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Master's Theses - English Language and Literature
Theses/dissertations from 2023 2023.
“Hideous things have happened here”: Rape myths, rape culture, and healing in adolescent literature , Holly J. Greca
Moments of excess: Type 1 diabetes and the myth of control in adolescent fiction for girls , Michelle E. LeGault
Theses/Dissertations from 2022 2022
A sociophonetic analysis of female-sounding virtual assistants , Alyssa Allen
Vampire narratives: Looking at queer-centric experiences in comparison to hetero-centric norms in order to model a new queer vampiric experience , Marah Heikkila
Theses/Dissertations from 2021 2021
Overhearers’ perceptions of familiarity between interlocutors in computer-mediated communication based on GIF usage , Alexa F. Druckmiller
Feminism by proxy: Jane Austen’s critique of patriarchal society in Pride and Prejudice and Emma , Alexis Miller
The memory of mythmaking: Transgenerational trauma and disability as a collective experience in Afrofuturist storytelling , Jessica Tapley
Theses/Dissertations from 2020 2020
Body image/imagining bodies: Trauma, control, and healing in graphic memoirs about anorexia , Kristine M. Gatchel
Word-final /t/-release and linguistic style: An investigation of the speech of two Jewish women from metro Detroit , Janet Leppala
Hermione syndrome: Reexamining feminist sidekicks and power in 2000-2010 children’s and young adult fantasy literature , Josiah Pankiewicz
Theses/Dissertations from 2018 2018
Fear and (non) fiction: Agrarian anxiety in “The Colour Out of Space” , Antonio Barroso
Sculpted from clay, shaped by power: Feminine narrative and agency in Wonder Woman , Mikala Carpenter
Players in a storm: Climate and political migrants in The Tempest and Othello , Darcie Rees
Reclaiming racial/ethnic identity vs. reconstructing Asian American masculinity in Gene Luen Yang’s American Born Chinese , Hyun-Joo Yoo
Theses/Dissertations from 2017 2017
The organization of turn-taking in fieldwork settings: A case study , Amy Brunett
Exploring the political impact of literature and literary studies in American government , Taylor Dereadt
"We met in a bar by happenstance": Master narratives in couples stories , Brent A. Miller
Theses/Dissertations from 2016 2016
What is the negro woman's story?: Negro Story Magazine and the dialogue of feminist voices , Maureen Convery
Illustrating adolescent awareness: Teaching historical injustices and promoting agency through picture books in secondary classrooms , Melissa Hoak
Phonemic inventory of the Shor language , Uliana Kazagasheva
Cannibalism in contact narratives and the evolution of the wendigo , Michelle Lietz
Parody and the pen: Pippi Longstocking, Harriet M. Welsch, and Flavia de Luce as disrupters of space, language, and the male gaze , Kelsey McLendon
Haec fortis sequitur illam indocti possident: A linguistic analysis of demonstratives in genres of early Latin fragments , Erica L. Meszaros
Tricking for change: Establishing the literary trickster in the western tradition , Christopher Michael Stuart
Because, x: A new construction of because in popular culture , Stephanie Walla
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Home > ARTSSCI > English > dissertations
English Dissertations and Theses
The English Department Dissertations and Theses Series is comprised of dissertations and thesis authored by Marquette University's English Department doctoral and master's students.
Theses/Dissertations from 2024 2024
Muslim Cultural Resistance , Ibtisam M. Abujad
Speculative Escapism in Contemporary Fantasy: Labor, Utility, Affect , Liamog Seamus Drislane
AFRICAN AMERICAN WOMEN’S WRITING: A CRITICAL EDITION OF A NARRATIVE OF THE LIFE AND TRAVELS OF MRS. NANCY PRINCE (1856) , Susan E. Landwer
Disillusionment and Domesticity in Mid-20th-Century British Catholic Literature , Catherine Simmerer
A LIBERATED WEST?: FEMALE AUTHORS’ REPRESENTATIONS OF THE "REAL AND THE FANTASIZED" ON THE AMERICAN FRONTIER , Amanda Diane Zastrow
Theses/Dissertations from 2023 2023
Lifting the Postmodern Veil: Cosmopolitanism, Humanism, and Decolonization in Global Fictions of the 21st Century , Matthew Burchanoski
Gothic Transformations and Remediations in Cheap Nineteenth-Century Fiction , Wendy Fall
Milton’s Learning: Complementarity and Difference in Paradise Lost , Peter Spaulding
“The Development of the Conceptive Plot Through Early 19th-Century English Novels” , Jannea R. Thomason
Theses/Dissertations from 2022 2022
Gonzo Eternal , John Francis Brick
Intertextuality and Sociopolitical Engagement in Contemporary Anglophone Women’s Writing , Jackielee Derks
Innovation, Genre, and Authenticity in the Nineteenth-Century Irish Novel , David Aiden Kenney II
Reluctant Sons: The Irish Matrilineal Tradition of Oscar Wilde, James Joyce, and Flann O’Brien , Jessie Wirkus Haynes
Britain's Extraterrestrial Empire: Colonial Ambition, Anxiety, and Ambivalence in Early Modern Literature , Mark Edward Wisniewski
Theses/Dissertations from 2021 2021
Re-Reading the “Culture Clash”: Alternative Ways of Reading in Indian Horse , Hailey Whetten
Theses/Dissertations from 2020 2020
When the Foreign Became Familiar: Modernism, Expatriation, and Spatial Identities in the Twentieth Century , Danielle Kristene Clapham
Reforming Victorian Sense/Abilities: Disabilities in Elizabeth Gaskell’s Social Problem Novels , Hunter Nicole Duncan
Genre and Loss: The Impossibility of Restoration in 20th Century Detective Fiction , Kathryn Hendrickson
A Productive Failure: Existentialism in Fin de Siècle England , Maxwell Patchet
Inquiry and Provocation: The Use of Ambiguity in Sixteenth-Century English Political Satire , Jason James Zirbel
Theses/Dissertations from 2019 2019
No Home but the World: Forced Migration and Transnational Identity , Justice Hagan
The City As a Trap: 20th and 21st Century American Literature and the American Myth of Mobility , Andrew Joseph Hoffmann
The Fantastic and the First World War , Brian Kenna
Insane in the Brain, Blood, and Lungs: Gender-Specific Manifestations of Hysteria, Chlorosis, & Consumption in 19th-Century Literature , Anna P. Scanlon
Reading Multicultural Novels Melancholically: Racial Grief and Grievance in the Joy Luck Club, Beloved, and Anil's Ghost , Jennifer Arias Sweeney
Theses/Dissertations from 2018 2018
The Ethos of Dissent: Epideictic Rhetoric and the Democratic Function of American Protest and Countercultural Literature , Jeffrey Lorino Jr
Literary Cosmopolitanisms of Salman Rushdie, Amitav Ghosh, and Arundhati Roy , Sunil Samuel Macwan
The View from Here: Toward a Sissy Critique , Tyler Monson
The Forbidden Zone Writers: Femininity and Anglophone Women War Writers of the Great War , Sareene Proodian
Theatrical Weddings and Pious Frauds: Performance and Law in Victorian Marriage Plots , Adrianne A. Wojcik
Theses/Dissertations from 2016 2016
Changing the Victorian Habit Loop: The Body in the Poetry and Painting of Dante Gabriel Rossetti and William Morris , Bryan Gast
Gendering Scientific Discourse from 1790-1830: Erasmus Darwin, Thomas Beddoes, Maria Edgeworth, and Jane Marcet , Bridget E. Kapler
Discarding Dreams and Legends: The Short Fiction of Elizabeth Madox Roberts, Flannery O’Connor, Katherine Anne Porter, and Eudora Welty , Katy L. Leedy
Theses/Dissertations from 2015 2015
Saving the Grotesque: The Grotesque System of Liberation in British Modernism (1922-1932) , Matthew Henningsen
The Pulpit's Muse: Conversive Poetics in the American Renaissance , Michael William Keller
A Single Man of Good Fortune: Postmodern Identities and Consumerism in the New Novel of Manners , Bonnie McLean
Julian of Norwich: Voicing the Vernacular , Therese Elaine Novotny
Theses/Dissertations from 2014 2014
Homecomings: Victorian British Women Travel Writers And Revisions Of Domesticity , Emily Paige Blaser
From Pastorals to Paterson: Ecology in the Poetry and Poetics of William Carlos WIlliams , Daniel Edmund Burke
Argument in Poetry: (Re)Defining the Middle English Debate in Academic, Popular, and Physical Contexts , Kathleen R. Burt
Apocalyptic Mentalities in Late-Medieval England , Steven A. Hackbarth
The Creation of Heaven in the Middle Ages , William Storm
(re)making The Gentleman: Genteel Masculinities And The Country Estate In The Novels Of Charlotte Smith, Jane Austen, And Elizabeth Gaskell , Shaunna Kay Wilkinson
Theses/Dissertations from 2013 2013
Brides, Department Stores, Westerns, and Scrapbooks--The Everyday Lives of Teenage Girls in the 1940s , Carly Anger
Placed People: Rootedness in G. K. Chesterton, C. S. Lewis, and Wendell Berry , David Harden
Rhetorics Of Girlhood Trauma In Writing By Holly Goddard Jones, Joyce Carol Oates, Sandra Cisneros, And Jamaica Kincaid , Stephanie Marie Stella
Theses/Dissertations from 2012 2012
A Victorian Christmas in Hell: Yuletide Ghosts and Necessary Pleasures in the Age of Capital , Brandon Chitwood
"Be-Holde the First Acte of this Tragedy" : Generic Symbiosis and Cross-Pollination in Jacobean Drama and the Early Modern Prose Novella , Karen Ann Zyck Galbraith
Pamela: Or, Virtue Reworded: The Texts, Paratexts, and Revisions that Redefine Samuel Richardson's Pamela , Jarrod Hurlbert
Violence and Masculinity in American Fiction, 1950-1975 , Magdalen McKinley
Gender Politics in the Novels of Eliza Haywood , Susan Muse
Destabilizing Tradition: Gender, Sexuality, and Postnational Identity in Four Novels by Irish Women, 1960-2000 , Sarah Nestor
Truth Telling: Testimony and Evidence in the Novels of Elizabeth Gaskell , Rebecca Parker Fedewa
Spirit of the Psyche: Carl Jung's and Victor White's Influence on Flannery O'Connor's Fiction , Paul Wakeman
Theses/Dissertations from 2011 2011
Performing the Audience: Constructing Playgoing in Early Modern Drama , Eric Dunnum
Paule Marshall's Critique of Contemporary Neo-Imperialisms Through the Trope of Travel , Michelle Miesen Felix
Hermeneutics, Poetry, and Spenser: Augustinian Exegesis and the Renaissance Epic , Denna Iammarino-Falhamer
Encompassing the Intolerable: Laughter, Memory, and Inscription in the Fiction of John McGahern , John Keegan Malloy
Regional Consciousness in American Literature, 1860-1930 , Kelsey Louise Squire
The Ethics of Ekphrasis: The Turn to Responsible Rhetoric in Mid-Twentieth Century American Poetry , Joshua Scott Steffey
Theses/Dissertations from 2010 2010
Cognitive Architectures: Structures of Passion in Joanna Baillie's Dramas , Daniel James Bergen
On Trial: Restorative Justice in the Godwin-Wollstonecraft-Shelley Family Fictions , Colleen M. Fenno
Theses/Dissertations from 2009 2009
What's the point to eschatology : multiple religions and terminality in James Joyce's Finnegans wake , Martin R. Brick
Economizing Characters: Harriet Martineau and the Problems of Poverty in Victorian Literature, Culture and Law , Mary Colleen Willenbring
Submissions from 2008 2008
"An improbable fiction": The marriage of history and romance in Shakespeare's Henriad , Marcia Eppich-Harris
Bearing the Mark of the Social: Notes Towards a Cosmopolitan Bildungsroman , Megan M. Muthupandiyan
The Gothic Novel and the Invention of the Middle-Class Reader: Northanger Abbey As Case Study , Tenille Nowak
Not Just a Novel of Epic Proportions: Ralph Ellison's Invisible Man As Modern American Epic , Dana Edwards Prodoehl
Recovering the Radicals: Women Writers, Reform, and Nationalist Modes of Revolutionary Discourse , Mark J. Zunac
Theses/Dissertations from 2007 2007
"The Sweet and the Bitter": Death and Dying in J.R.R. Tolkien's The Lord of the Rings , Amy M. Amendt-Raduege
The Games Men Play: Madness and Masculinity in Post-World War II American Fiction, 1946-1964 , Thomas P. Durkin
Denise Levertov: Through An Ecofeminist Lens , Katherine A. Hanson
The Wit of Wrestling: Devotional-Aesthetic Tradition in Christina Rossetti's Poetry , Maria M.E. Keaton
Genderless Bodies: Stigma and the Myth of Womanhood , Ellen M. Letizia
Envy and Jealousy in the Novels of the Brontës: A Synoptic Discernment , Margaret Ann McCann
Technologies of the Late Medieval Self: Ineffability, Distance, and Subjectivity in the Book of Margery Kempe , Crystal L. Mueller
"Finding-- a Map-- to That Place Called Home": The Journey from Silence to Recovery in Patrick McCabe's Carn and Breakfast on Pluto , Valerie A. Murrenus Pilmaier
Emily Dickinson's Ecocentric Pastoralism , Moon-ju Shin
The American Jeremiad in Civil War Literature , Jacob Hadley Stratman
Theses/Dissertations from 2006 2006
Literary Art in Times of Crisis: The Proto-Totalitarian Anxiety of Melville, James, and Twain , Matthew J. Darling
(Re) Writing Genre: Narrative Conventions and Race in the Novels of Toni Morrison , Jennifer Lee Jordan Heinert
"Amsolookly Kersse": Clothing in Finnegan's Wake , Catherine Simpson Kalish
"Do Your Will": Shakespeare's Use of the Rhetoric of Seduction in Four Plays , Jason James Nado
Woman in Emblem: Locating Authority in the Work and Identity of Katherine Philips (1632-1664) , Susan L. Stafinbil
When the Bough Breaks: Poetry on Abortion , Wendy A. Weaver
Theses/Dissertations from 2005 2005
Heroic Destruction: Shame and Guilt Cultures in Medieval Heroic Poetry , Karl E. Boehler
Poe and Early (Un)American Drama , Amy C. Branam
Grammars of Assent: Constructing Poetic Authority in An Age of Science , William Myles Carroll III
This Place is Not a Place: The Constructed Scene in the Works of Sir Walter Scott , Colin J. Marlaire
Cognitive Narratology: A Practical Approach to the Reader-Writer Relationship , Debra Ann Ripley
Theses/Dissertations from 2004 2004
Defoe and the Pirates: Function of Genre Conventions in Raiding Narratives , William J. Dezoma
Creative Discourse in the Eighteenth-Century Courtship Novel , Michelle Ruggaber Dougherty
Exclusionary Politics: Mourning and Modernism in the Works of Elizabeth Barrett Browning, Amy Levy, and Charlotte Mew , Donna Decker Schuster
Theses/Dissertations from 2003 2003
Toward a Re-Formed Confession: Johann Gerhard's Sacred Meditations and "Repining Restlessnesse" in the Poetry of George Herbert , Erik P. Ankerberg
Idiographic Spaces: Representation, Ideology and Realism in the Postmodern British Novel , Gordon B. McConnell
Theses/Dissertations from 2002 2002
Reading into It: Wallace Stegner's Novelistic Sense of Time and Place , Colin C. Irvine
Brisbane and Beyond: Revising Social Capitalism in Mid-Nineteenth-Century America , Michael C. Mattek
Theses/Dissertations from 2001 2001
Christians and Mimics in W. B. Yeats' Collected Poems , Patrick Mulrooney
Renaissance Roles and the Process of Social Change , John Wieland
'Straunge Disguize': Allegory and Its Discontents in Spenser's Faerie Queene , Galina Ivanovna Yermolenko
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Graduate Thesis Examples
The subjects of MA theses have included studies of individual poets or dramatists, novelists or autobiographers, as well as explorations of literary movements, themes or periods. View our more recent titles below.
