Ireland A comprehensive listing of theses with abstracts accepted for higher degrees by universities in the United Kingdom and Ireland since 1716. As of 2013, there were 589,028 theses in the collection, with 355,862 having abstracts
• Networked Digital Library of Theses and Dissertations (NDLTD) The Networked Digital Library of Theses and Dissertations (NDLTD) is an international organization dedicated to promoting the adoption, creation, use, dissemination and preservation of electronic theses and dissertations (ETDs). NDLTD supports electronic publishing and open access to scholarship in order to enhance the sharing of knowledge worldwide. Try the new Global ETD Search
• Open Access Theses and Dissertations (OATD) Index of more than 1.5 million electronic theses and dissertations (ETDs), with preference given to records of graduate-level theses freely available online
• Österreichische Dissertationsdatenbank This database references over 99,000 dissertations and theses held at Austrian Universities; about two-thirds are abstracted in both German and English
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Dissertation search tools available at Yale

• Orbis (Yale dissertations only) Orbis holds records for all Yale dissertations for which microfilm copies exist, i.e. all dissertations completed in departments of the Graduate School since 1965, plus select dissertations completed in departments of the Graduate School between 1892 & 1965. Yale dissertations can be located in Orbis by: (1) Entering the author / title in a Simple Search (2) Using the terms “dissertation” or “thesis” and words known to be in the bibliographic record in a Keyword search. more... less... If you do not locate a Yale dissertation in Orbis, check the card catalog at Manuscripts and Archives. Except for some early dissertations that are not available, all Yale dissertations are held at Manuscripts and Archives.
• ProQuest Dissertations & Theses This database makes nearly every dissertation ever filed in the United States available in PDF format. Not all dissertations are available, however, as authors with dissertations under contract with a press are sometimes encouraged not to make their dissertations freely available. In these cases you can at least read an abstract. Note that you can search by school, department, and adviser.

From European institutions

• DART-Europe The European portal for finding electronic theses and dissertations. DART-Europe is a partnership of research libraries and library consortia who are working together to improve global access to European research theses.
• Deutsche Nationalbibliothek German dissertations since 1998 are comprehensively collected by the National Library of Germany, so search its online catalog by clicking on the link above.
• Dissonline Searches electronic university publications held by the Deutsche Nationalbibliothek, including dissertations and "Habilitationen".
• Electronic Theses Online Service (EThOS) EThOS offers free access, in a secure format, to the full text of electronically stored UK theses--a rich and vast body of knowledge.
• Index to Theses A Comprehensive Listing of Theses with Abstracts Accepted for Higher Degrees by Universities in Great Britain and Ireland since 1716. Abstracts are available from many theses since 1970 and for all since 1986.
• Österreichische Dissertationsdatenbank This database references over 55,000 dissertations and theses held at Austrian universities; select dissertations are available online.

From international institutions

• CRL Center for Research Libraries Foreign Doctoral Dissertations Holds 800,000 dissertations from universities outside the U.S. and Canada. However, only 20,000 of these are cataloged in the database. If you know the exact title of a dissertation and do not find it in the database, CRL recommends searching the CRL Catalog. If the title does not appear in the database or the catalog, contact CRL directly to inquire if it is held. CRL continues to acquire about 5,000 titles per year from major universities.
• Networked Digital Library of Theses & Dissertations (NDLTD) The NDLTD is an international organization dedicated to promoting the adoption, creation, use, dissemination, and preservation of electronic theses and dissertations (ETDs). The NDLTD Catalog contains more than one million records of electronic theses and dissertations. For students and researchers, the Union Catalog makes individual collections of NDLTD member institutions and consortia appear as one seamless digital library of ETDs.
• The Universal Index of Doctoral Dissertations in Progress This site holds a database of voluntarily-registered, author-identified doctoral dissertations in progress around the world. Its goal is to avoid duplications in doctoral dissertations, create the ultimate meeting place for researchers, and allow for interaction between them. Bear in mind, though, that only dissertations which have been registered by their authors can be found in the database. Registration and access to the database are free.
• Theses Canada This is your central access point for Canadian theses. From here you will be able to: - search AMICUS, Canada's national online catalog, for bibliographic records of all theses in Library and Archives Canada's theses collection; - access & search the full text electronic versions of numerous Canadian theses and dissertations; - find out everything you need to know about Theses Canada, including how to find a thesis, information on copyright, etc.
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Prof. Dr. Bettina Braun Zinn

Phonetic aspects of gender-neutral speech in German

Many speakers who use gender-neutral speech in German produce a glottal stop /ʃtʊdɛntʔɪn/. In this project you will compare the realization of gender-neutral speech for different speakers (those who find this distinction important and those who don’t). You will also investigate how the speakers deal with forms in which the stress pattern is different between the male and female forms (e.g., Professor vs. Professorin)

Prerequisites:

• knowledge of praat or another speech processing software
• knowledge of statistics

Language: 

German or English

Intonational meaning in one-word utterances (with R. Eckardt)

In mother-child interaction, mothers utter a whole range of semantically empty one-word utterances (e.g., hm?). In this project you will analyse an annotated corpus of spoken Germna mother-child interaction to classify the pragmatic content (intent) of these one-word utterances and to relate their function to intonational form to develop a model of intonational meaning.

• knowledge of pragmatics

Literature: Grice, M., Baumann, S., & Benzmüller, R. (2005). German Intonation in Autosegmental-Metrical Phonology. In J. Sun-Ah (Ed.), Prosodic Typology. The Phonology of Intonation and Phrasing (pp. 55-83). Oxford: Oxford University Press.

The role of intonation on lexical stress perception (with T. Rathcke)

There are studies showing that participants perceive high-pitched syllables as stressed (this happens, for instance, in a rising intonation pattern such as “Peter?” where the low-pitched stressed syllable is less often detected correctly than in a declarative utterance with a falling f0-contour. In this project you will use rhythm-beats to probe participants’ stress perception in different intonation contours.

• knowledge of psycholinguistics

Literature: Zahner, K., Kutscheid, S., & Braun, B. (2019). Alignment of f0 peak in different pitch accent types affects perception of metrical stress. Journal of Phonetics, 74 , 75-95.

Prosody vs. syntax in the interpretation of questions as rhetorical or information-seeking (with N. Dehé)

Previous research has shown that listeners can use prosodic information (duration, voice quality, intonation) to decide whether a question is intended as rhetorical or information-seeking question (all else being equal). In this project you will investigate how this prosodic information compares to information from other linguistic areas, e.g. syntactic structure, use of particles

Literature: Braun, B., Dehé, N., Neitsch, J., Wochner, D., & Zahner, K. (2018). The prosody of rhetorical and information-seeking questions in German. Language and Speech 62(4), 779–807 . Kharaman, M., Xu, M., Eulitz, C. & Braun, B. (2019). The processing of prosodic cues to rhetorical question interpretation: Psycholinguistic and neurolinguistics evidence.  Proceedings of Interspeech . Graz, Austria.

The perception of bias in polar questions (with M. Romero)

Previous research has shown that speakers mark their own bias preferentially via word order in German (Gibt es nicht einen Bus? vs. Gibt es keinen Bus?), while English speakers make more use of prosody (in particular the final rise). In this project you test the perception and identification of speaker bias and test the roles of prosody and syntax therein.