Our Recent Titles:
- “The Bottom and the Orchard: Where Space and Place are Created, Controlled, and Maintained in Sula and Recitatif ” (2024 Anyabwile)
- “The Great (Genre) Escape” (2024 Perrin)
- “Modality and Sociality in Elizabeth Gaskell’s Cranford ” (2024 Perry)
- “‘Don’t Question the Experts’: Autistic Autobiographies, Expert Paratexts, and Epistemic Injustice” (2024 Thompson)
- “Preracial Panem: Understanding Racial Identity in Suzanne Collins’s The Hunger Games Trilogy and Prequel The Ballad of Songbirds and Snakes ” (2024 Wooten)
- “Parts of the Story: An Illustrated Short Story Collection” (2023 Beal)
- “‘What lady wouldn’t wish to join causes with women who stood up for other women?’: Heroines’ Rivalries and Friendships in Popular Romance Novels” (2023 Bradford)
- “Breaking Away: Some Essays on Influence” (2023 Ferrer)
- “Posting to Engage: A Study of the Effects of Recovery-Oriented Rhetoric on Community Building for Individuals with Eating Disorders and Associated Symptoms on Instagram” (2023 Horton)
- “Being Born: A Memoir of Self-Making in Four Parts” (2023 Langford)
- “‘Widen the Lens and See’: Poetry, Photography, and the Act of Witness in Muriel Rukeyser’s ‘The Book of the Dead’” (2023 Marlow)
- “Engaging Secondary Students Through Secondary Worlds: An Approach to Teaching Tolkien at the High School Level” (2022 Casey)
- “The Religious and the Secular Mythology in Idylls of the King ” (2022 Kirkendall)
- “‘…A Hideous Monster’: Social Repression and Rebellion in Gregory Corso’s ‘The American Way’” (2022 LeBey)
- “Individualism, Materialism, and Sacrifice in Oscar Wilde’s ‘The Nightingale and the Rose’ and Hans Christian Andersen’s ‘The Nightingale’” (2022 Nalbandian)
- “Burying the Carnival” (2022 Overdurf)
- “Attending to Time in Narratives of Enslavement: Temporal Alterities and Lived Experiences of Time in Toni Morrison’s Beloved ” (2021 Bischoff)
- “‘Beasts who walk alone’: Narrating Queer Abjection in Djuna Barnes’s Nightwood and Jordy Rosenberg’s Confessions of the Fox ” (2021 McGuirk)
- “Reach Out and Touch Faith: Haptic Reciprocity in Milton’s Paradise Lost ” (2021 Ricks)
- “Gender Matters: Amante’s Gender Construction in Elizabeth Gaskell’s ‘The Grey Woman’” (2021 Willis)
- “Braddon’s Body of Bigamy: A Corpus Stylistics Analysis” (2021 Waxman)
- “‘Memory is all that Matters;’ Queer Latinx Temporality and the Memory-Making Process” (2020 Caicedo)
- “Old Wives’ Tales: Mothers & Daughters, Wives & Witches (Stories)” (2020 Champagne)
- “‘Numbed and Mortified’: Labor, Empathy, and Acquired Disability in King Lear and Titus Andronicus : (2020 Harrington)
- “‘More Forms and Stranger’: Queer Feminism and the Aesthetic of Sapphic Camp (2020 Kennedy)
- “A Discourse and Statistical Approach to Intersections of Gender and Race in Melville’s Typee ” (2020 Post)
- “Prophetic Un-speaking: The Language of Inheritance and Original Sin in Paradise Lost and S alve Deus Rex Judaeorum ” (2019 Darrow)
- “‘The Frame of her Eternal Dream’: From Thel to Dreamscapes of Influence” (2019 Gallo)
- “‘The Murmure and the Cherles Rebellying’: Poetic and Economic Interpretations of the Great Revolt of 1381” (2019 Noell)
- “Dialogic Convergences of Spatiality, Racial Identity, and the American Cultural Imagination” (2019 Humphrey)
- “Troubling Vice: Stigma and Subjectivity in Shakespeare’s Ambitious Villains” (2019 Simonson)
- “Beyond Mourning: Afro-Pessimism in Contemporary African American Fiction” (2018 Huggins)
- “‘Harmonized by the earth’: Land, Landscape, and Place in Emily Brontë’s Wuthering Heights ” (2018 Bevin)
- “(Re)membering the Subject: Nomadic Becoming in Contemporary Chicano/a Literature” (2018 Voelkner)
- “Werewolves: The Outsider on the Inside in Icelandic and French Medieval Literature” (2018 Modugno)
- “Towards Self-Defined Expressions of Black Anger in Claudia Rankine’s Citizen and Percival Everett’s Erasure ” (2018 Razak)
- “Echoes Inhabit the Garden: The Music of Poetry and Place in T.S. Eliot” (2018 Goldsmith)
- “‘Is this what motherhood is?’: Ambivalent Representations of Motherhood in Black Women’s Novels, 1953-2011” (2018 Gotfredson)
- “Movements of Hunters and Pilgrims: Forms of Motion and Thought in Moby-Dick , The Confidence Man , and Clarel ” (2018 Marcy)
- “Speaking of the Body: The Maternal Body, Race, and Language in the Plays of Cherrie Moraga, Suzan-Lori Parks, and Tony Kushner” (2018 King)
- “Passing as Jewish: The Material Consequences of Race and the Property of Whiteness in Late Twentieth-Century Passing Novels” (2017 Mullis)
- “Eliot through Tolkien: Estrangement, Verse Drama, and the Christian Path in the Modern Era” (2017 Reynolds)
- “Aesthetics, Politics, and the Urban Space in Postcolonial British Literature” (2017 Rahmat)
- “Models of Claim, Resistance, and Activism in the Novels of Mary Wollstonecraft, Mary Hays, and Frances Burney” (2017 Smith)
- “English Literature’s Father of Authorial Androgyny: The Innovative Perspective of Chaucer and the Wife of Bath” (2017 Ingold)
- “’Verbal Hygiene’ on the Radio: An Exploration into Perceptions of Female Voices on Public Radio and How They Reflect Language and Gender Ideologies within American Culture” (2017 Barrett)
- “Divided Bodies: Nation Formation and the Literary Marketplace in Salman Rushdie’s Shame and Bapsi Sidhwa’s Cracking India” (2016 Mellon)
- “Metaformal Trends in Contemporary American Poetry” (2016 Muller)
- “Power Through Privilege: Surveying Perspectives on the Humanities in Higher Education in the Contemporary American Campus Novel” (2016 Klein)
- “‘I always cure you when I come’: The Caregiver Figure in the Novels of Jane Austen” (2016 McKenzie)
- “English Imperial Selfhood and Semiperipheral Witchcraft in The Faerie Queene, Daemonologie, and The Tempest” (2016 Davis)
- “With Slabs, Bones, and Poles: De/Constructing Narratives of Hurricane Katrina in Jesmyn Ward’s Salvage the Bones , Natasha Trethewey’s Beyond Katrina , and Selah Saterstrom’s Slab” (2016 Lang)
- “The Ghost of That Ineluctable Past”: Trauma and Memory in John Banville’s Frames Trilogy” (2016 Berry)
- “Breaking Through Walls and Pages: Female Reading and Education in the 18th Century British Novel” (2015 Majewski)
- “The Economics of Gender Relations in London City Comedy” (2015 Weisse)
- “Objects, People, and Landscapes of Terror: Considering the Sublime through the Gothic Mode in Late 19th Century Novels” (2015 Porter)
- “Placing the Body: A Study of Postcolonialism and Environment in the Works of Jamaica Kincaid” (2015 Hutcherson)
- “Wandering Bodies: The Disruption of Identities in Jamaica Kincaid’s Lucy and Edwidge Danticat’s The Farming of Bones ” (2015 Martin)
- “Mythogenesis as a Reconfiguration of Space in an ‘Alternate World’: The Legacy of Origin and Diaspora in Experimental Writing” (2015 Pittenger)
- “Cunning Authors and Bad Readers: Gendered Authorship in ‘Love in Excess’” (2015 Bruening)
- “‘The Thing Became Real’: New Materialisms and Race in the Fiction of Nella Larsen” (2015 Parkinson)
- “‘Projections of the Not-Me’: Redemptive Possibilities of the Gothic within Wuthering Heights and Beloved” (2015 Glasser)
- “Distortions, Collections, and Mobility: South Asian Poets and the Space for Female Subjectivity” (2015 Wilkey)
- “From Text to Tech: Theorizing Changing Experimental Narrative Structures” (2015 Ortega)
- “A Moral Being in an Aesthetic World: Being in the Early Novels of Kurt Vonnegut” (2015 Hubbard)
Home > ACADEMIC-UNITS > College of Arts and Sciences > Department of English Language and Literature > ENGLISH_ETD
MA in English Theses
Theses/dissertations from 2018 2018.
Implementing Critical Analysis in the Classroom to Negate Southern Stereotypes in Multi-Media , Julie Broyhill
Fan Fiction in the English Language Arts Classroom , Kristen Finucan
Transferring the Mantle: The Voice of the Poet Prophet in the Works of Elizabeth Barrett Browning and Emily Dickinson , Heidi Brown Hyde
The Effects of Social Media as Low-Stakes Writing Tasks , Roxanne Loving
Student and Teacher Perceptions of Multiliterate Assignments Utilizing 21st Century Skills , Jessica Kennedy Miller
The Storytellers’ Trauma: A Place to Call Home in Caribbean Literature , Ilari Pass
Post Title IX Representations of Professional Female Athletes , Emily Shaw
Theses/Dissertations from 2017 2017
“Not as She is” but as She is Expected to Be: Representations, Limitations, and Implications of the “Woman” and Womanhood in Selected Victorian Literature and Contemporary Chick Lit. , Amanda Ellen Bridgers
The Intrinsic Factors that Influence Successful College Writing , Kenneth Dean Carlstrom
"Where nature was most plain and pure": The Sacred Locus Amoenus and its Profane Threat in Andrew Marvell's Pastoral Poetry , James Brent King
Colorblind: How Cable News and the “Cult of Objectivity” Normalized Racism in Donald Trump’s Presidential Campaign , Amanda Leeann Shoaf
Gaming The Comic Book: Turning The Page on How Comics and Videogames Intersect as Interactive, Digital Experiences , Joseph Austin Thurmond
Theses/Dissertations from 2016 2016
The Nature, Function, and Value of Emojis as Contemporary Tools of Digital Interpersonal Communication , Nicole L. Bliss-Carroll
Exile and Identity: Chaim Potok's Contribution to Jewish-American Literature , Sarah Anne Hamner
A Woman's Voice and Identity: Narrative Métissage as a Solution to Voicelessness in American Literature , Kali Lauren Oldacre
Pop, Hip Hop, and Empire, Study of a New Pedagogical Approach in a Developmental Reading and English Class , Karen Denise Taylor
Theses/Dissertations from 2015 2015
Abandoning the Shadows and Seizing the Stage: A Perspective on a Feminine Discourse of Resistance Theatre as Informed by the Work of Susanna Centlivre, Eliza Haywood, Frances Sheridan, Hannah Cowley, and the Sistren Theatre Collective , Brianna A. Bleymaier
Mexican Immigrants as "Other": An Interdisciplinary Analysis of U.S. Immigration Legislation and Political Cartoons , Olivia Teague Morgan
Theses/Dissertations from 2014 2014
"I Am a Living Enigma - And You Want To Know the Right Reading of Me": Gender Anxiety in Wilkie Collins's The Haunted Hotel and The Guilty River , Hannah Allford
Theses/Dissertations from 2013 2013
Gender Performance and the Reclamation of Masculinity in Frank Miller's Batman: The Dark Knight Returns , John William Salyers Jr.
Theses/Dissertations from 2012 2012
"That's a Lotta Faith We're Putting in a Word": Language, Religion, and Heteroglossia as Oppression and Resistance in Comtemporary British Dystopian Fiction , Haley Cassandra Gambrell
Theses/Dissertations from 2011 2011
Mirroring the Madness: Caribbean Female Development in the Works of Elizabeth Nunez , Lauren Delli Santi
"Atlas Shrugged" and third-wave feminism: An unlikely alliance , Paul McMahan
"Sit back down where you belong, in the corner of my bar with your high heels on": The use of cross-dressing in order to achieve female agency in Shakespeare's transvestite comedies , Heather Lynn Wright
Theses/Dissertations from 2010 2010
Between the Way to the Cross and Emmaus: Deconstructing Identity in the 325 CE Council of Nicaea and "The Shack" , Trevar Simmons
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How to Write a Master's Thesis: A Guide to Planning Your Thesis, Pursuing It, and Avoiding Pitfalls
#scribendiinc
Part 1: Initial Considerations
Who needs to write a master’s thesis.
Thesis writing is one of the more daunting challenges of higher education. That being said, not all master's students have to write a thesis. For example, fields that place a stronger emphasis on applied knowledge, such as nursing, business, and education, tend to have projects and exams to test students on the skills and abilities associated with those fields. Conversely, in disciplines that require in-depth research or highly polished creative abilities, students are usually expected to prove their understanding and independence with a thesis.
What's Your Goal?
Do you want to write a thesis? The process is a long one, often spanning years. It's best to know exactly what you want before you begin. Many people are motivated by career goals. For example, hiring managers may see a master's degree as proof that the candidate is an expert within their field and can lead, motivate, and demonstrate initiative for themselves and others. Others dream of earning their doctorate, and they see a master's degree as a stepping stone toward their Ph.D .
No matter what your desired goal is, you should have one before you start your thesis. With your goal in mind, your work will have a purpose, which will allow you to measure your progress more easily.
Major Types of Theses
Once you've carefully researched or even enrolled in a master's program—a feat that involves its own planning and resources —you should know if you are expected to produce a quantitative (which occurs in many math and science programs), qualitative (which occurs in many humanities programs), or creative (which occurs in many creative writing, music, or fine arts programs) thesis.
Time and Energy Considerations
Advanced degrees are notoriously time and energy consuming. If you have a job, thesis writing will become your second job. If you have a family, they will need to know that your thesis will take a great deal of your attention, energy, and focus.
Your studies should not consume you, but they also should not take a back seat to everything else. You will be expected to attend classes, conduct research, source relevant literature, and schedule meetings with various people as you pursue your master's, so it's important to let those you care about know what's going on.
As a general note, most master's programs expect students to finish within a two-year period but are willing to grant extra time if requested, especially if that time is needed to deal with unexpected life events (more on those later).
Part 2: Form an Initial Thesis Question, and Find a Supervisor
When to begin forming your initial thesis question.
Some fields, such as history, may require you to have already formed your thesis question and to have used it to create a statement of intent (outlining the nature of your research) prior to applying to a master’s program. Others may require this information only after you've been accepted. Most of the time, you will be expected to come up with your topic yourself. However, in some disciplines, your supervisor may assign a general research topic to you.
Overall, requirements vary immensely from program to program, so it's best to confirm the exact requirements of your specific program.
What to Say to Your Supervisor
You will have a supervisor during your master's studies. Have you identified who that person will be? If yes, have you introduced yourself via email or phone and obtained information on the processes and procedures that are in place for your master's program? Once you've established contact, request an in-person meeting with him or her, and take a page of questions along with you. Your questions might include:
- Is there a research subject you can recommend in my field?
- I would like to pursue [target research subject] for my thesis. Can you help me narrow my focus?
- Can you give me an example of a properly formatted thesis proposal for my program?
Don't Be Afraid to Ask for Help (to a Degree)
Procedures and expectations vary from program to program, and your supervisor is there to help remove doubt and provide encouragement so you can follow the right path when you embark on writing your thesis. Since your supervisor has almost certainly worked with other graduate students (and was one at some point), take advantage of their experience, and ask questions to put your mind at ease about how to write a master’s thesis.
That being said, do not rely too heavily on your supervisor. As a graduate student, you are also expected to be able to work independently. Proving your independent initiative and capacity is part of what will earn you your master's degree.
Part 3: Revise Your Thesis
Read everything you can get your hands on.
Whether you have a question or need to create one, your next step is simple and applies to all kinds of theses: read.
Seek Out Knowledge or Research Gaps
Read everything you can that relates to the question or the field you are studying. The only way you will be able to determine where you can go is to see where everyone else has been. After you have read some published material, you will start to spot gaps in current research or notice things that could be developed further with an alternative approach. Things that are known but not understood or understood but not explained clearly or consistently are great potential thesis subjects. Addressing something already known from a new perspective or with a different style could also be a potentially valuable project. Whichever way you choose to do it, keep in mind that your project should make a valuable contribution to your field.
Talk with Experts in Your Field (and Don't Be Afraid to Revise Your Thesis)
To help narrow down your thesis topic, talk to your supervisor. Your supervisor will have an idea of what is current in your field and what can be left alone because others are already working on it. Additionally, the school you are attending will have programs and faculty with particular areas of interest within your chosen field.
On a similar note, don't be surprised if your thesis question changes as you study. Other students and researchers are out there, and as they publish, what you are working on can change. You might also discover that your question is too vague, not substantial enough, or even no longer relevant. Do not lose heart! Take what you know and adjust the question to address these concerns as they arise. The freedom to adapt is part of the power you hold as a graduate student.
Part 4: Select a Proposal Committee
What proposal committees are and why they're useful.
When you have a solid question or set of questions, draft a proposal.
You'll need an original stance and a clear justification for asking, and answering, your thesis question. To ensure this, a committee will review your thesis proposal. Thankfully, that committee will consist of people assigned by your supervisor or department head or handpicked by you. These people will be experts who understand your field of study and will do everything in their power to ensure that you are pursuing something worthwhile. And yes, it is okay to put your supervisor on your committee. Some programs even require that your supervisor be on your committee.
Just remember that the committee will expect you to schedule meetings with them, present your proposal, respond to any questions they might have for you, and ultimately present your findings and thesis when all the work is done. Choose those who are willing to support you, give constructive feedback, and help address issues with your proposal. And don't forget to give your proposal a good, thorough edit and proofread before you present it.
How to Prepare for Committee Meetings
Be ready for committee meetings with synopses of your material for committee members, answers for expected questions, and a calm attitude. To prepare for those meetings, sit in on proposal and thesis defenses so you can watch how other graduate students handle them and see what your committee might ask of you. You can even hold rehearsals with friends and fellow students acting as your committee to help you build confidence for your presentation.
Part 5: Write Your Thesis
What to do once your proposal is approved.
After you have written your thesis proposal and received feedback from your committee, the fun part starts: doing the work. This is where you will take your proposal and carry it out. If you drafted a qualitative or quantitative proposal, your experimentation or will begin here. If you wrote a creative proposal, you will now start working on your material. Your proposal should be strong enough to give you direction when you perform your experiments, conduct interviews, or craft your work. Take note that you will have to check in with your supervisor from time to time to give progress updates.
Thesis Writing: It's Important to Pace Yourself and Take Breaks
Do not expect the work to go quickly. You will need to pace yourself and make sure you record your progress meticulously. You can always discard information you don't need, but you cannot go back and grab a crucial fact that you can't quite remember. When in doubt, write it down. When drawing from a source, always create a citation for the information to save your future self time and stress. In the same sense, you may also find journaling to be a helpful process.
Additionally, take breaks and allow yourself to step away from your thesis, even if you're having fun (and especially if you're not). Ideally, your proposal should have milestones in it— points where you can stop and assess what you've already completed and what's left to do. When you reach a milestone, celebrate. Take a day off and relax. Better yet, give yourself a week's vacation! The rest will help you regain your focus and ensure that you function at your best.
How to Become More Comfortable with Presenting Your Work
Once you start reaching your milestones, you should be able to start sharing what you have. Just about everyone in a graduate program has experience giving a presentation at the front of the class, attending a seminar, or watching an interview. If you haven't (or even if you have), look for conferences and clubs that will give you the opportunity to learn about presenting your work and become comfortable with the idea of public speaking. The more you practice talking about what you are studying, the more comfortable you'll be with the information, which will make your committee defenses and other official meetings easier.
Published authors can be called upon to present at conferences, and if your thesis is strong, you may receive an email or a phone call asking if you would share your findings onstage.
Presenting at conferences is also a great way to boost your CV and network within your field. Make presenting part of your education, and it will become something you look forward to instead of fear.
What to Do If Your Relationship with Your Supervisor Sours
A small aside: If it isn't already obvious, you will be communicating extensively with others as you pursue your thesis. That also means that others will need to communicate with you, and if you've been noticing things getting quiet, you will need to be the one to speak up. Your supervisor should speak to you at least once a term and preferably once a week in the more active parts of your research and writing. If you give written work to your supervisor, you should have feedback within three weeks.
If your supervisor does not provide feedback, frequently misses appointments, or is consistently discouraging of your work, contact your graduate program advisor and ask for a new supervisor. The relationship with your supervisor is crucial to your success, especially if she or he is on your committee, and while your supervisor does not have to be friendly, there should at least be professional respect between you.
What to Do If a Crisis Strikes
If something happens in your life that disrupts everything (e.g., emotional strain, the birth of a child, or the death of a family member), ask for help. You are a human being, and personal lives can and do change without warning. Do not wait until you are falling apart before asking for help, either. Learn what resources exist for crises before you have one, so you can head off trauma before it hits. That being said, if you get blindsided, don't refuse help. Seek it out, and take the time you need to recover. Your degree is supposed to help you become a stronger and smarter person, not break you.
Part 6: Polish and Defend Your Master's Thesis
How to write a master’s thesis: the final stages.
After your work is done and everything is written down, you will have to give your thesis a good, thorough polishing. This is where you will have to organize the information, draft it into a paper format with an abstract, and abbreviate things to help meet your word-count limit. This is also where your final editing and proofreading passes will occur, after which you will face your final hurdle: presenting your thesis defense to your committee. If they approve your thesis, then congratulations! You are now a master of your chosen field.
Conclusion and Parting Thoughts
Remember that you do not (and should not) have to learn how to write a master’s thesis on your own. Thesis writing is collaborative, as is practically any kind of research.
While you will be expected to develop your thesis using your own initiative, pursue it with your own ambition, and complete it with your own abilities, you will also be expected to use all available resources to do so. The purpose of a master's thesis is to help you develop your own independent abilities, ensuring that you can drive your own career forward without constantly looking to others to provide direction. Leaders get master's degrees. That's why many business professionals in leadership roles have graduate degree initials after their last names. If you already have the skills necessary to motivate yourself, lead others, and drive change, you may only need your master's as an acknowledgement of your abilities. If you do not, but you apply yourself carefully and thoroughly to the pursuit of your thesis, you should come away from your studies with those skills in place.
A final thought regarding collaboration: all theses have a section for acknowledgements. Be sure to say thank you to those who helped you become a master. One day, someone might be doing the same for you.
Image source: Falkenpost/Pixabay.com
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English Theses and Dissertations
Theses/dissertations from 2024 2024.