Literature: Arnhold, A., Braun, B. & Romero, M. (2020). Aren’t prosody and syntax marking bias in questions? Language and Speech. Online first publication   https://doi.org/10.1177/0023830920914315

The marking of rhetorical question in Swiss German: Syntactic and prosodic cues (with N. Dehé)

Rhetorical questions (RQs) may be signaled by lexical or syntactic cues and/or by prosody. Regarding the prosodic marking of RQs, previous research on German has shown that tonal targets are aligned later in rhetorical wh -questions than in neutral wh -questions. Swiss German is an interesting test case for the marking of RQs as tonal alignment seems to occur later in Swiss German than in Standard German. Moreover, Swiss German employs various lexical cues to convey pragmatic meaning. In this project you will test whether Swiss German speakers use syntactic/lexical cues and/or prosody to mark a question as rhetorical. If prosody is a cue, you will further study tonal alignment patterns for the disambiguation of the two illocution types in more detail.

• knowledge of intonation
• basic knowledge of syntax

Literature: Braun, B., Dehé, N., Neitsch, J., Wochner, D., & Zahner, K. (2018). The prosody of rhetorical and information-seeking questions in German. Language and Speech 62(4), 779–807 . Leemann, A. (2012). Swiss German intonation patterns. Amsterdam / Philadelphia: John Benjamins Publishing Company.

Prof. Dr. Bernhard Brehmer Für die Themen für die MA-Arbeiten wenden Sie sich bitte direkt an Herrn Bernhard Brehmer. Please contact directly Mr. Bernhard Brehmer to determine the subject of your MA-Thesis.

Prof. Dr. Miriam Butt

Grammar Development

Develop a Grammar Fragment for a language using LFG/XLE.

Framing and Argumentation

Computationally analyze linguistic strategies involved in framing and argumentation. Other possible topics are the automatic detection of hate speech or the content of political manifestos.

Computational Morphological Analysis

Develop a computational analysis for morphophonological phenomena in a language using Finite-State Morphology.

Computational Semantics

Work on a topic within Natural Language Unterstanding: the automatic analysis semantic content.

Artificial Intelligence

Develop small AI systems. These could be Chatbots or systems involving machine learning from texts for a given task like text generation or classification or clustering of texts/phenomena.

Theoretical Linguistics

I am happy to supervise topics on the following: case, complex predicates, lexical semantics, grammar architecture, including the prosody-syntax-semantics/pragmatics interface. My area of specialization is South Asian languages, but I am happy to do other languages as well.

Historical Linguistics

Understanding language change, particularly with respect to case or auxiliary formation. This can be done purely from a general linguistics perspective or be combined with computational approaches (corpus linguistics and/or visual analytics).

Emotion-evoking language in Spanish political manifestos

In this thesis, you will examine the instances of emotion and emotion-evoking language in Spanish political manifestos and speeches. The aim is to create word lists that will help us in the analysis of emotional language in Spanish texts. 

Required skills:

• knowledge of Spanish; no programming skills required

Prof. Dr. Nicole Dehé

Prosody vs. syntax in the interpretation of questions as rhetorical or information-seeking (with B. Braun Zinn)

The intonation of faroese (with c. ulbrich).

Literature on the intonation of Faroese is scarce, except for some short and anecdotal descriptions in Lockwood (1977) and Árnason (2011). Speech data (from a map task study carried out in 2019) are available for analysis. Prerequisites: - Knowledge of Praat, some experience with intonational annotation / analysis - Interest in Faroese Literature: Árnason, Kristján. 2011. The Phonology of Icelandic and Faroese. Oxford University Press. Lockwood, W. B. 1977. An Introduction to Modern Faroese (3rd printing). Tórshavn: Føroya Skúlabókagrunnur.

Topics related to ditransitives in Insular Scandinavian

The objective of your thesis will be to explore important issues relating to ditransitive verbs in Insular Scandinavian. The project that your thesis will be related to focused on three main issues: (a) inversion of the two objects (DO-IO orders in active clauses and theme passives), (b) the morphosyntax of ditransitive verbs (different cases and DPs vs. PPs) and related syntactic issues, and (c) the scope possibilities for the internal arguments of ditransitive verbs. Data have been elicited in a series of experimental studies at the University of Iceland, ready for analysis. If you are interested, we will contact colleagues in Iceland and discuss use of the data as well as a specific thesis topic.

Prof. Dr. Regine Eckardt

Ich betreue Abschlussarbeiten im Bereich Semantik, Pragmatik und Sprachgeschichte. Sie können theoretische Arbeiten, Literaturvergleichende Arbeiten oder empirische Studien anstreben. Hier ist eine Auswahl an exemplarischen Themen. Für Ihre eigenen Vorschläge bin ich immer offen.

Most topics can also be researched for English, and in English. See me in my office hours talk about your ideas and interests.

Perspektivierung und perspektivierende Ausdrücke

Mit perspektivierenden Ausdrücken wird die Meinung eines Sprechers wiedergegeben. Es gibt viele Formen der Perspektivierung: geschmacklich ( gut, lecker, ekelhaft ), emotional ( leider, gottlob ), epistemisch ( wohl, vielleicht ).

Da viele davon noch nicht genauer beschrieben wurden, können hier viele Einzelfallstudien durchgeführt werden..

Ein weiterer Aspekt perspektivierender Ausdrücke ist ihre Funktion in Medientexten. Welche Art von Mitteilung wird perspektiviert? Welche Perspektiven werden vermittelt?

Form und Funktion rhetorischer Fragen.

• Datenbezogen: in welchen Texten und Medien werden rhetorische Fragen vermehrt verwendet?
• Form: Wie werden rhetorische Fragen im Deutschen markiert? (Negativ-Polare Elemente, Negation, Partikeln, Adverbien usw.)
• Funktion: Kann jede beliebige Frage auch als rhetorische Frage verwendet werden? Wie sehen adäquate Verwendungskontexte für rhetorische Fragen aus?

Emphatische Negation in Zeitungstexten

• Pragmatik von negativ-polaren Elementen
• Einordnung weiterer Negationsformen des Deutschen in die Theorie: Niemals, nicht einmal, nicht ein einzige(s) … und ihre Verwendung in Zeitungstexten
• Verwendung und Funktion von von wegen!

Präteritumsschwund im Süddeutschen

In den süddeutschen Dialekten sind die morphologischen Formen des Präteritums fast völlig verschwunden; sie werden durch analytische Formen im Perfekt ersetzt.

• welche bedeutung hat in diesem System das Doppelperfekt ( Peter hat das Buch gelesen gehabt )?
• Überprüfung von Quellen des 16. Jahrhunderts auf die Verwendung von Perfekt / Präteritum
• Überprüfung von Quellen aus dem Bereich der Hanse auf die Verwendung des Perfekts / Präteritums im 15. und 16. Jahrhunderts
• eventuell für Romanisten: Quellen aus dem Norditalienischen Raum aus dem 14. Jahrhundert auf die Verwendung von Vergangenheitsformen hin überprüfen.

Argumente und Scheinargumente

Erarbeitung von fallacies (= Scheinargumenten) anhand von Lehrbüchern, und eine empirische Studie zu der Frage: Welche fallacies kommen bei (online-)Debatten am häufigsten vor? (Zur Eingrenzung empfiehlt sich ein Fokus auf Debatten zu einem bestimmten Thema, z.B. nur über Migration, nur über Corona, …)

Texte und Medien

Wie wird in Texten die Perspektive des Autors indirekt spachlich vermittelt? Wie setzen Journalisten subjektive Prädikate ein, um einen gemeinsamen Glaubenshintergrund zu suggerieren?

Semantik von Adjektiven

Die Natur von A+N-Komposita im Russischen: Zur Semantik von A + N – Phrasen im Russischen. Im Deutschen bedeutet rote Socke dasselbe wie „ist rot und ist eine Socke“. Im Russischen scheint es A+N-Verbindungen zu geben, in denen das Adjektiv nicht einfach zur N-Bedeutung dazukommt. Was ist die Semanitk dieser A+N-Verbindungen? Gibt es solche Beispiele auch in anderen Sprachen (z.B. „blauer Brief“)? Wo ist die Grenze zwischen kompositionaler und konventioneller Bedeutung?