The Drama of Last Things: Reckoning in Late Medieval and Early Modern English Drama , Spencer M. Daniels
African Spirituality in Literature Written by Women of African Descent , Brigét V. Harley
Hidden Monstrosities: The Transformation of Medieval Characters and Conventions in Shakespeare's Romances , Lynette Kristine Kuliyeva
Making the Invisible Visible: (Re)envisioning the Black Body in Contemporary Adaptations of Nineteenth-Century Fiction , Urshela Wiggins McKinney
Lawful Injustice: Novel Readings of Racialized Temporality and Legal Instabilities , Danielle N. Mercier
“Manne, for thy loue wolde I not lette”: Eucharistic Portrayals of Caritas in Medieval and Early Modern English Literature and Drama 1350-1650 , Rachel Tanski
Theses/Dissertations from 2023 2023
Of Mētis and Cuttlefish: Employing Collective Mētis as a Theoretical Framework for Marginalized Communities , Justiss Wilder Burry
What on earth are we doing (?): A Field-Wide Exploration of Design Courses in TPC , Jessica L. Griffith
Organizations Ensuring Resilience: A Case Study of Cortez, Florida , Karla Ariel Maddox
Theses/Dissertations from 2022 2022
Using Movie Clips to Understand Vivid-Phrasal Idioms’ Meanings , Rasha Salem S. Alghamdi
An Exercise in Exceptions: Personhood, Divergency, and Ableism in the STAR TREK Franchise , Jessica A. Blackman
Vulnerable Resistance in Victorian Women’s Writing , Stephanie A. Harper
Curricular Assemblages: Understanding Student Writing Knowledge (Re)circulation Across Genres , Adam Phillips
PAD Beyond the Classroom: Integrating PAD in the Scrum Workplace , Jade S. Weiss
Theses/Dissertations from 2021 2021
Social Cues in Animated Pedagogical Agents for Second Language Learners: the Application of The Embodiment Principle in Video Design , Sahar M. Alyahya
A Field-Wide Examination of Cross-Listed Courses in Technical Professional Communication , Carolyn M. Gubala
Labor-Based Grading Contracts in the Multilingual FYC Classroom: Unpacking the Variables , Kara Kristina Larson
Land Goddesses, Divine Pigs, and Royal Tricksters: Subversive Mythologies and Imperialist Land Ownership Dispossession in Twentieth Century Irish and American Literature , Elizabeth Ricketts
Oppression, Resistance, and Empowerment: The Power Dynamics of Naming and Un-naming in African American Literature, 1794 to 2019 , Melissa "Maggie" Romigh
Generic Expectations in First Year Writing: Teaching Metadiscoursal Reflection and Revision Strategies for Increased Generic Uptake of Academic Writing , Kaelah Rose Scheff
Reframing the Gothic: Race, Gender, & Disability in Multiethnic Literature , Ashely B. Tisdale
Intersections of Race and Place in Short Fiction by New Orleans Gens de Couleur Libres , Adrienne D. Vivian
Mental Illness Diagnosis and the Construction of Stigma , Katie Lynn Walkup
Theses/Dissertations from 2020 2020
Rhetorical Roundhouse Kicks: Tae Kwon Do Pumsae Practice and Non-Western Embodied Topoi , Spencer Todd Bennington
9/11 Then and Now: How the Performance of Memorial Rhetoric by Presidents Changes to Construct Heroes , Kristen M. Grafton
Kinesthetically Speaking: Human and Animal Communication in British Literature of the Long Eighteenth Century , Dana Jolene Laitinen
Exploring Refugee Students’ Second Language (L2) Motivational Selves through Digital Visual Representations , Nhu Le
Glamour in Contemporary American Cinema , Shauna A. Maragh
Instrumentalization Theory: An Analytical Heuristic for a Heightened Social Awareness of Machine Learning Algorithms in Social Media , Andrew R. Miller
Intercessory Power: A Literary Analysis of Ethics and Care in Toni Morrison’s Song of Solomon , Alice Walker’s Meridian , and Toni Cade Bambara’s Those Bones Are Not My Child , Kelly Mills
The Power of Non-Compliant Logos: A New Materialist Approach to Comic Studies , Stephanie N. Phillips
Female Identity and Sexuality in Contemporary Indonesian Novels , Zita Rarastesa
"The Fiery Furnaces of Hell": Rhetorical Dynamism in Youngstown, OH , Joshua M. Rea
“We developed solidarity”: Family, Race, Identity, and Space-Time in Recent Multiethnic U.S. American Fiction , Kimber L. Wiggs
Theses/Dissertations from 2019 2019
Remembrance of a Wound: Ethical Mourning in the Works of Ana Menéndez, Elías Miguel Muñoz, and Junot Díaz , José Aparicio
Taking an “Ecological Turn” in the Evaluation of Rhetorical Interventions , Peter Cannon
New GTA’s and the Pre-Semester Orientation: The Need for Informed Refinement , Jessica L. Griffith
Reading Rape and Answering with Empathy: A New Approach to Sexual Assault Education for College Students , Brianna Jerman
The Karoo , The Veld , and the Co-Op: The Farm as Microcosm and Place for Change in Schreiner, Lessing, and Head , Elana D. Karshmer
"The weak are meat, and the strong do eat"; Representations of the Slaughterhouse in Twentieth and Twenty-First Century Literature , Stephanie Lance
Language of Carnival: How Language and the Carnivalesque Challenge Hegemony , Yulia O. Nekrashevich
Queer Authority in Old and Middle English Literature , Elan J. Pavlinich
Because My Garmin Told Me To: A New Materialist Study of Agency and Wearable Technology , Michael Repici
No One Wants to Read What You Write: A Contextualized Analysis of Service Course Assignments , Tanya P. Zarlengo
Theses/Dissertations from 2018 2018
Beauty and the Beasts: Making Places with Literary Animals of Florida , Haili A. Alcorn
The Medievalizing Process: Religious Medievalism in Romantic and Victorian Literature , Timothy M. Curran
Seeing Trauma: The Known and the Hidden in Nineteenth-Century Literature , Alisa M. DeBorde
Analysis of User Interfaces in the Sharing Economy , Taylor B. Johnson
Border-Crossing Travels Across Literary Worlds: My Shamanic Conscientization , Scott Neumeister
The Spectacle of The Bomb: Rhetorical Analysis of Risk of The Nevada Test Site in Technical Communication, Popular Press, and Pop Culture , Tiffany Wilgar
Theses/Dissertations from 2017 2017
Traveling Women and Consuming Place in Eighteenth-Century Travel Letters and Journals , Cassie Patricia Childs
“The Nations of the Field and Wood”: The Uncertain Ontology of Animals in Eighteenth-Century British Literature , J. Kevin Jordan
Modern Mythologies: The Epic Imagination in Contemporary Indian Literature , Sucheta Kanjilal
Science in the Sun: How Science is Performed as a Spatial Practice , Natalie Kass
Body as Text: Physiognomy on the Early English Stage , Curtis Le Van
Tensions Between Democracy and Expertise in the Florida Keys , Elizabeth A. Loyer
Institutional Review Boards and Writing Studies Research: A Justice-Oriented Study , Johanna Phelps-Hillen
The Spirit of Friendship: Girlfriends in Contemporary African American Literature , Tangela La'Chelle Serls
Aphra Behn on the Contemporary Stage: Behn's Feminist Legacy and Woman-Directed Revivals of The Rover , Nicole Elizabeth Stodard
(Age)ncy in Composition Studies , Alaina Tackitt
Constructing Health Narratives: Patient Feedback in Online Communities , Katie Lynn Walkup
Theses/Dissertations from 2016 2016
Rupturing the World of Elite Athletics: A Feminist Critical Discourse Analysis of the Suspension of the 2011 IAAF Regulations on Hyperandrogenism , Ella Browning
Shaping Climate Citizenship: The Ethics of Inclusion in Climate Change Communication and Policy , Lauren E. Cagle
Drop, Cover, and Hold On: Analyzing FEMA's Risk Communication through Visual Rhetoric , Samantha Jo Cosgrove
Material Expertise: Applying Object-oriented Rhetoric in Marine Policy , Zachary Parke Dixon
The Non-Identical Anglophone Bildungsroman : From the Categorical to the De-Centering Literary Subject in the Black Atlantic , Jarad Heath Fennell
Instattack: Instagram and Visual Ad Hominem Political Arguments , Sophia Evangeline Gourgiotis
Hospitable Climates: Representations of the West Indies in Eighteenth-Century British Literature , Marisa Carmen Iglesias
Chosen Champions: Medieval and Early Modern Heroes as Postcolonial Reactions to Tensions between England and Europe , Jessica Trant Labossiere
Science, Policy, and Decision Making: A Case Study of Deliberative Rhetoric and Policymaking for Coastal Adaptation in Southeast Florida , Karen Patricia Langbehn
A New Materialist Approach to Visual Rhetoric in PhotoShopBattles , Jonathan Paul Ray
Tracing the Material: Spaces and Objects in British and Irish Modernist Novels , Mary Allison Wise
Theses/Dissertations from 2015 2015
Representations of Gatsby: Ninety Years of Retrospective , Christine Anne Auger
Robust, Low Power, Discrete Gate Sizing , Anthony Joseph Casagrande
Wrestling with Angels: Postsecular Contemporary American Poetry , Paul T. Corrigan
#networkedglobe: Making the Connection between Social Media and Intercultural Technical Communication , Laura Anne Ewing
Evidence of Things Not Seen: A Semi-Automated Descriptive Phrase and Frame Analysis of Texts about the Herbicide Agent Orange , Sarah Beth Hopton
'She Shall Not Be Moved': Black Women's Spiritual Practice in Toni Morrison's The Bluest Eye, Beloved, Paradise, and Home , Rondrea Danielle Mathis
Relational Agency, Networked Technology, and the Social Media Aftermath of the Boston Marathon Bombing , Megan M. Mcintyre
Now, We Hear Through a Voice Darkly: New Media and Narratology in Cinematic Art , James Anthony Ricci
Navigating Collective Activity Systems: An Approach Towards Rhetorical Inquiry , Katherine Jesse Royce
Women's Narratives of Confinement: Domestic Chores as Threads of Resistance and Healing , Jacqueline Marie Smith
Domestic Spaces in Transition: Modern Representations of Dwelling in the Texts of Elizabeth Bowen , Shannon Tivnan
Theses/Dissertations from 2014 2014
Paradise Always Already Lost: Myth, Memory, and Matter in English Literature , Elizabeth Stuart Angello
Overcoming the 5th-Century BCE Epistemological Tragedy: A Productive Reading of Protagoras of Abdera , Ryan Alan Blank
Acts of Rebellion: The Rhetoric of Rogue Cinema , Adam Breckenridge
Material and Textual Spaces in the Poetry of Montagu, Leapor, Barbauld, and Robinson , Jessica Lauren Cook
Decolonizing Shakespeare: Race, Gender, and Colonialism in Three Adaptations of Three Plays by William Shakespeare , Angela Eward-Mangione
Risk of Compliance: Tracing Safety and Efficacy in Mef-Lariam's Licensure , Julie Marie Gerdes
Beyond Performance: Rhetoric, Collective Memory, and the Motive of Imprinting Identity , Brenda M. Grau
Subversive Beauty - Victorian Bodies of Expression , Lisa Michelle Hoffman-Reyes
Integrating Reading and Writing For Florida's ESOL Program , George Douglas Mcarthur
Responsibility and Responsiveness in the Novels of Ann Radcliffe and Mary Shelley , Katherine Marie McGee
Ghosts, Orphans, and Outlaws: History, Family, and the Law in Toni Morrison's Fiction , Jessica Mckee
The "Defective" Generation: Disability in Modernist Literature , Deborah Susan Mcleod
Science Fiction/Fantasy and the Representation of Ethnic Futurity , Joy Ann Sanchez-Taylor
Hermes, Technical Communicator of the Gods: The Theory, Design, and Creation of a Persuasive Game for Technical Communication , Eric Walsh
Theses/Dissertations from 2013 2013
Rhetorical Spirits: Spirituality as Rhetorical Device in New Age Womanist of Color Texts , Ronisha Witlee Browdy
Disciplinarity, Crisis, and Opportunity in Technical Communication , Jason Robert Carabelli
The Terror of Possibility: A Re-evaluation and Reconception of the Sublime Aesthetic , Kurt Fawver
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A complete guide to writing a master’s thesis
Speak right now to our live team of english staff.
If you’re reading this because you have been accepted onto a master’s programme that requires you to write a thesis – congratulations! This is a very exciting time in your life.
Hopefully what we’re about to tell you doesn’t come as too much of a surprise – as part of your master’s course you are going to be spending a considerable amount of time working on a single written submission. In fact, your master’s thesis may be the longest and most detailed piece of writing that you have ever been asked to complete.
With that in mind, getting some guidance before you begin is an important first step.
As you progress through your degree, you may have questions on exactly how to write a master’s thesis and are thus looking to obtain some thesis writing tips to help you on your way.
This post is designed to provide you with a comprehensive guide to writing a master’s thesis in the UK context. It will help you not just now, but will also be something you can refer back to throughout the duration of your master’s studies. If you haven’t already, we strongly recommend bookmarking this post so can you find it easily when you inevitably have questions during the thesis writing process.
In this post, we’ll clue you in to some strategies best suited to master’s students trying to complete a thesis. We’ll focus on what to expect at each stage, including creating a working plan, doing your reading, undertaking research, writing your master’s thesis, editing it, and leaving time to finish and proofread.
Hopefully, by the time you have finished reading, you will have the confidence and motivation to get going on a path that will lead to ultimate success in your thesis writing.
Start with a plan (and stick to it)
OK, we realise we may be teaching your grandma how to suck eggs here – starting with a plan is the obvious first step in any piece of academic writing.
And yet, as good as everyone’s intentions may be when students start writing a master’s thesis, circumstances (nearly) always arise that make sticking to the plan much more challenging.
So, first tip: when writing your thesis, make sure that your plan is flexible , and allows time for dealing with unexpected circumstances.