Indirekte Sprechakte: Russisch und Deutsch im Vergleich

Befehle und auch manche Fragen können face-threatening acts sein. Oft wird behauptet, dass Sprecher auf indirekte Sprechakte ausweichen, um den FTA abzumildern. Ist diese Strategie empirische belegbar? Ist sie kulturspezifisch?

Prof. Dr. Carsten Eulitz

Underspecification of phonological features in the mental lexicon

In this thesis, you will be conducting an EEG study using a component of the event-related activity, called MMN, to generalize MMN effects demonstrating the underspecification of phonological features in the mental lexicon. This topic is conditional to the re-opening of the EEG lab. Required skills: Experimental linguistics and neurolinguistics, ideally experience with EEG measurements and data analyses Language of the thesis: English or German

Pre-attentive recognition of the language mode and nativeness in bilingual speakers

In this thesis, you will be conducting an EEG study using a component of the event-related activity, called MMN, to investigate the pre-attentive recognition of the language mode of bilingual speakers while producing CV syllables in the L1 or the L2 as well as the nativeness of their productions. This topic is conditional to the re-opening of the EEG lab. Required skills: Experimental linguistics and neurolinguistics, ideally experience with EEG measurements and data analyses Language of the thesis: English or German

You can come to me with ideas about projects on neurolinguistics topics. Language of the thesis: English or German

Juniorprof. Dr. Diego Frassinelli

Automatic generation of behavioral measures using Distributional Semantic information

In this thesis, you will use regression methods to predict (extra)linguistic information (e.g., behavioral norms like concreteness, valency, arousal) using distributional semantic representations. The main focus of this project is to identify the type of linguistic and non-linguistic information available in distributional representations and understand how to access this type of information. Required Skills: Understanding of distributional semantics; Understanding and running correlation and regression studies; Good knowledge of Python or R. Language of the thesis: English only

Investigating Multimodal Distributional Semantics

In this thesis, you will use existing multimodal distributional representations (e.g., visual vectors) in combination with purely linguistic vector representations to understand how information coming from multiple modalities can be combined to solve traditional tasks from lexical and distributional semantics. Required Skills: Understanding of distributional semantics; Understanding and running correlation and regression studies; Good knowledge of Python. Language of the thesis: English only

Building Multimodal Distributional Representations

In this thesis, you will build visual vectors using complex neural networks and test such representations on traditional tasks from lexical and distributional semantics. The main question in this project is the following: does the quality and type of pictures used to build such vectors significantly affect the final representation? Required Skills: Understanding of distributional semantics; Understanding and running correlation and regression studies; Very good knowledge of Python; good knowledge of neural networks. Language of the thesis: English only

You can come to me with ideas about projects that use corpus linguistic methods and distributional semantics to solve specific tasks. Language of the thesis: English only

Prof. Dr. Georg A. Kaiser Für die Themen für die MA-Arbeiten wenden Sie sich bitte direkt an Herrn George Kaiser. Please contact directly Mr. Georg Kaiser to determine the subject of your MA-Thesis.

Prof. Dr. Tanja Kupisch Für die Themen für die MA-Arbeiten wenden Sie sich bitte direkt an Frau Tanja Kupisch. Please contact directly Ms. Tanja Kupisch to determine the subject of your MA-Thesis.

Prof. Dr. Theo Marinis

Language policies in multilingual cities

The aim of the project is identify what language policies are in place in countries with large multilingual populations in Europe and beyond.

Language policies in Konstanz as an international city – the view of the Konstanz citizens

This aim of this project is to identify through a survey the needs of the citizens of Konstanz in terms of the language policies they would like to be implemented in the future in Konstanz. "Language policies in multilingual cities-2 and "Language policies in Konstanz as an international city – the view of the Konstanz citizens" are closely linked together.

Effects of Covid19 on children’s language development

The aim of this project is to find out through a survey with parents their perceptions about how social distancing has affected their children’s language development.

Evaluating flyers from the Centre for Multilingualism

As part of the Ringvorlesung students are developing material for families and professionals. This project will evaluate the material through questionnaires and interviews with parents, professionals, people working in local authorities

Any other topic related to language development

Processing of cognates in english-german bilinguals (to be supervised with elisabeth süß).

The aim of the project is to study the effect of lexical stress on cognate production. While cognates are produced faster and more accurately than non-cognates (cognate facilitation effect (CFE)), it is unclear if and how lexical stress affects the CFE. A production experiment will be conducted to fill this research gap by testing German-English bilinguals on a picture naming task in both German and English. The pictures will depict non-cognates, cognates with stress overlap, and cognates with stress mismatch.

Pronoun resolution in bi-/multilingual children (to be supervised with Angelika Golegos)

The aim of this project is to study how children produce and comprehend pronouns. Pronouns as referential expressions are crucial in everyday communication. The target like use of pronouns is considered to be a demanding task that costs a long developmental progress. It is little known about the strategies monolingual children are applying for producing and interpreting pronouns and even fewer studies investigate bilingual children strategies. In this project we address the question of pronoun use and interpretation by applying various tasks, e.g., story retelling, pronoun judgment task.

Irony comprehension in children (to be supervised with P10 project)

The aim of the project is to compare the comprehension of irony in monolingual (German) and bilingual children with Italian as a heritage language. Several tests will be used to assess the participants’ ability to understand irony, general cognitive abilities, and Theory of Mind (ToM). ToM is the ability to make inferences about other people’s beliefs, intentions, and states of mind. Your two objectives will be 1) to find out potential correlations between different tasks (within participants), and 2) to investigate two different dimensions of language acquisition (monolingual vs bilingual).

[Knowledge of Italian is not necessary; if present, the project can also include the heritage language.]

Irony comprehension – comparing native speakers and late learners of German (to be supervised with P10 project)

How do adults who learn German as a second language perform in Irony Comprehension tasks? Are there differences between groups with a different L1 (e.g., Italian vs Japanese)? In this project, you will be able to compare how Italian learners of German and another group of late learners perform in an Irony Comprehension task. The L1 of the second group of late learners can be chosen based on your linguistic experience.

Rhetorical questions in German and (a language of your choice) (to be supervised with P10 project)

The aim of the project is to test two groups of monolingual speakers, speakers of German and speakers of another language. The linguistic phenomenon under investigation is rhetorical questions, which involve different linguistic cues in different languages (syntax, lexicon, prosody). There will be three main experiments (perception, comprehension, production) and some additional tasks. Your objective will be to find out which cues trigger rhetorical interpretation in different languages.

Rhetorical questions in German monolinguals and Italian heritage speakers (to be supervised with P10 project)

The aim of the project is to compare heritage speakers of Italian and monolingual speakers of German on rhetorical questions which involve different linguistic cues in different languages (syntax, lexicon, prosody). There will be three main experiments (perception, comprehension, production) and some additional tasks. Your objective will be 1) to find out which cues trigger rhetorical interpretation in German, and 2) to investigate two different dimensions of language acquisition (monolingual vs bilingual).

Prof. Dr. Tamara Rathcke

The role of the media in interpersonal accommodation and sound change

Prof. Dr. Tamara Rathcke (with Prof.. Dr Theo Marinis) The role of media in interpersonal accommodation and sound change has been controversially debated, with compelling evidence yet to be provided. In this project, the role of media engagement will be examined and compared between L1 and L2 speakers of English. This work will inform both sociolinguistic theory and second language acquisition models.

• Understanding of the posits of accommodation theory
•  Readiness to learn new technical skills
•  Basic knowledge of statistical inference

Literature: J Stuart-Smith, G Pryce, C Timmins, B Gunter (2013). Television can also be a factor in language change: Evidence from an urban dialect. Language, 501-536.

Interpersonal accommodation during speed dating

Speed dating is one of the contexts that allows us to study verbal and non-verbal accommodation in highly relevant contexts. The time that speed-daters spend in each other’s company is very short, and what they say is often less important than how they say it. This project will study if and how communicative accommodation can explain and predict interpersonal attraction during speed dating. The data for this project was recorded at the Centre for General Linguistics in Berlin in mid-October, and is available in German.

• Good command of Praat or another speech processing software
• Basic knowledge of statistical inference

Literature:

Giles, H., & Ogay, T. (2007). Communication Accommodation Theory. In B. B. Whaley & W. Samter (Eds.), Explaining communication: Contemporary theories and exemplars (p. 293–310). Lawrence Erlbaum Associates Publishers.

Prosodic interfaces between language and music

If music/singing is your thing, you may want to consider a dissertation topic on shared structures of music and language. Both are uniquely human abilities, and their shared cognitive underpinnings have been controversially debated for quite some time. You can take up different stances on the issue at hand, but a potential project involves the study of the so-called “speech-to-song illusion”, an illusory perception of singing in speech. The effect has been documented in many intonation languages but is limited (if at all present) in tonal languages. There is also quite large, to date poorly understood individual variation in the susceptibility to the effect. You can run this experiment with your own data, or use existing recordings. Prerequisites:

• Rock-solid knowledge of acoustic-phonetic concepts
• Understanding of key issues in speech and language processing

Falk, S., Rathcke, T. and Dalla Bella, S. (2014). When Speech Sounds Like Music. Journal of Experimental Psychology: Human Perception and Performance [Online] 40:1491-1506.

Perceptions of charisma in speech

We can easily say who we perceive as charismatic, but it is more difficult for us to say why. Some previous research has shown that for a person to radiate charisma, the content of their message is not as relevant as the way the message is delivered. If this fuels some research interest in you, the topic can be studied in different cultures and languages. An existing database of speeches given by British politicians during Brexit campaigns can also be used.

Rosenberg, A., & Hirschberg, J. (2009). Charisma perception from text and speech. Speech Communication, 51(7), 640–655.

Prof. Dr. Maribel Romero

Alternative Questions

Alternative questions like Is the baby awake or asleep? are realized using a wealth of different surface cues in different languages –prosodic, morpho-syntactic, lexical– and have special semantic and pragmatic properties. This makes the mapping from surface form to utterance meaning in this construction particularly interesting from a cross-linguistic point of view.

• How are alternative questions realized in less studied languages?
• What is their distribution in embedded environments?
• What is their distribution in matrix environments, i.e., do they have special discourse restrictions?

Biased Questions

There are many ways to ask one and the same question. Compare: (i) Is Amy at home? , (ii) Is Amy not at home? , (iii) Isn’t Amy at home? , (iv) Amy is at home? , (v) Amy is at home, isn’t she? . While some of these forms are neutral, others express some degree of bias towards or against the prejacent proposition ‘that Amy is at home’.

• How exactly do these forms differ from each other in terms of semantic/pragmatic behavior?
• What impact does prosody have in polar questions like (i)-(iii)? [Together with Prof. Bettina Braun]
• What readings do Rising Declaratives like (iv) allow in your native language?
• Besides a tag question form like (v), does your native language have other tag question forms? What are their semantic-pragmatic properties?

Quantifier meaning and semantic universals

Crosslinguistically, the meaning of lexical quantifiers –e.g., ‘every’, ‘some’, ‘no’, ‘most’,… – is known to obey a number of mathematical properties, including extension, isomorphism and conservativity. Recent efforts in Artificial Intelligence, Philosophy and Linguistics strive to derive these universal properties from (i) learnability considerations (using neural networks), (ii) the simplicity/informativeness trade-off and (iii) properties of logical operators and/or of natural language. For each such universal property:

• What explanation is best?
• Can several competing explanations be tested experimentally?
• If a particular reading of a specific quantifier in your native language seems to violate that universal property, can this reading be derived otherwise within the grammar of that particular language?

Tense and Aspect (with M. Butt)

Languages differ in how their tense and aspect paradigms are structured and what meaning distinctions they convey. For a given language, one can develop a grammar fragment on tense or aspect in LFG/XLE.

Discourse particles

Expressions like German schon and bloss or English totally and even , etc. often live a double life in the grammar: as adverbial elements contributing to the propositional content of the sentence (e.g., in The glass is totally full ) or as speech acts modifiers fine-tuning the illocutionary act performed (e.g., in You should totally click on that link ).

• Does the speech act use have any syntactic/semantic/pragmatic distribution requirements? If so, what is the underlying motivation for them?
• Can we pin down the content of the speech act reading with the help of experimental methodology?
• How should the speech act reading be theoretically modelled?
• How do the two readings –the propositional meaning and the speech act meaning– relate to each other?

Different attitude verbs –e.g. think , know , wonder — select for different types of complement clauses –e.g., that -clauses vs. interrogative clauses, indicative vs. subjunctive clauses, only V-final clauses vs. also V2 clauses. What guides this selection in each particular language? And can general semantic properties be identified that guide this selection cross-linguistically?

Meaning in Multilingualism (with T. Marinis or T. Kupisch)

What happens with the meaning of functional items –e.g., pronominal reference, definite and indefinite article, tense/aspect/mood morphology—in a multilingual setting? Do we observe transfer in their acquisition? Is there delay or acceleration in the acquisition process?

Open topic in Semantics and/or Pragmatics

If you have some ideas or interest on any other topic within semantics and/or pragmatics, feel free to come to my office hours.

Prof. Dr. George Walkden

Multilingualism and Mary, Queen of Scots

In this thesis, you will be conducting corpus-based research on the multilingual usage of Mary, Queen of Scots (1542-1587). Fluently multilingual from birth, Mary’s letters are written in French, Scots and English, and the aim of the thesis is to establish patterns and regularities in this usage, as well as potential cross-linguistic influences. Required skills: Corpus linguistics, ideally experience working with historical texts, some knowledge of French and English Language of the thesis: English or German

Language contact and syntax in Early Modern English

In this thesis, you will investigate the grammatical effects of lexical borrowings from French and Latin into English, with a specific focus on French and Latin verbs with non-finite complements. You’ll be testing the idea that these borrowings entered the system at a crucial time to trigger wider changes in complementation patterns. Required skills: Corpus linguistics, ideally experience working with historical texts, basic syntax Language of the thesis: English or German

Transylvanian Saxon in contact

In this thesis, you will investigate the Transylvanian Saxon variety of German, a language island in northern Romania. You will use the Audioatlas Siebenbürgisch-Sächsischer Dialekte to investigate some aspect of contact effects of Romanian and/or standard German on this variety and its geographical patterning. Required skills: High level of German, ideally experience in working with recorded spoken data Language of the thesis: English or German

You can come to me with ideas about projects with a historical or syntactic dimension to them, especially those that use corpus evidence. Language of the thesis: English or German

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• How to Write a Thesis Statement | 4 Steps & Examples

How to Write a Thesis Statement | 4 Steps & Examples

Published on January 11, 2019 by Shona McCombes . Revised on August 15, 2023 by Eoghan Ryan.

A thesis statement is a sentence that sums up the central point of your paper or essay . It usually comes near the end of your introduction .

Your thesis will look a bit different depending on the type of essay you’re writing. But the thesis statement should always clearly state the main idea you want to get across. Everything else in your essay should relate back to this idea.