Next, reconsider your research proposal. It is likely you had to write one before you were accepted onto your master’s programme. If this was your first time producing a research proposal, you may read it back now and find it’s a little over-ambitious in its claims about what you planned to do. It’s a common trap to fall into, so don’t despair! Book some time with your research supervisor to determine whether your research proposal is actually realistic for your master’s thesis. If you claimed that you were going to do qualitative interviews of 200 participants across the UK, and you only have a year to complete your master’s, you might want to rethink your project and scale it to something that is achievable and not setting you up for failure.
Another tip on supervisors: make sure that you ask them questions about their expectations throughout the thesis writing process. Will they want to see drafts of your chapters as they’re written? If the answer is yes, finding out these dates will help you to develop a plan to achieve this without scrambling at the last minute.
Another tip for planning how to write your master’s thesis is to set yourself a goal of doing a little bit each day. Framing your thesis in your mind as a long-term project with a deadline very far away in the future will only encourage you to put off writing it. Then ‘far away in the future’ will all of a sudden be ‘next month’ and major panic will set in, and the lack of time at your disposal will make for rushed, compromised writing.
Set yourself milestones: a realistic plan for writing certain chapters by certain dates. Then within these milestones, commit to writing an amount of words per day, or per week. Then be disciplined and stick to your plan. Avoiding procrastination isn’t easy, but will very much work in your favour in the long run.
A final tip when devising your plan: it is easy to go back and delete words that you do not need during the editing process. Conversely, having to add thousands of words at the last minute will be stressful and sometimes impossible. Plan to start writing early, and budget for, say, 1000-2000 words every day. Not only will you then reach the full word count of your master’s thesis quickly, but you’ll leave yourself plenty of time to edit it, remove sections that aren’t working, and add more words that strengthen the overall assignment, all long before the deadline arrives.
Do your reading
The trick here is to find a balance between reading enough and not spending too much time doing so. There is so much reading to do and it can be easy to drift off topic.
Doing your reading and producing the final literature review are important components of a master’s thesis, but if you spend too much time reading there won’t be ample time for the data collection process and the writing up phase.
Here are some steps you can take to ensure that your reading process is both effective and efficient.
Step 1 – Understand your research questions
The first step in the reading phase of your master’s thesis is knowing what research questions you are trying to answer. Hopefully you have identified these questions with your supervisor before you started to work on your thesis. If you do not have a clear research question, your reading strategies will be severely hindered.
There are certain databases that are going to be more relevant to your area of study. Getting research from these databases is going to streamline the writing process for you to ensure that your project is focused within the context that it needs to be. A research librarian can likely help you focus this search, making the process significantly easier.
Step 2 – Make reading easier
There are several challenges associated with reading. First, it is easy to get distracted, especially if your reading material is lengthy and complex. So you want to keep your reading blocks short and sweet. ‘Chunk’ your reading. Spend 20 to 25 minutes reading without distraction (it hurts we know, but putting your phone on flight mode and leaving it in another room will ultimately help) and then take a 5 to 10 minute break (on your phone, if you must!) before starting up again.
Furthermore, whilst there is a lot of reading to do, it is unrealistic to spend your whole day doing it. Earmark just a portion of the day for reading, then make sure that you have other things that you can do with the rest of your time (like completing your ethics forms, or starting to create your research instruments). By dividing up your time, you are going to be able to keep your focus for longer, making you more productive and efficient overall.
Step 3 – Take good notes
It’s always worth remembering the forgetting curve – ah that’s a paradox if we ever saw one. The forgetting curve is the amount of information you will forget as time passes. It can be quite steep, and after a month passes you likely won’t remember much about what you have previously read. This could lead to disaster when writing up your literature review, so make sure that you take good, thorough notes throughout the reading process.
A good idea is to build out an excel spreadsheet or other list that documents your reading in a detailed and organised manner. You can keep track of key information, such as:
- Location of research
- Sample size
- Research methods
- Main findings
Not only will this help slow the curve of your inevitable forgetfulness, but crucially, it will also make referring back to your reading much easier when you move on to writing your overall literature review.
A note to remember: not everything that you read will end up in your literature review. The purpose of reading is to make sure that you, as a researcher, understand how your project is positioned within your area of study. The literature review explains this to the reader but in much simpler terms. So to reiterate, the reading process is for your own benefit, not solely to find studies to include in your literature review.
Do your research
Even if you did research as part of your undergraduate work, research for a master’s thesis is a whole different story. As an undergraduate, your project was likely quite small or it was significantly guided by a faculty member; as a master’s student, this is typically your first opportunity to do research on a topic that you have chosen to pursue. While this is an exciting step, it also means that you are accountable for your actions.
Your research type and tools
The first step in the research process is deciding on what type of research you will do. Is it going to be qualitative or quantitative? Maybe it will be a combination of the two. You have likely documented this in your research proposal, but your answer to this question will have implications about how you will organise and analyse your data once it is collected.
Regardless of what route you choose, you will need software to help you manage your data. Many universities have free data management software tools available, and if that is the case for your institution then use them –tools available otherwise can rack up quite a hefty bill.
The most common tools are SPSS, which deals primarily with quantitative data, or NVivo which focuses more on qualitative measures. There are numerous other software packages available, and your supervisor may have suggestions about which management tool is most suitable for your project.
Planning ahead for better outcomes
The second step in the process is to think about timing and distribution. If you are planning a qualitative study, perhaps using interviews, remember that you will need to transcribe all of the words that are contained in the interview. While some programmes allow speech-to-text translation, it is not always accurate. The process of transcription takes considerable time, and therefore, as a researcher, you should consider how many participants you are looking to have in your project.
While a quantitative project may not have the same level of detail in the data input process, there are likely to be more participants and a wider range of outcomes. As a researcher, you must recruit these participants and ensure that they meet the criteria for inclusion. Finding people who are willing to participate in this type of project (often volunteering their time for free) can be challenging, and so as a researcher, it can be useful to have a minimum number of participants that you believe (based on past research) will give you findings that can be reliable and valid within your context.
It is also worth mentioning that you will likely end up with a lot of data, much more than can actually be presented in your master’s thesis.
One of the challenging pieces of the research process is deciding which findings make the cut for your thesis and which get saved for a later date. While your data are probably very interesting to you, it is important that you do not overwhelm the reader or deviate from the research questions that you set out to answer.
To sum up, the process of actually carrying out research and distilling it for the writing part of your thesis takes time. You need to carefully plan your research steps to ensure not only that you cover everything you intend to, but that you also do it in good time, leaving yourself ample space in your schedule to write up your thesis.
Write your Master’s thesis: the right structure
It’s helpful to start here by going over the structure of a master’s thesis. The precise way that different master’s theses are structured is largely going to depend on the discipline area. But most of the time, empirical dissertations follow a format including:
- Table of contents
- List of tables/figures
- Introduction
- Literature review
- Methodology
Before you start writing
Before you start to write, draft an outline of your approach to each section including the word count you expect to have (total word counts also vary by discipline).
Within each section you should also include all the major subheadings that you plan to include in the final version.
Before writing any of the sections, meet with your supervisor to ensure that your outline generally conforms to their expectations. Supervisors are the experts in the field and have likely seen many master’s theses, so they will be able to tell you if you are on the right track.
Beginning to write
It’s worth noting here that the order in which you write all the sections of your master’s thesis can vary depending on your process and preferences.
Once you have a detailed outline, there is no rule that says you have to start with the introduction and end with the conclusion. While the reader will inevitably read your thesis this way, you are free to write the ‘easy’ sections first and then move on to ones that you find more challenging.
For many students, beginning with the methodology chapter makes the most sense, as this allows the project to be framed around the steps that you, as a researcher, will take. The methodology usually includes:
- The research question(s).
- Any hypotheses that you might have.
- Your theoretical framework, and the methods that you will use to collect your data.
- Often, but not always, it includes ethical considerations, especially if you are working with human participants.
For many writers, the methodology chapter is written prior to the collection of data, whereas other chapters may be written after the data have been collected and analysed.
The same can be said for writing the literature review . For some writers, the literature review begins to take shape early in the project, but others choose to leave the writing until after data collection has occurred.
Both strategies have value. Writing the literature review early can give a researcher a clear indication of what data already exists and how this could relate to the potential project. The downside is that if the findings from the current project do not match the historical findings from the literature, the whole chapter may need to be revised to better align with the current findings.
Leaving the literature review until after the data collection means a bigger gap between when the reading was actually done for the project and the writing up period, meaning that the sources may need to be consulted repeatedly. In addition, leaving all the writing to the end of the project may seem tedious for some writers.
Another element that you will need to consider is how to present your findings . For some researchers, combining the findings and discussion sections makes logical sense, whereas for others, this presentation makes the chapter unwieldy and difficult to read.
Staying on track
There is no universal approach to writing a master’s thesis, but there are a lot of people out there who are willing to help you along the way. You will put yourself in a really good place if you seek advice at multiple stages in the process and from multiple different sources.
Your university library is going to be a useful source for research and reference, whereas your supervisor can give more discipline-specific advice on writing. Your university will likely have a writing centre too that can offer suggestions on how to improve your writing and make sure that you are staying on track. Making appointments at your writing centre can also help with accountability, as you will have to actually complete parts of your writing in order to discuss them with others.
Finishing and proofreading
When you write those last few words of your conclusion and you have made it to the end of your thesis (hopefully in one piece – you, not the thesis), there may be a sense of finality. It’s a huge feat you’ve just overcome and for that, you deserve a pat on the back.
But finishing writing your master’s thesis is a little like reaching Camp 4 on an Everest summit trek. Without wanting to sound too ominous, there is still a considerable amount of work to do – chiefly, putting the finishing touches on your thesis through editing and proofreading .
Hopefully, during the process of writing your thesis, you sent drafts to your supervisor for review. These drafts may have included individual chapters or various sections within the data set that required clarification. Your supervisor would have provided feedback on these drafts either through written or verbal comments. It is essential that you keep track of these comments, as they will become crucial for the final stages prior to submission.
There are two ways that you can approach the editing of your master’s thesis. Both have value and it depends on how you view the process of writing. These are:
- Individually edit sections as they are returned from the supervisor.
- Edit at the very end, so that the editing can be consistent across sections.
With the first strategy, the editing process is broken up into manageable chunks, but at the end you will have to go back and re-edit sections to improve the clarity and flow.
With the second strategy, you may be able to achieve better flow, but the number of edits at the end may seem overwhelming and take up considerable time.
These challenges bring us back to the importance of a timeline. Leaving several weeks for the editing process is necessary because editing can take longer than you think . Also, once you have made these necessary edits, you will need to go through and proofread your document to make sure that the fine details are consistent across chapters. This includes things like making sure acronyms are clearly defined, tables are appropriately numbered/titled, that punctuation and syntax are accurate, and that formatting and alignment is consistent.
Something you may find challenging during the finishing process is knowing when to stop. With writing there are always changes that can be made – ideas or sentences that can be written just a little bit better or slightly more clearly. You could spend years (really!) refining your work – writing and rewriting sections to make them exactly how you want them – but the simple fact is: you do not have time for that.
Use the time that you do have for editing your thesis to the best of your ability, but also be willing to say “this is good enough” and submit your work.
Handing something in that you have worked diligently on for a long time is a truly satisfying feeling, so try to cherish that moment when it comes.
Also, it goes without saying but is always worth the reminder: the expert editors we have on board here at Oxbridge Editing can not only relieve a phenomenal amount of effort in this final hurdle of your assignment, but, thanks to their experience and skill, they will also ensure your thesis is flawless and truly ready for submission. You can find out more about thesis editing here .
Final words
Hopefully, by reading this post you have identified some tips for writing your master’s thesis that you can apply in your own context.
While the finished product will vary by discipline, the strategies listed above can apply across a wide range of contexts.
Above all else: start early and stick to the plan.
There are many examples of master’s dissertations that you can refer to for guidance so that you can identify the appropriate thesis structure for your project. By doing a little bit each day and by keeping track of your reading, you can ensure that you remain organised and efficient with your work.
Remember that writing your master’s thesis is your first opportunity to demonstrate to the academic community that you are a proficient scholar in your field. A UK master’s dissertation is no easy task, but there are lots of people and resources available to help you. Take guidance from your supervisor and use the facilities that exist on your university campus, including the writing centre and the library.
Best of luck!
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How to write a masters dissertation or thesis: top tips.
It is completely normal to find the idea of writing a masters thesis or dissertation slightly daunting, even for students who have written one before at undergraduate level. Though, don’t feel put off by the idea. You’ll have plenty of time to complete it, and plenty of support from your supervisor and peers.
One of the main challenges that students face is putting their ideas and findings into words. Writing is a skill in itself, but with the right advice, you’ll find it much easier to get into the flow of writing your masters thesis or dissertation.
We’ve put together a step-by-step guide on how to write a dissertation or thesis for your masters degree, with top tips to consider at each stage in the process.
1. Understand your dissertation or thesis topic
There are slight differences between theses and dissertations , although both require a high standard of writing skill and knowledge in your topic. They are also formatted very similarly.
At first, writing a masters thesis can feel like running a 100m race – the course feels very quick and like there is not as much time for thinking! However, you’ll usually have a summer semester dedicated to completing your dissertation – giving plenty of time and space to write a strong academic piece.
By comparison, writing a PhD thesis can feel like running a marathon, working on the same topic for 3-4 years can be laborious. But in many ways, the approach to both of these tasks is quite similar.
Before writing your masters dissertation, get to know your research topic inside out. Not only will understanding your topic help you conduct better research, it will also help you write better dissertation content.