You can write your thesis statement by following four simple steps:

• Start with a question
• Write your initial answer
• Develop your answer
• Refine your thesis statement

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Table of contents

What is a thesis statement, placement of the thesis statement, step 1: start with a question, step 2: write your initial answer, step 3: develop your answer, step 4: refine your thesis statement, types of thesis statements, other interesting articles, frequently asked questions about thesis statements.

A thesis statement summarizes the central points of your essay. It is a signpost telling the reader what the essay will argue and why.

The best thesis statements are:

• Concise: A good thesis statement is short and sweet—don’t use more words than necessary. State your point clearly and directly in one or two sentences.
• Contentious: Your thesis shouldn’t be a simple statement of fact that everyone already knows. A good thesis statement is a claim that requires further evidence or analysis to back it up.
• Coherent: Everything mentioned in your thesis statement must be supported and explained in the rest of your paper.

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The thesis statement generally appears at the end of your essay introduction or research paper introduction .

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts and among young people more generally is hotly debated. For many who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its many benefits for education: the internet facilitates easier access to information, exposure to different perspectives, and a flexible learning environment for both students and teachers.

You should come up with an initial thesis, sometimes called a working thesis , early in the writing process . As soon as you’ve decided on your essay topic , you need to work out what you want to say about it—a clear thesis will give your essay direction and structure.

You might already have a question in your assignment, but if not, try to come up with your own. What would you like to find out or decide about your topic?

For example, you might ask:

After some initial research, you can formulate a tentative answer to this question. At this stage it can be simple, and it should guide the research process and writing process .

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Now you need to consider why this is your answer and how you will convince your reader to agree with you. As you read more about your topic and begin writing, your answer should get more detailed.

In your essay about the internet and education, the thesis states your position and sketches out the key arguments you’ll use to support it.

The negatives of internet use are outweighed by its many benefits for education because it facilitates easier access to information.

In your essay about braille, the thesis statement summarizes the key historical development that you’ll explain.

The invention of braille in the 19th century transformed the lives of blind people, allowing them to participate more actively in public life.

A strong thesis statement should tell the reader:

• Why you hold this position
• What they’ll learn from your essay
• The key points of your argument or narrative

The final thesis statement doesn’t just state your position, but summarizes your overall argument or the entire topic you’re going to explain. To strengthen a weak thesis statement, it can help to consider the broader context of your topic.

These examples are more specific and show that you’ll explore your topic in depth.

Your thesis statement should match the goals of your essay, which vary depending on the type of essay you’re writing:

• In an argumentative essay , your thesis statement should take a strong position. Your aim in the essay is to convince your reader of this thesis based on evidence and logical reasoning.
• In an expository essay , you’ll aim to explain the facts of a topic or process. Your thesis statement doesn’t have to include a strong opinion in this case, but it should clearly state the central point you want to make, and mention the key elements you’ll explain.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

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A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

Follow these four steps to come up with a thesis statement :

• Ask a question about your topic .
• Write your initial answer.
• Develop your answer by including reasons.
• Refine your answer, adding more detail and nuance.

The thesis statement should be placed at the end of your essay introduction .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

McCombes, S. (2023, August 15). How to Write a Thesis Statement | 4 Steps & Examples. Scribbr. Retrieved April 16, 2024, from https://www.scribbr.com/academic-essay/thesis-statement/

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What is the translation of "thesis statement" in German?

"thesis statement" in german, thesis statement {noun}.

• volume_up Hochschulschriftenvermerk

Translations

Monolingual examples, english how to use "thesis statement" in a sentence.

• open_in_new Link to source
• warning Request revision

Similar translations

Similar translations for "thesis statement" in german.

• Inauguraldissertation
• Doktorarbeit
• Diplomarbeit
• Dissertation
• Darstellung
• Feststellung
• Bankabrechnung
• Stellungnahme
• Kontoauszug
• these problems apart
• these provisions are binding
• these rules give
• these things happen
• thesis examine
• thesis for qualification as university teacher
• thesis paper
• thesis project
• thesis statement
• thesis supervisor
• theta waves
• they all conform with
• they are able
• they are placed at his disposal

Have a look at the Danish-English dictionary by bab.la.

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Department of Germanic Languages and Literatures

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• Recent Theses

As a result of the wide range of both concentration options and student interests in the department, and because of the equally wide range of faculty research and interests to support them, our seniors' honors essays address an unusually wide variety of topics -- from literature to philology, from medieval to modern, from narrative to lyric, from strictly German to comparative, from thematic to gender-oriented, from literature and film to politics and philosophy. Following is a sampling of recent senior thesis titles:

Kyra Jones '20 , "Geschlechtergerechte Sprache: Gender-Fair Noun Usage in German"

Brianni Lee '20 , "Searching for Happiness Within Unfreedom: Adorno’s Aesthetic Theory as an Authentic Social Critique and a Preservation of Hope"

Benjamin Altshuler '19 , "Dissolving Identity: Re-constructing the Third Reich Through the Cinematic Dissolve"

Daniel Menz '19 , "Mobilizing Memory: Social Movement Activism on Remembrance of the Holocaust and Nazi era in 1980s West Berlin"

Joseph André Zivny '19 , "Seeing as Feeling: Representations of Embodied Sight in Homo Faber and The Unbearable Lightness of Being"

Vince Guo '18 , "Does Brecht Still Hold?  Der aufhaltsame Aufstieg des Arturo Ui  as a Case for Adapting Bertolt Brecht’s Theater in the Twenty-First Century"

Maxwell Phillips '15 , "Formphantasien: Composing the Echoes of Adorno’s Musical Thought Today"

Michael Raleigh '15 , “'Nänie'”: Poetry and Setting"

Michael Ardeljan '13, "On the Cutting Edge: Prussian Battlefield Medicine and the Wars of German Unification, 1864-1871"

Daniel Asher Reichert '12 , "Brinkmann's Vision: The Aesthetic Fabrication of Rome" [on Rolf Dieter Brinkmann's Rom, Blicke ]

Jasmine Ford '10 ,  “Kein Ausländer und doch ein Fremder: The Construction of Contemporary Afro-German Identity through Hip-Hop”.

Shaun Patrick Hughes '10 , "Germany's Achtundsechziger Generation and the Rise of the Rote Armee Fraktion: Burned Children returning to the Fire as seen through Die Bleierne Zeit"

Preston Scott Copeland '09 , "Toxi Grows Up: A Changing Appraisal of the Afro-German Cinematic Image in Post-Reunification German through Branwen Okpako's Dreckfresser"

Nicole E. Rosner '08 , "The Network of (Image)ination: A Framework for Navigating the Literature of the Berliner U-Bahn"

Caroline Lillian Schopp '08 , "Monument and Counter-Monument: the Sculptural Libraries of Anselm Kiefer, Micha Ullmann and Rachel Whiteread"

Moira Gallagher Weigel '06 , "Holding the Hohlspiegel up to nature: Crises of reading, reflections, and inheritance in Shakespear and Kleist"

Joshua Henry Billings '06 , "Misreadings the Chorus: Nietzsche's Geburt der Tragödie as Methodological Critique"

Sharon Doku '05 , “Johann Eberlin von Günzburg's Lutheran Utopia Wolfaria (1521): Laws for a New German State” Alison Giordano '05 , “The Crisis of Identity in Schiele's Self-Portraits”

DoanNhi Dona Le '05 , “The Sound of Silence, as Written by Paul Celan and Composed by Harrison Birtwistle: A Contemporary Setting of ‘Tenebrae’”

Ruth Mirsky '05 , “Anxiety on the Silver Screen: Society and the Outsider in Paul Leni's Das Wachsfiguren-kabinett & The Man Who Laughs”

Anicia Chung Timberlake '05 , “Turning Inwards: Musical Tradition and German Identity in the Weimar Republic”

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Baruch College Writing Center

Useful Language for Thesis Statements

This resource highlights language that frequently appears in argumentative writing. It is designed to draw your attention to common linguistic forms in thesis statements.

Using this resource

We recommend reading this list twice:

• The first time you read, focus on the language itself. What verbs (like illustrates, demonstrates, shows ) make for strong claims? What dependent clauses (like In this passage ) introduce the sentences? Where have you seen phrases like these before? In what genre of essay would you expect to see the phrase (in literary analysis or a policy paper)?
• The second time you read, focus on the conceptual relationships. Note that many introduce their evidence— Based on X, or Through examination of Y —before making a claim. Which phrases emphasize differences or similarities? Which phrases introduce complication?

Once you’ve read through, try using these phrases in your own writing.

Basic sentence structures:

Identifying something significant to analyze:.

In this play, the character of Joseph s ymbolizes … This passage illustrates the importance of… The author sheds light on the crucial point of… The text highlights the difference between… In both [text 1] and [text 2], the authors demonstrate how…

Affirming what you believe:

From my perspective, the idea that… In my view, the author… I strongly agree with the argument that… I disagree with the notion that…

Challenging an author’s argument:

The article fails to address… The author overlooks… The argument lacks clear evidence about… The author’s point is questionable in that it…

Complex sentence structures:

Linking key background information or evidence to your claim:.

Keywords: Based on, As, Through, In + (verb)-ing Based on the facts concerning the “Molotov” case study, it is apparent that… Based on the analysis of the “Molotov” case study, I believe that… In examining the controversy surrounding artists’ rights , [author’s name] demonstrates… Through the examination of Molotov Man, [author’s name] identifies… Considering the debate over the reproduction of images , it is clear that copyright law fails to… In light of the Molotov Man controversy, it is useful to reconsider/re-examine… As this case demonstrates, it is important to…

Expressing a less obvious claim by challenging commonly held beliefs:

Keywords: While, Although, Though While it is true that _______________, the more significant problem with X is… Although it may seem that _______________, the more significant issue relates to… Though X seems to suggest that _______________, a crucial part of this debate involves… While I acknowledge that _______________, it is necessary to take into account the fact that.. While Garnett makes a strong case for the reproduction of Molotov Man , she fails to address the deeper problem of…

Emphasizing an important similarity:

• While it may seem that A and B have little in common apart from ________________, they actually share ________________.
• Despite many clear differences, both A and B ______________________________.
• While it may seem that Democrats and Republicans disagree fundamentally on how the U.S. should be run, the fact that both parties supported the Defense Authorization Act—permitting the indefinite detention of American citizens on U.S. soil— suggests they share a core set of beliefs about government power.
• Despite the schools’ different curricula, both serve the same overarching mission …

Emphasizing an important difference:

• Although A and B share ________________, they significantly differ in that ______________________________.
• A and B appear to have many commonalities, but depart from one another when ______________________________.
• While T-Mobile and Verizon may appear to have similar marketing strategies, they target their audiences differently : T-Mobile caters to a niche audience of young people who live in cities, while Verizon emphasizes their nationwide coverage.
• Although Keats’ “Ode on a Grecian Urn” and Rilke’s “Archaic Torso of Apollo” are both ekphrastic poems about ancient Greek artifacts, they offer very different perspectives on antiquity…

Providing reasons for your claim:

Keywords: Due to, Because of Due to unfair restrictions imposed by copyright law, artists struggle to Due to the fact that copyright law imposes unfair restrictions, artists struggle to… Because they put aesthetic effect before historical context, artists often misrepresent historical events in their images. Artists often misrepresent historical events in their images because they… Given the fact that American soldiers cannot refuse to be photographed in combat , we recommend…

Providing multiple reasons for your claim:

Keywords: Both, Due to, Among the reasons, Not only Both _______ and _______ offer evidence for / explain why… Due to both [reason 1] and [reason 2], I consider… Not only does [reason 1] contribute to the problem of the reproduction of images , but so does [reason 2]. The emotional appeal of the painting together with the omission of any signs of war conveys a sense of…

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Dissertations / Theses on the topic 'German language Deutsch'

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Consult the top 50 dissertations / theses for your research on the topic 'German language Deutsch.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

Reindl, Donald F. "Language contact: German and Slovenian." Bochum Brockmeyer, 2005. http://d-nb.info/990069427/04.

Kühtz, Stefan. "Phraseologie und Formulierungsmuster in medizinischen Texten." Tübingen Narr, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2896902&prov=M&dokv̲ar=1&doke̲xt=htm.

Smirnova, Elena. "Die Entwicklung der Konstruktion "würde" + Infinitiv im Deutschen : eine funktional-semantische Analyse unter besonderer Berücksichtigung sprachhistorischer Aspekte /." Berlin [u.a.] : de Gruyter, 2006. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=015001895&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

Venohr, Elisabeth. "Textmuster und Textsortenwissen aus der Sicht des Deutschen als Fremdsprache : textdidaktische Aspekte ausgewählter Textsorten im Vergleich Deutsch-Französisch-Russisch." Frankfurt am Main [u.a.] : Lang, 2007. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=015602875&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

Lüngen, Harald. "A hierarchical model of German morphology in a spoken language lexicon environment." [S.l. : s.n.], 2002. http://deposit.ddb.de/cgi-bin/dokserv?idn=969906218.

Fricke, Silke. "Phonological awareness skills in German speaking preschool children." Idstein : Schulz-Kirchner, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2946256&prov=M&dok_var=1&dok_ext=htm.

Flaate, Inghild. "Die "als"-Prädikative im Deutschen eine syntaktisch-semantische Analyse." Tübingen Stauffenburg-Verl, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2924346&prov=M&dok_var=1&dok_ext=htm.

Kashapova, Dina. "Kunst, Diskurs und Nationalsozialismus : semantische und pragmatische Studien /." Tübingen : Niemeyer, 2006. http://www.loc.gov/catdir/toc/fy0701/2006485483.html.

Benkwitz, Annaliese. "Kontrastive phonetische Untersuchungen zum Rhythmus : britisches Englisch als Ausgangssprache - Deutsch als Zielsprache /." Frankfurt am Main [u.a.] : Lang, 2004. http://www.gbv.de/dms/bs/toc/393034135.pdf.

Johannes, Elisabeth. "DEUTSCH 1, 2, 3!! : an interactive, multimedia, web-based program for the German foreign language classroom." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/741.

Nolda, Andreas. "Die Thema-Integration : Syntax und Semantik der "gespaltenen Topikalisierung" im Deutschen." Tübingen Stauffenburg, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2944894&prov=M&dokv̲ar=1&doke̲xt=htm.

Liimatainen, Annikki. "Untersuchungen zur Fachsprache der Ökologie und des Umweltschutzes im Deutschen und Finnischen : Bezeichnungsvarianten unter einem geschichtlichen, lexikografischen, morphologischen und linguistisch-pragmatischen Aspekt /." Frankfurt am Main : Lang, 2008. http://d-nb.info/989586057/04.

Weber, Sabrina [Verfasser], Markus [Gutachter] Bader, and Gert [Gutachter] Webelhuth. "Nominal modification in language production: Extraposition of prepositional phrases in german / Sabrina Weber ; Gutachter: Markus Bader, Gert Webelhuth." Frankfurt am Main : Universitätsbibliothek Johann Christian Senckenberg, 2019. http://d-nb.info/1197127925/34.