Also consider the main purpose of your dissertation. You are writing to put forward a theory or unique research angle – so make your purpose clear in your writing.
Top writing tip: when researching your topic, look out for specific terms and writing patterns used by other academics. It is likely that there will be a lot of jargon and important themes across research papers in your chosen dissertation topic.
2. Structure your dissertation or thesis
Writing a thesis is a unique experience and there is no general consensus on what the best way to structure it is.
As a postgraduate student , you’ll probably decide what kind of structure suits your research project best after consultation with your supervisor. You’ll also have a chance to look at previous masters students’ theses in your university library.
To some extent, all postgraduate dissertations are unique. Though they almost always consist of chapters. The number of chapters you cover will vary depending on the research.
A masters dissertation or thesis organised into chapters would typically look like this:
Section | Description |
Title page | The opening page includes all relevant information about the project. |
Abstract | A brief project summary including background, methodology and findings. |
Contents | A list of chapters and figures from your project. |
Chapter 1 – Background | A description of the rationale behind your project. |
Chapter 2 – Literature Review | A summary and evaluation of the literature supporting your project. |
Chapter 3 – Methodology | A description of the specific methodology used in your project. |
Chapter 4-6 – Data analysis and Findings | An overview of the key findings and data from your research. |
Chapter 7 - Discussion and Evaluation | A description of what the data means and what you can draw from the findings. |
Chapter 8 - Conclusion | Main summary of your overall project and key findings. |
Bibliography | A list of the references cited in your dissertation or thesis. |
Appendices | Additional materials used in your research. |
Write down your structure and use these as headings that you’ll write for later on.
Top writing tip : ease each chapter together with a paragraph that links the end of a chapter to the start of a new chapter. For example, you could say something along the lines of “in the next section, these findings are evaluated in more detail”. This makes it easier for the reader to understand each chapter and helps your writing flow better.
3. Write up your literature review
One of the best places to start when writing your masters dissertation is with the literature review. This involves researching and evaluating existing academic literature in order to identify any gaps for your own research.
Many students prefer to write the literature review chapter first, as this is where several of the underpinning theories and concepts exist. This section helps set the stage for the rest of your dissertation, and will help inform the writing of your other dissertation chapters.
What to include in your literature review
The literature review chapter is more than just a summary of existing research, it is an evaluation of how this research has informed your own unique research.
Demonstrate how the different pieces of research fit together. Are there overlapping theories? Are there disagreements between researchers?
Highlight the gap in the research. This is key, as a dissertation is mostly about developing your own unique research. Is there an unexplored avenue of research? Has existing research failed to disprove a particular theory?
Back up your methodology. Demonstrate why your methodology is appropriate by discussing where it has been used successfully in other research.
4. Write up your research
For instance, a more theoretical-based research topic might encompass more writing from a philosophical perspective. Qualitative data might require a lot more evaluation and discussion than quantitative research.
Methodology chapter
The methodology chapter is all about how you carried out your research and which specific techniques you used to gather data. You should write about broader methodological approaches (e.g. qualitative, quantitative and mixed methods), and then go into more detail about your chosen data collection strategy.
Data collection strategies include things like interviews, questionnaires, surveys, content analyses, discourse analyses and many more.
Data analysis and findings chapters
The data analysis or findings chapter should cover what you actually discovered during your research project. It should be detailed, specific and objective (don’t worry, you’ll have time for evaluation later on in your dissertation)
Write up your findings in a way that is easy to understand. For example, if you have a lot of numerical data, this could be easier to digest in tables.
This will make it easier for you to dive into some deeper analysis in later chapters. Remember, the reader will refer back to your data analysis section to cross-reference your later evaluations against your actual findings – so presenting your data in a simple manner is beneficial.
Think about how you can segment your data into categories. For instance, it can be useful to segment interview transcripts by interviewee.
Top writing tip : write up notes on how you might phrase a certain part of the research. This will help bring the best out of your writing. There is nothing worse than when you think of the perfect way to phrase something and then you completely forget it.
5. Discuss and evaluate
Once you’ve presented your findings, it’s time to evaluate and discuss them.
It might feel difficult to differentiate between your findings and discussion sections, because you are essentially talking about the same data. The easiest way to remember the difference is that your findings simply present the data, whereas your discussion tells the story of this data.
Your evaluation breaks the story down, explaining the key findings, what went well and what didn’t go so well.
In your discussion chapter, you’ll have chance to expand on the results from your findings section. For example, explain what certain numbers mean and draw relationships between different pieces of data.
Top writing tip: don’t be afraid to point out the shortcomings of your research. You will receive higher marks for writing objectively. For example, if you didn’t receive as many interview responses as expected, evaluate how this has impacted your research and findings. Don’t let your ego get in the way!
6. Write your introduction
Your introduction sets the scene for the rest of your masters dissertation. You might be wondering why writing an introduction isn't at the start of our step-by-step list, and that’s because many students write this chapter last.
Here’s what your introduction chapter should cover:
Problem statement
Research question
Significance of your research
This tells the reader what you’ll be researching as well as its importance. You’ll have a good idea of what to include here from your original dissertation proposal , though it’s fairly common for research to change once it gets started.
Writing or at least revisiting this section last can be really helpful, since you’ll have a more well-rounded view of what your research actually covers once it has been completed and written up.
Masters dissertation writing tips
When to start writing your thesis or dissertation.
When you should start writing your masters thesis or dissertation depends on the scope of the research project and the duration of your course. In some cases, your research project may be relatively short and you may not be able to write much of your thesis before completing the project.
But regardless of the nature of your research project and of the scope of your course, you should start writing your thesis or at least some of its sections as early as possible, and there are a number of good reasons for this:
Academic writing is about practice, not talent. The first steps of writing your dissertation will help you get into the swing of your project. Write early to help you prepare in good time.
Write things as you do them. This is a good way to keep your dissertation full of fresh ideas and ensure that you don’t forget valuable information.
The first draft is never perfect. Give yourself time to edit and improve your dissertation. It’s likely that you’ll need to make at least one or two more drafts before your final submission.
Writing early on will help you stay motivated when writing all subsequent drafts.
Thinking and writing are very connected. As you write, new ideas and concepts will come to mind. So writing early on is a great way to generate new ideas.
How to improve your writing skills
The best way of improving your dissertation or thesis writing skills is to:
Finish the first draft of your masters thesis as early as possible and send it to your supervisor for revision. Your supervisor will correct your draft and point out any writing errors. This process will be repeated a few times which will help you recognise and correct writing mistakes yourself as time progresses.
If you are not a native English speaker, it may be useful to ask your English friends to read a part of your thesis and warn you about any recurring writing mistakes. Read our section on English language support for more advice.
Most universities have writing centres that offer writing courses and other kinds of support for postgraduate students. Attending these courses may help you improve your writing and meet other postgraduate students with whom you will be able to discuss what constitutes a well-written thesis.
Read academic articles and search for writing resources on the internet. This will help you adopt an academic writing style, which will eventually become effortless with practice.
Keep track of your bibliography
The easiest way to keep the track of all the articles you have read for your research is to create a database where you can summarise each article/chapter into a few most important bullet points to help you remember their content.
Another useful tool for doing this effectively is to learn how to use specific reference management software (RMS) such as EndNote. RMS is relatively simple to use and saves a lot of time when it comes to organising your bibliography. This may come in very handy, especially if your reference section is suspiciously missing two hours before you need to submit your dissertation!
Avoid accidental plagiarism
Plagiarism may cost you your postgraduate degree and it is important that you consciously avoid it when writing your thesis or dissertation.
Occasionally, postgraduate students commit plagiarism unintentionally. This can happen when sections are copy and pasted from journal articles they are citing instead of simply rephrasing them. Whenever you are presenting information from another academic source, make sure you reference the source and avoid writing the statement exactly as it is written in the original paper.
What kind of format should your thesis have?
Read your university’s guidelines before you actually start writing your thesis so you don’t have to waste time changing the format further down the line. However in general, most universities will require you to use 1.5-2 line spacing, font size 12 for text, and to print your thesis on A4 paper. These formatting guidelines may not necessarily result in the most aesthetically appealing thesis, however beauty is not always practical, and a nice looking thesis can be a more tiring reading experience for your postgrad examiner .
When should I submit my thesis?
The length of time it takes to complete your MSc or MA thesis will vary from student to student. This is because people work at different speeds, projects vary in difficulty, and some projects encounter more problems than others.
Obviously, you should submit your MSc thesis or MA thesis when it is finished! Every university will say in its regulations that it is the student who must decide when it is ready to submit.
However, your supervisor will advise you whether your work is ready and you should take their advice on this. If your supervisor says that your work is not ready, then it is probably unwise to submit it. Usually your supervisor will read your final thesis or dissertation draft and will let you know what’s required before submitting your final draft.
Set yourself a target for completion. This will help you stay on track and avoid falling behind. You may also only have funding for the year, so it is important to ensure you submit your dissertation before the deadline – and also ensure you don’t miss out on your graduation ceremony !
To set your target date, work backwards from the final completion and submission date, and aim to have your final draft completed at least three months before that final date.
Don’t leave your submission until the last minute – submit your work in good time before the final deadline. Consider what else you’ll have going on around that time. Are you moving back home? Do you have a holiday? Do you have other plans?
If you need to have finished by the end of June to be able to go to a graduation ceremony in July, then you should leave a suitable amount of time for this. You can build this into your dissertation project planning at the start of your research.
It is important to remember that handing in your thesis or dissertation is not the end of your masters program . There will be a period of time of one to three months between the time you submit and your final day. Some courses may even require a viva to discuss your research project, though this is more common at PhD level .
If you have passed, you will need to make arrangements for the thesis to be properly bound and resubmitted, which will take a week or two. You may also have minor corrections to make to the work, which could take up to a month or so. This means that you need to allow a period of at least three months between submitting your thesis and the time when your program will be completely finished. Of course, it is also possible you may be asked after the viva to do more work on your thesis and resubmit it before the examiners will agree to award the degree – so there may be an even longer time period before you have finished.
How do I submit the MA or MSc dissertation?
Most universities will have a clear procedure for submitting a masters dissertation. Some universities require your ‘intention to submit’. This notifies them that you are ready to submit and allows the university to appoint an external examiner.
This normally has to be completed at least three months before the date on which you think you will be ready to submit.
When your MA or MSc dissertation is ready, you will have to print several copies and have them bound. The number of copies varies between universities, but the university usually requires three – one for each of the examiners and one for your supervisor.
However, you will need one more copy – for yourself! These copies must be softbound, not hardbound. The theses you see on the library shelves will be bound in an impressive hardback cover, but you can only get your work bound like this once you have passed.
You should submit your dissertation or thesis for examination in soft paper or card covers, and your university will give you detailed guidance on how it should be bound. They will also recommend places where you can get the work done.
The next stage is to hand in your work, in the way and to the place that is indicated in your university’s regulations. All you can do then is sit and wait for the examination – but submitting your thesis is often a time of great relief and celebration!
Some universities only require a digital submission, where you upload your dissertation as a file through their online submission system.
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English (MA) Theses
Below is a selection of dissertations from the English program in Wilkinson College of Arts, Humanities, and Social Sciences that have been voluntarily included in Chapman University Digital Commons. Additional dissertations from years prior to 2019 are available through the Leatherby Libraries' print collection or in Proquest's Dissertations and Theses database.