Cristante, Valentina [Verfasser], and Sarah [Akademischer Betreuer] Schimke. "The processing of non-canonical sentences in children with German as a first or second language and German adults evidence from an eye-tracking study / Valentina Cristante ; Betreuer: Sarah Schimke." Münster : Universitäts- und Landesbibliothek Münster, 2016. http://d-nb.info/1142240967/34.

Engelbrecht, Natasha. "Zur Rolle von Metaphern im Unterricht Deutsch als Fremdsprache auf A1 Niveau : eine Untersuchung am Beispiel des Lehrwerks Menschen." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86351.

Ploner, Eva. "Landinisch-deutsch-italienische Gesetzestexte : eine Übersetzungskritik mit Verbesserungsanregungen /." Innsbruck : Institut für Romanistik der Universität Innsbruck, 2002. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=010378427&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

Köper, Maximilian [Verfasser], and im Walde Sabine [Akademischer Betreuer] Schulte. "Computational approaches for German particle verbs : compositionality, sense discrimination and non-literal language / Maximilian Köper ; Betreuer: Sabine Schulte im Walde." Stuttgart : Universitätsbibliothek der Universität Stuttgart, 2018. http://d-nb.info/1172288461/34.

Kärchner-Ober, Renate. "The german language is completely different from the english language Besonderheiten des Erwerbs von Deutsch als Tertiärsprache nach Englisch und einer nicht-indogermanischen Erstsprache." Tübingen Stauffenburg, 2008. http://d-nb.info/991605608/04.

Macur, Franziska. "Weibliche Diskurskulturen : privat, beruflich, medial /." Frankfurt am Main ; New York : Peter Lang, 2009. http://d-nb.info/993743080/04.

Münch, Alexandra [Verfasser]. "Language Mixing and L1 Attrition in Speech and Writing : A Profile of a German-English Bilingual / Alexandra Münch." Aachen : Shaker, 2006. http://d-nb.info/1166516075/34.

Wichmann, Laura. "An neue Sprachufer übersetzen: Zur Didaktik der Literarizität und dem Potential eines erweiterten Übersetzungskonzeptes im Kontext von Deutsch als Fremdsprache." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96946.

Lundin, Lena. "Zu einigen Entwicklungstendenzen im heutigen Deutsch : Beobachtungen anhand der Pressesprache." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-458.

Några språkliga utvecklingstendenser inom tyska språket har belysts.

Beläggen är hämtade ur tyska tidsskrifter bl a Der Spiegel.

Följande begrepp har behandlats; Ausklammerung, Ausgliederung, Weil-Sätze - die Wortfolge samt zur Struktur der irrealen Vergleichssätze.

Kühn, Jane [Verfasser], Christoph [Akademischer Betreuer] Schroeder, Hubert [Akademischer Betreuer] Truckenbrodt, and Zerbian [Akademischer Betreuer] Sabine. "Functionally-driven language change : prosodic focus and sentence type marking in German-Turkish bilingual yes/no questions / Jane Kühn ; Christoph Schroeder, Hubert Truckenbrodt, Zerbian Sabine." Potsdam : Universität Potsdam, 2016. http://d-nb.info/1218794283/34.

Mika, Egmont. "Formeln und Routinen : Zum Genuserwerb italienischer, portugiesischer und spanischer Gastarbeiter mit Deutsch als Zweitsprache." Doctoral thesis, Uppsala University, Department of Modern Languages, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-5801.

Based on the interlanguage hypothesis and with reference to skill learning and central concepts of connectionist language-acquisition theory, this study develops an explanatory model, with the help of which untutored acquisition of grammatical gender in German is shown to be a sequence of meta-individual developmental phases. The empirical evidence consists of linguistic data compiled from interviews with Italian, Portuguese, and Spanish foreign workers carried out within the framework of the ZISA- Cross-Sectional Study.

The acquisition process is promoted by a combination of two cognitive procedures, one analytic (restructuring) and the other reproductive (automation). Both contribute to the construction of a network of associative form-function mappings which, in the course of the process, assume the character of prefabricated linguistic elements or chunks, thus enabling automatic processing. Accordingly, the gender of a noun is not acquired separately as such, but rather as an integral component of an automatic form-function mapping.

Formula and routine are central concepts. They denote the norm-language (formula) and interlanguage (routine) chunks used by the learner and thereby the subsumed forms of the respective determiners, that is, gender markers. Their creation and substitution, as well as the sequence of their acquisition, are described and elucidated by means of cognitive mechanisms and psycholinguistic principles.

For the interlanguage routine in particular, but to some extent for the norm-language formula as well, it was possible to confirm the fundamental concept of the interlanguage hypotheses, according to which the learner sets up provisional hypotheses about the perceived elements and gradually approaches the form of the target language, albeit with the assistance of a concept of language acquisition that does not primarily center on any rule-defined morphology of the target language but rather on the phonetic surface-level form of concrete linguistic communication.

Against this background some key concepts of previous language-acquisition research, such as explicit/implicit, rules, chunks, simplification, omission, and over-generalization , are discussed and partially reassessed.

Verbeeck, Yvette. "Eine Grammatik für Lernende unter funktional-kommunikativem Blickwinkel: Bindeglied zwischen Linguistik, Psychologie und Fremdsprachendidaktik : eine Konkretisierung für Anfänger /." Frankfurt am Main [u. a.] : Lang, 2004. http://www.gbv.de/dms/bs/toc/376060786.pdf.

Felder, Ekkehard. "Juristische Textarbeit im Spiegel der Öffentlichkeit /." Berlin [u.a.] : de Gruyter, 2003. http://www.gbv.de/dms/spk/sbb/recht/toc/363047654.pdf.

Bruen, Jennifer [Verfasser], and Michael [Akademischer Betreuer] Townson. "Learning strategies and oral proficiency: an investigation of the language learning strategies associated with the achievement of higher levels of oral proficiency in German / Jennifer Bruen. Gutachter: Michael Townson." Frankfurt am Main : Univ.-Bibliothek Frankfurt am Main, 2000. http://doras.dcu.ie/18368/.

Stoller, Nicholas D. "A Linguistic Perspective on the Acquisition of German as an L2." Miami University Honors Theses / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1146416653.

Vollbrecht, Ralf, and Christine Dallmann. "Editorial: Deutsch als Fremdsprache." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-227199.

Auer, Anita. "The subjunctive in the age of prescriptivism : English and German developments during the eighteenth century /." Basingstoke : Palgrave Macmillan, 2009. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9780230574410.

Larreta, Zulategui Juan Pablo. "Fraseología contrastiva del alemán y el español : teoría y práctica a partir de un corpus bilingüe de somatismos /." Frankfurt am Main [u.a.] : Lang, 2001. http://www.gbv.de/dms/sub-hamburg/324969872.pdf.

Ekman, Sara. "Wie sagt man in Österreich? : Einige Bemerkungen zum Austriazismus und dem Wortschatz der deutschen Sprache in Österreich." Thesis, Stockholm University, Department of Baltic Languages, Finnish and German, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6907.

Karlsson, Josefine. "Deutsch auf dem Gymnasium : Eine Untersuchung zur Motivation zum Deutschlernen." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70368.

Vollbrecht, Ralf, and Christine Dallmann. "Editorial: Deutsch als Fremdsprache." Technische Universität Dresden, 2016. https://tud.qucosa.de/id/qucosa%3A30426.

Kobelt, Ann-Kathrin, and Garcia Anja Centeno. "Deutsch von Anfang an für Flüchtlinge fördern." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-227547.

Callies, Marcus. "Information highlighting in advanced learner English : the syntax-pragmatics interface in second language acquisition /." Amsterdam : John Benjamins Publishing Company, 2009. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9789027254313.