Theses from 2024 2024
Interior Chinatown: Chinatown as a Performative Space , Audrey Fong
"Old Cod": The Power of Storytelling in Conor McPherson's The Weir , Sarah Johnson
The Beginning of the End: The Cultivation of Transchronological Perceptuality in Arcadia and “Story of Your Life” , Sawyer Kelly
“No One to Show Us the Way:” Assessing the Contemporary Relevance of the Gay Male Bildungsroman , Matthew Lemas
Posthumanism in Literature: Redefining Selfhood, Temporality, and Reality/ies through Fiction , Eileen Kelley Pierce
Catastrophic Progress: A Queer Materialist Analysis of the 2023 Trans/Bud Light Controversy , Brianna Radke
Banned Books and Educational Censorship: The Necessity of Keeping Queer Books in Schools , Rebecca Rhodes
The New Westward Expansion: Settler Colonialism and Gentrification in Paula Fox’s Desperate Characters and Kali Fajardo-Anstine’s Sabrina and Corina , Miranda Roberts
Navigating Identity Through Education in Literature and in the Classroom , Sofia Sakzlyan
Nobody Inside: Toni Morrison's "Recitatif": An Analysis on Whole/Incomplete Bodies, "The Maggie Thing"and Sick and Dancing Mothers , Emily Velasquez
Theses from 2023 2023
“Everything and Nothing”: Exhibiting Irishness at the Chicago World Fair of 1893 , Jessica Bocinski
Beyond Allegory: Postcolonial Debates in Science Fiction , Su Chen
Lovecraftian Queerness: Weird and Queer Temporalities in Lovecraft Country and Detransition, Baby , Eurydice Dye
The Dictator Novel in YA Latinx Fantasy , Catherine Gallegos
Humanization of the Refugee as the Modern Subject in Mohsin Hamid’s Exit West , Ani Gazazyan
“Henrietta and Harriet:” Considering the Marginalized Best Friend in Burney’s Cecilia and Austen’s Emma , Elena Goodenberger
Rising Costs of Universities and the Impact on Teaching Effectiveness and Student Outcomes , Patrick Hanna
Failure Facing Pedagogy in First-Year Rhetoric and Composition Classrooms , Karuna Minh Hin
Steps Toward Healing from the Possessive Other: The Vital Role of Fantastical Literature in Trauma Theory , Rebekah Izard
Mirroring Financial Speculation and Late Capitalism Through Speculative Fiction: Worker Gullibility and Guilt as Re-imagination of Human Value , Ian Koh
Oceans of Literature - The Little Mermaid , Makena Metz
What Makes a Woman "Pious and Good": The Function of Several Grimm Brothers' Cautionary Fairy Tales , Hannah Montante
From the Master’s Maternity to Redemptive Nurturing: Liberating Motherhood in Toni Morrison’s Beloved and N.K. Jemisin’s Broken Earth Trilogy , Isabelle Stillman
“Beauty and the Beast” and the Representation of the Female: How Fairy Tales Reinforce and Influence Our Current Understanding of Gender Roles , Elizabeth N. Tran
The Significance of Maintaining Character Integrity in Literary Retellings , Sara Turner
Mrs. Dalloway as a Window for Understanding Life , Kristen Venegas
The Domestic Worker in Latinx Fiction: The Discursive Formation of Latinidad , Constance von Igel de Mello
Dorian Gray: The Myth , Peggy Sue Wood
Theses from 2022 2022
Potential For a Pedagogical Level-Up: Teaching First-Year Composition Through Rhetoric of Gaming , Cayman Beeman
Personhood and Objecthood: Examining the Speaker’s Interiority and Double Consciousness in Citizen: An American Lyric , Winnie Chak
Innately American, Black America’s Inheritance: A Rhetorical Analysis of Black Death & Identity , Montéz Jennings
Examining Wonder Woman through a Feminist Voice: How Patty Jenkins’ 2017 Adaptation Upheaved her Creation, Representation, and 80 Year Legacy , Tatiana Madrid
“Strumpet,” “Huswife,” “Whore”: Centering Othello ’s Bianca , Phoebe Merten
Lack of Affirmative Consent: Trauma in Jhumpa Lahiri’s “Interpreter of Maladies” , Ansalee Morrison
Traumas and Recovery in Takaya Natsuki's Fruits Basket , Vesper North
Poverty, Social Isolation, Uselessness, and Loneliness: The Fears and Anxieties of 19th-Century British Governesses , Lydia Pejovic
Speaking Up For Generic Asians in Charles Yu’s Interior Chinatown , Orel Shilon
The Brain Scan as Ideograph , Paige Welsh
Changing the Definition of the Orient Through Hollywood , Amanda Yaghmai
Theses from 2021 2021
The Dystopian Impulse and Media Consumption: Redefining Utopia Via the Narrative Economics of the New Media Age , Turki Alghamdi
Collaborative Storytelling: Composition Pedagogy and Communal Benefits of Narrative Innovation , Aysel Atamdede
Feminist Rhetorics: Theory and Practice of Strategic Silence , Paolena Comouche
Surveillance: The Digital Dark Side , Brittyn Davis
Fanfiction As: Searching for Significance in the Academic Realm , Megan Friess
Realism & Language: How Luis Alberto Urrea Uses Bilingualism to Elevate His Works of Realism , Ashley Gomez
"A Mind of Metal and Wheels": Agrarian Ruralism in Joss Whedon's Firefly and J.R.R Tolkien's The Lord of The Rings , Christopher Hines
“Why Are We Still Reading About Rosa Parks?”: Essential Questions for Continuation Schools , Samantha Mbodwam
Decolonizing the Body , Daniel Miess
Black Panther Shatters Social Binaries to Explore Postcolonial Themes: How Ancestry, Identity, Revenge, and the Third Space Impact the Ability to Navigate Change and Create New Forms of Cultural Hybridity , Deborah Paquin
Anti-Racist Pedagogy: A Practical Means of Building Bonds Between Marginalized Students and Instructors in the Composition Classroom , Santa-Victoria Pérez
Fear Then and Now: The Vampire as a Reflection of Society , Mackenzie Phelps
Monstrous and Beautiful: Jungian Archetypes in Wilde’s Salomé , Nayana Rajnish
Journeying to a Third Space of Sovereignty: Explorations of Land, Cultural Hybridity, and Sovereignty in Ceremony and There There , Jillian Eve Sanchez
Through the Female Perspective: An Analysis of Male Characters in Jane Austen’s Northanger Abbey , Natalia Sanchez
The Tiered Workshop: The Effects of Using a Paced Workshop in a Composition Classroom , Madison Shockley
Aztlán Potentialities: Queer Male Chicanx Affect and Temporalities , Ethan Trejo
Partying Like It's 1925: A Comparison and Contrast of Fitzgerald's The Great Gatsby and Azuela's The Underdogs , Sarah N. Valadez
Theses from 2020 2020
Stephen Dedalus and the Mind as Hypertext in Ulysses , Ariel Banayan
Lessons from Hybridity: A Look into the Coupling of Image and Text in Karen Tei Yamashita’s Letters to Memory , Claudia Rankine’s Citizen: An American Lyric , and Ilya Kaminsky’s Deaf Republic , Elizabeth Chen
Dawn of the Undead Classroom: Pop-Culture in the First-Year Composition Classroom , Sierra A. Ellison
Moving Beyond Grades: A Shift in Assessing First-Year Composition , Matthew Goldman
Murmurs of Revolution: Mythical Subversion in Dostoevsky , Connor Guetersloh
The Fallen Woman: An Exploration of the Voiceless Women in Victorian England through Three Plays of Oscar Wilde , Marco Randazzo
The Ubume Challenge: A Digital Environmental Humanities Project , Sam Risak
Student Disposition Towards Discussing Race in the Classroom , Natalie Salagean
Trauma Begetting Trauma: Fukú, Masks, and Implicit Forgiveness in the Works of Junot Díaz , Jacob VanWormer
‘Amore Captus:’ Turning Bedtricks in the Arthurian Canon , Candice Yacono
Theses from 2019 2019
The Contradictory Faces of “Sisterhood”: A Case-Study on Charlotte Brontë’s Jane Eyre and Its Theatrical Adaptation by James Willing and Leonard Rae, Gloria Naylor’s The Women of Brewster Place, and Liane Moriarty’s Big Little Lies and Its Miniseries Adaptation on HBO , Lama Alsulaiman
Terrence McNally’s Universalizing Model: The Role of Disability in Andre’s Mother; Lips Together, Teeth Apart ; and Love! Valour! Compassion! , Alexa Burnstine
A Way to Persist: Storytelling and Its Effect on Trauma in Gábor Schein’s The Book of Mordechai and Lazarus , Duncan Capriotti
Language: A Bridge or Barrier to Social Groups , Adina Corke
Haole Like Me: Identity Construction and Politics in Hawaii , Savanah Janssen
Black Women’s Bodies as the Site of Malignity: Interrogating (Mis)representations of Black Women in 16th and 17th Century British Literature , Tonika Reed
The Efficacy of Varying Small Group Workshops in the Composition Classroom , Daniel Strasberger
Does Money Indeed Buy Happiness? “The Forms of Capital” in Fitzgerald’s Gatsby and Watts’ No One is Coming to Save Us , Allie Harrison Vernon
Theses from 2018 2018
Player-Response: On the Nature of Interactive Narratives as Literature , Lee Feldman
Theses from 2017 2017
The Rhetoric of Disability: an Analysis of the Language of University Disability Service Centers , Katie Ratermann
Theses from 2016 2016
The Ritualization of Violence in The Magic Toyshop , Victor Chalfant
Concrete Reality: The Posthuman Landscapes of J.G. Ballard , Mark Hausmann
Readers in Pursuit of Popular Justice: Unraveling Conflicting Frameworks in Lolita , Innesa Ranchpar
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English Master's Thesis
- An option for Literary History and Rhetoric & Composition concentrations.
- Mandatory for Creative Writing. (Creative Thesis guidelines are available from the Director of Creative Writing).
A non-creative Master's Thesis requires a minimum of 50 pages of scholarly or critical writing and is expected to show originality, rigor of argument, and thoroughness of research and documentation. The Master's Thesis should, however, include more extensive research than the Master's Essay, particularly more detailed analysis of the theoretical approach being used, a wider and deeper survey of research and scholarship, and a more thorough contextualization of the central argument.
The Master's Thesis committee is constituted of a director and two readers. One reader may be from outside of the department. The student should ask a graduate faculty member to serve as thesis director no later than Fall semester of the second year. At that time, the student and director may discuss possible readers, who should be selected and asked to serve. Sometime in the Fall semester the student should give a thesis prospectus of about 10 pages to the committee, and as soon as possible the committee should approve this proposal or ask for revisions.
Creative Writing students should request that a Creative Writing faculty member serve as their thesis committee chair early in the Fall semester of the second year. Once a professor agrees to direct the thesis, the Director of Creative Writing should be notified and two additional readers chosen. It is expected that the thesis committee will include a second professor of Creative Writing: a writer in the student's genre if possible. The third member of the thesis committee may be either a Creative Writing professor or a professor from Literature or Rhetoric & Composition. Specific deadlines for thesis drafts should be set with the director no later than the second week of the spring semester.
To receive thesis credit, the student must enroll in English 6950 during the final semester of his or her second year. The student must consult with the committee to schedule a date for the defense, to take place at least one month before the last day of classes of the semester of graduation: exact deadlines for thesis defenses are available each year on the Graduate College website . A final draft of the thesis must be in the committee?s hands at least two weeks before the defense. If the student passes the defense, the committee may or may not ask for a few final revisions before the student submits the thesis to the college. (The deadline is in mid-April.)
Once you know the defense date, download and fill out the Arrangement for Oral Defense form; make copies, give one to the Director of Graduate Studies, and send the original to the college. Failure to do this at least two weeks before the defense may result in its cancellation. Also, download, fill out, and bring to the defense the Report of Oral Defense form . The committee members must indicate on this form whether they found the defense satisfactory or unsatisfactory.
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- Knowledge Base
- Dissertation
- Dissertation & Thesis Outline | Example & Free Templates
Dissertation & Thesis Outline | Example & Free Templates
Published on June 7, 2022 by Tegan George . Revised on November 21, 2023.
A thesis or dissertation outline is one of the most critical early steps in your writing process . It helps you to lay out and organize your ideas and can provide you with a roadmap for deciding the specifics of your dissertation topic and showcasing its relevance to your field.
Generally, an outline contains information on the different sections included in your thesis or dissertation , such as:
- Your anticipated title
- Your abstract
- Your chapters (sometimes subdivided into further topics like literature review, research methods, avenues for future research, etc.)
In the final product, you can also provide a chapter outline for your readers. This is a short paragraph at the end of your introduction to inform readers about the organizational structure of your thesis or dissertation. This chapter outline is also known as a reading guide or summary outline.
Table of contents
How to outline your thesis or dissertation, dissertation and thesis outline templates, chapter outline example, sample sentences for your chapter outline, sample verbs for variation in your chapter outline, other interesting articles, frequently asked questions about thesis and dissertation outlines.
While there are some inter-institutional differences, many outlines proceed in a fairly similar fashion.
- Working Title
- “Elevator pitch” of your work (often written last).
- Introduce your area of study, sharing details about your research question, problem statement , and hypotheses . Situate your research within an existing paradigm or conceptual or theoretical framework .
- Subdivide as you see fit into main topics and sub-topics.
- Describe your research methods (e.g., your scope , population , and data collection ).
- Present your research findings and share about your data analysis methods.
- Answer the research question in a concise way.
- Interpret your findings, discuss potential limitations of your own research and speculate about future implications or related opportunities.
For a more detailed overview of chapters and other elements, be sure to check out our article on the structure of a dissertation or download our template .
To help you get started, we’ve created a full thesis or dissertation template in Word or Google Docs format. It’s easy adapt it to your own requirements.
Download Word template Download Google Docs template
It can be easy to fall into a pattern of overusing the same words or sentence constructions, which can make your work monotonous and repetitive for your readers. Consider utilizing some of the alternative constructions presented below.
Example 1: Passive construction
The passive voice is a common choice for outlines and overviews because the context makes it clear who is carrying out the action (e.g., you are conducting the research ). However, overuse of the passive voice can make your text vague and imprecise.
Example 2: IS-AV construction
You can also present your information using the “IS-AV” (inanimate subject with an active verb ) construction.
A chapter is an inanimate object, so it is not capable of taking an action itself (e.g., presenting or discussing). However, the meaning of the sentence is still easily understandable, so the IS-AV construction can be a good way to add variety to your text.
Example 3: The “I” construction
Another option is to use the “I” construction, which is often recommended by style manuals (e.g., APA Style and Chicago style ). However, depending on your field of study, this construction is not always considered professional or academic. Ask your supervisor if you’re not sure.
Example 4: Mix-and-match
To truly make the most of these options, consider mixing and matching the passive voice , IS-AV construction , and “I” construction .This can help the flow of your argument and improve the readability of your text.
As you draft the chapter outline, you may also find yourself frequently repeating the same words, such as “discuss,” “present,” “prove,” or “show.” Consider branching out to add richness and nuance to your writing. Here are some examples of synonyms you can use.