Reinhardt, Hilma Anka. "Anforderungen für eine Benutzeroberfläche eines elektronischen Wörterbuches deutscher Kollokationen für afrikaans-sprechende Lerner des Faches Deutsch als Fremdsprache." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6470.

Reisinger, Anja. "Landeskunde und Lyrik? : vom Sonderfall Lyrik zum landeskundlichen Lernen mit Gedichten /." Frankfurt am Main [u.a.] : Lang, 2008. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016222953&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA.

Tombrock, Anna. "Lesen und lernen : Eine Analyse von Textarten und ihren Funktionen in Lehrbüchern für Deutsch als Fremdsprache." Thesis, Stockholms universitet, Institutionen för slaviska och baltiska språk, finska, nederländska och tyska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-179829.

Dressler, Lutz. "Wie lässt sich das Interesse am Erlernen von Deutsch als Fremdsprache (wieder) steigern? : Warum lernt man als schwedischer Schüler neben der eigenen Muttersprache gerade Deutsch als zweite Fremdsprache? Was sind Anreize dafür?" Thesis, Högskolan Dalarna, Tyska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21787.

Vollbrecht, Ralf, and Christine Dallmann. "Medienwelten - Zeitschrift für Medienpädagogik." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-181167.

Schmitz, Michaela. "The perception of clauses in 6- and 8-month-old German-learning infants : influence of pause duration and the natural pause hierarchy." Phd thesis, Universität Potsdam, 2008. http://opus.kobv.de/ubp/volltexte/2009/2907/.

Vinckel, Hélène. "Die diskursstrategische Bedeutung des Nachfelds im Deutschen : eine Untersuchung anhand politischer Reden der Gegenwartssprache." Wiesbaden Dt. Univ.-Verl, 2006. http://bvbr.bib-bvb.de:8991/F?func=service&docl̲ibrary=BVB01&docn̲umber=013081836&linen̲umber=0002&funcc̲ode=DBR̲ECORDS&servicet̲ype=MEDIA.

Norlin, Helena. "Macht Deutsch Spaß? : Eine Untersuchung der Attitüden zur deutschen Sprache unter Deutschschülern in einer schwedischen Schule." Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1522.

Färre svenska elever än någonsin läser moderna språk i skolan och framför allt antalet elever som studerar tyska har minskat. Tyska har tidigare alltid haft en stark ställning i Sverige. Fram till år 1946 var tyska till och med det första främmande språket i den svenska skolan. Man kan fråga sig vilka orsakerna är till att tyskan idag har blivit mindre populärt som främmande språk i den svenska skolan. I denna uppsats har jag med hjälp av enkäter undersökt vilka attityder tyskelever i en svensk skola har till tyska som skolämne respektive tyska som språk. Jag har valt grupper med tre olika lärare.

Resultatet av undersökningen visar att det är svårt att fastställa om tyska är omtyckt som språkval i den svenska skolan, då det ser så olika ut i tre grupper på samma skola. Jag tror dock att den positiva inställningen är något starkare, eftersom 67% av eleverna är nöjda med sitt val och 61% skulle välja tyska på nytt.

Weniger schwedische Schüler als je lernen Fremdsprachen in der Schule, und besonderes die Anzahl von Deutschschülern ist geringer geworden. Deutsch hat früher immer eine starke Stellung in Schweden gehabt. Bis zum Jahr 1946 war Deutsch sogar die erste Fremdsprache in der schwedischen Schule. Man kann sich fragen, welche die Gründe dafür sind, dass Deutsch heutzutage an Popularität als Fremdsprache in der schwedischen Schule verloren hat. In diesem Aufsatz habe ich, mit Hilfe von Fragebögen, untersucht, welche Einstellung Deutschschülern in einer schwedischen Schule zu Deutsch als Schulfach beziehungsweise Deutsch als Sprache haben. Ich habe Gruppen von drei verschiedenen Lehrern gewählt.

Das Ergebnis der Untersuchung zeigt, dass es schwierig ist, festzustellen ob Deutsch als Sprachwahl in der Schule beliebt ist, weil es in drei Gruppen in derselben Schule so unterschiedlich aussieht. Ich glaube aber, dass die positive Einstellung stärker ist, da 67% der Schüler mir ihrer Wahl zufrieden sind, und 61% Deutsch erneut wählen würden.

Warneke, Dagmara. "Aktionsforschung und Praxisbezug in der DaF-Lehrerausbildung." Kassel : Kassel Univ. Press, 2007. http://www.uni-kassel.de/hrz/db4/extern/dbupress/publik/abstract.php?978-3-89958-272-7.

Greiser, Johannes. "Welche Grammatik braucht der Mensch? : Eine Untersuchung der Grammatikbeschreibungen in Lehrbüchern des Faches Deutsch." Thesis, Umeå University, Department of language studies, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-23107.

Grammatikundervisningen i främmande språk är ett omdiskuterat område såväl i skolan som på lärarutbildningen på universitet. Det diskuteras ofta om hur mycket grammatik eleverna egentligen behöver och vilken grammatik som ska bearbetas. I ämnet tyska finns det ett flertal läroböcker som används och som behandlar ett urval av grammatiken men vilken grammatik bearbetas där egentligen, vad är skillnaden mellan olika böcker och på vilket sätt behandlas grammatiken. Detta är frågor som ska besvaras i detta arbete. Därför har jag undersökt grammatikbeskrivningar i fyra läroböcker, två för steg 1 och två för steg 3. Jag har lagt fokus på verbbeskrivningar för att få en begränsning av innehållet. Det har visat sig att det inte finns några signifikanta skillnader i innehållet men att det sätt på vilket innehållet presenteras skiljer sig mellan de olika läroböcker. I detta hänseende är det också tydligt att de svenska grammatikbeskrivningarna motsvarar en didaktisk grammatik för att använda Helbigs terminologi. Avslutningsvis diskuterar jag också vilken grammatik som är anpassad till den undervisningssyn vi har i Sverige.

Bryant, Doreen. "Koordinationsellipsen im Spracherwerb die Verarbeitung potentieller Gapping-Strukturen." Berlin Akad.-Verl, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2845731&prov=M&dok_var=1&dok_ext=htm.

Shengelia-Manos, Khatuna. "Sprache als Identitätsträger." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät II, 2016. http://dx.doi.org/10.18452/17601.

Kalden, Wolf Hannes. "Mehrsprachigkeit und die Frage nach der 'doppelten Identität' : ein Diskussionsansatz /." Norderstedt : Books on Demand, 2007. http://d-nb.info/98725541X/04.

Jobin, Bettina. "Genus im Wandel : Studien zu Genus und Animatizität anhand von Personenbezeichnungen im heutigen Deutsch mit Kontrastierungen zum Schwedischen." Doctoral thesis, Stockholms universitet, Tyska institutionen, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-56.

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▾ dictionary english-german, thesis noun —, dissertation f, doktorarbeit f, diplomarbeit f, abschlussarbeit f, master thesis n —, bachelor thesis n —, phd thesis n —, master's thesis n —, thesis supervisor n —, thesis topic n —, thesis paper n —, thesis committee n —, write a thesis v —, my thesis n —, thesis submitted n —, further thesis n —, doctoral thesis n —, empirical thesis n —, postdoctoral thesis n —, practical diploma thesis n —, his thesis n —, degree thesis n —, present thesis n —, best thesis n —, doctor's thesis n —, experimental doctoral thesis n —, daring thesis n —, unpublished thesis n —, written thesis n —, thesis statement n —, practice-oriented thesis n —, ▸ external sources (english), ▾ external sources (german).

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