Address | Describe | Imply | Refute |
Argue | Determine | Indicate | Report |
Claim | Emphasize | Mention | Reveal |
Clarify | Examine | Point out | Speculate |
Compare | Explain | Posit | Summarize |
Concern | Formulate | Present | Target |
Counter | Focus on | Propose | Treat |
Define | Give | Provide insight into | Underpin |
Demonstrate | Highlight | Recommend | Use |
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When you mention different chapters within your text, it’s considered best to use Roman numerals for most citation styles. However, the most important thing here is to remain consistent whenever using numbers in your dissertation .
The title page of your thesis or dissertation goes first, before all other content or lists that you may choose to include.
A thesis or dissertation outline is one of the most critical first steps in your writing process. It helps you to lay out and organize your ideas and can provide you with a roadmap for deciding what kind of research you’d like to undertake.
- Your chapters (sometimes subdivided into further topics like literature review , research methods , avenues for future research, etc.)
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.
George, T. (2023, November 21). Dissertation & Thesis Outline | Example & Free Templates. Scribbr. Retrieved August 12, 2024, from https://www.scribbr.com/dissertation/dissertation-thesis-outline/
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- FindAMasters
- Researching and Writing a Masters Dissertation
Written by Mark Bennett
All Masters programmes include some form of extended individual project. Research-focussed programmes, such as an MRes , may include multiple independent research components. Taught courses usually culminate with a substantial research task, referred to as the Masters dissertation or thesis.
This article talks about how long a Masters dissertation is and the structure it follows.Before you get started on your dissertation, you'll usually need to write a proposal. Read our full guide to Masters dissertation proposals for more information on what this should include!
Length | 15,000 - 20,000 words |
Structure | Abstract (300 words) Introduction (1,000 words) Literature review (1,000 words) Research methodology (1,500 words) Results Discussion (12,000 words) Conclusion (1,500 words) References/Bibliography Appendices |
Supervision | Yes, you’ll be paired with an academic from your own university |
Assessment | External examiner along with additional members of faculty. There is not usually a viva at Masters level. |
On this page
What’s the difference between a masters dissertation and an undergraduate dissertation.
The Masters thesis is a bridge between undergraduate study and higher level postgraduate degrees such as the PhD .
A postgraduate dissertation may not look that different to its undergraduate equivalent. You’ll likely have to produce a longer piece of work but the foundations remain the same.
After all, one of the purposes of an undergraduate dissertation or final year project is to prepare you for more in-depth research work as a postgraduate. That said, there are some important differences between the two levels.
So, how long is a Masters dissertation? A Masters dissertation will be longer than the undergraduate equivalent – usually it’ll be somewhere between 15,000 and 20,000 words, but this can vary widely between courses, institutions and countries.
To answer your overall research question comprehensively, you’ll be expected to identify and examine specific areas of your topic. This can be like producing a series of shorter pieces of work, similar to those required by individual modules. However, there’s the additional requirement that they collectively support a broader set of conclusions.
This more involved Masters dissertation structure will:
- Give you the scope to investigate your subject in greater detail than is possible at undergraduate level
- Challenge you to be effective at organising your work so that its individual components function as stages in a coherent and persuasive overall argument
- Allow you to develop and hone a suitable research methodology (for example, choosing between qualitative and quantitative methods)
If the individual topics within your overall project require you to access separate sources or datasets, this may also have an impact on your research process.
As a postgraduate, you’ll be expected to establish and assert your own critical voice as a member of the academic community associated with your field .
During your Masters thesis you’ll need to show that you are not just capable of analysing and critiquing original data or primary source material. You should also demonstrate awareness of the existing body of scholarship relating to your topic .
So, if you’ll excuse the pun, a ‘Masters’ degree really is about achieving ‘mastery’ of your particular specialism and the dissertation is where you’ll demonstrate this: showing off the scholarly expertise and research skills that you’ve developed across your programme.
What’s the difference between a dissertation and a thesis?
A dissertation is a long piece of (usually) written work on the same topic. A thesis is a little more specific: it usually means something that presents an original argument based on the interpretation of data, statistics or content.
So, a thesis is almost always presented as a dissertation, but not all dissertations present a thesis.
Masters dissertation structure
As you can probably imagine, no two dissertations follow the exact same structure, especially given the differences found between Masters programmes from university to university and country to country .
That said, there are several key components that make up the structure of a typical Masters dissertation
How long is a Masters dissertation?
Most dissertations will typically be between 15,000 and 20,000 words long, although this can vary significantly depending on the nature of the programme.
You should also check with your university exactly which sections of the dissertation count towards the final word count (the abstract, bibliography and appendices won’t usually be included in the total).
Usually around 300 words long, the abstract is meant to be a concise summary of your dissertation. It should briefly cover the question(s) you aim to answer, your primary argument and your conclusion.
Introduction
The purpose of the introduction is to provide context for the rest of the dissertation, setting out your aims and the scope of what you want to achieve with your research. The introduction should give a clear overview of the dissertation’s chapters and will usually be around 1,000 words long.
Literature review
This part of the dissertation should examine the scholarship that has already been published in your field, presenting various arguments and counter-arguments while situating your own research within this wider body of work.
You should analyse and evaluate other publications and explain how your dissertation will contribute to the existing literature in your subject area. The literature review sometimes forms part of the introduction or follows immediately on from it. Most literature reviews are up to 1,000 words long.
Research methodology
Not all dissertations will require a section covering research methodology (Arts and Humanities dissertations won’t normally undertake the kind of research that involves a set methodology). However, if you are using a particular method to collect information for your dissertation, you should make sure to explain the rationale behind your choice of methodology. The word count for this part of the dissertation is usually around the 1,500 mark.
Those in the Arts and Humanities will usually outline their theoretical perspectives and approaches as part of the introduction, rather than requiring a detailed explanation of the methodology for their data collection and analysis.
Results / findings
If your research involves some form of survey or experiment, this is where you’ll present the results of your work. Depending on the nature of the study, this might be in the form of graphs, tables or charts – or even just a written description of what the research entailed and what the findings were.
This section forms the bulk of your dissertation and should be carefully structured using a series of related chapters (and sub-chapters). There should be a logical progression from one chapter to the next, with each part building on the arguments of its predecessor.
It can be helpful to think of your Masters dissertation as a series of closely interlinked essays, rather than one overwhelming paper. The size of this section will depend on the overall word count for your dissertation. However, to give you a rough idea for a 15,000-word dissertation, the discussion part will generally be about 12,000 words long.
Here you should draw together the threads of the previous discussion chapters and make your final concluding statements, drawing on evidence and arguments that you’ve already explored over the course of the dissertation. Explain the significance of your findings and point towards directions that future research could follow. This section of the Masters thesis will be around 1,500 words long.
References / bibliography
While planning and writing your dissertation, you should keep an extensive, organised record of any papers, sources or books you’ve quoted (or referred to). This will be a lot easier than leaving all of it until the end and struggling to work out where a particular quotation is from!
Appendices won’t be necessary in many dissertations, but you may need to include supplementary material to support your argument. This could be interview transcripts or questionnaires. If including such content within the body of the dissertation won’t be feasible – i.e. there wouldn’t be enough space or it would break the flow of your writing – you should consult with your supervisor and consider attaching it in an appendix.
It’s worth bearing in mind that these sections won’t always be discretely labelled in every dissertation. For example, everything up to ‘discussion’ might be covered in introductory chapter (rather than as distinct sections). If you’re unsure about the structure of your Masters dissertation, your supervisor will be able to help you map it out.
How does supervision work for a Masters dissertation?
As a Masters student at the dissertation stage you’ll usually be matched with an academic within your institution who will be tasked with guiding your work. This might be someone who has already taught you, or it may be another scholar whose research interests and expertise align well with what you want to do. You may be able to request a particular supervisor, but taught postgraduates are more likely to be assigned them by their department.
Specific arrangements with your supervisor will vary depending on your institution and subject area. They will usually meet with you at the beginning of the dissertation period to discuss your project and agree a suitable schedule for its undertaking. This timetable will probably set dates for:
- Subsequent discussions and progress checks
- The submission of draft chapters or sections
- Feedback appointments
Though your supervisor is there to help and advise you, it is important to remember that your dissertation is a personal research project with associated expectations of you as an independent scholar.
As a rule of thumb, you can expect your supervisor to read each part of your dissertation once at the draft stage and to offer feedback. Most will not have time to look at lots of subsequent revisions, but may respond favourably to polite requests for exceptions (provided their own workload permits it).
Inundating your supervisor with emails or multiple iterations of draft material is best avoided; they will have their own research to manage (as well as other supervision assignments) and will be able to offer better quality feedback if you stick to an agreed schedule.
How is a Masters dissertation assessed and examined?
On most courses your dissertation will be assessed by an external examiner (as well as additional members of faculty within your university who haven’t been responsible for supervising you), but these will read and critique the work you submit without personally questioning and testing you on it.
Though this examination process is not as challenging as the oral defence or ‘ viva voce ’ required for a PhD thesis, the grading of your Masters dissertation is still a fundamental component of your degree.
On some programmes the result awarded to a student’s dissertation may determine the upper grade-band that can be awarded to their degree.
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EWU Digital Commons
Home > College, Department, or Program > CALE > English > TESL Theses
Teaching English as a Second Language Masters Thesis Collection
Theses/dissertations from 2020 2020.
Teaching in hagwons in South Korea: a novice English teacher’s autoethnography , Brittany Courser
Theses/Dissertations from 2019 2019
“Racism doesn’t exist anymore, so why are we talking about this?”: An action research proposal of culturally responsive teaching for critical literacy in democratic education , Natalie Marie Giles
Stylistic imitation as an English-teaching technique : pre-service teachers’ responses to training and practice , Min Yi Liang
Telling stories and contextualizing lived experiences in the Cuban heritage language and culture: an autoethnography about transculturation , Tatiana Senechal
“This is the oppressor’s language, yet I need it to talk to you”: a critical examination of translanguaging in Russian speakers at the university level , Nora Vralsted
Theses/Dissertations from 2018 2018
Multimodal Approaches to Literacy and Teaching English as a Foreign Language at the University Level , Ghader Alahmadi
Educating Saudi Women through Communicative Language Teaching: A Bi-literacy Narrative and An Autoethnography of a Saudi English Teacher , Eiman Alamri
The value of journaling on multimodal materials: a literacy narrative and autoethnography of an experienced Saudi high school English teacher , Ibrahim Alamri
Strategic Contemplation as One Saudi Mother’s Way Of Reflecting on Her Children’s Learning Only English in the United States: An Autoethnography and Multiple Case Study of Multilingual Writers at the College Level , Razan Alansari
“If you wanted me to speak your language then you should have stayed in your country”: a critical ethnography of linguistic identity and resiliency in the life of an Afghan refugee , Logan M. Amstadter
Comparing literate and oral cultures with a view to improving understanding of students from oral traditions: an autoethnographic approach , Carol Lee Anderson
Practical recommendations for composition instructors based on a review of the literature surrounding ESL and identity , Patrick Cornwall
One size does not fit all: exploring online-language-learning challenges and benefits for advanced English Language Learners , Renee Kenney
Understanding the potential effects of trauma on refugees’ language learning processes , Charis E. Ketcham
Let's enjoy teaching life: an autoethnography of a novice ESL teacher's two years of teaching English in a private girls' secondary school in Japan , Danielle Nozaka
Developing an ESP curriculum on tourism and agribusiness for a rural school in Nicaragua: a retrospective diary , Stan Pichinevskiy
A Literacy Narrative of a Female Saudi English Teacher and A Qualitative Case Study: 12 Multilingual Writers Identify Challenges and Benefits of Daily Writing in a College Composition Class , Ghassoon Rezzig
Proposed: Technical Communicators Collaborating with Educators to Develop a Better EFL Curriculum for Ecuadorian Universities , Daniel Jack Williamson
Theses/Dissertations from 2017 2017
BELL HOOKS’ “ENACTMENT OF NON-DOMINATION” IN THE “PRACTICE OF SPEAKING IN A LOVING AND CARING MANNER”: AN AUTOETHNOGRAPHY OF A SAUDI “WIDOW’S SON” , Braik Aldoshan
WHEN SPIRITUALITY AND PEDAGOGY COLLIDE: ACKNOWLEDGING RELIGIOUS BELIEFS AND VALUES IN THE ESL CLASSROOM , Carli T. Cumpston
HERITAGE LANGUAGE MAINTENANCE: A MEXICAN AMERICAN MOTHER’S SUCCESS WITH RAISING BILINGUAL CHILDREN , Maria E. Estrada-Loehne
TEACHING THE BIOGRAPHY OF PEARL S. BUCK: DEVELOPING COLLABORATIVE READING STRATEGIES FOR MULTILINGUAL WRITERS , Nichole S. La Torre
An Autoethnography of a Novice ESL Teacher: Plato’s Cave and English Language Teaching in Japan , Kevin Lemberger
INQUIRY-BASED PHILOSOPHICAL DIALOGUE FOR ESL COLLEGE COMPOSITION AND FOR CRITICAL THINKING SKILLS , Aiko Nagabuchi
A TRIPLE CASE STUDY OF TWO SAUDI AND ONE ITALIAN LANGUAGE LEARNERS' SELF-PERCEPTIONS OF TARGET LANGUAGE (TL) SPEAKING PROFICIENCY , Jena M. Robinson
Theses/Dissertations from 2016 2016
"I am from Epifania and Tomas": an autoethnography and bi-literacy narrative of a Mexican American orchard workers' daughter , Brenda Lorena Aguilar
Technology use in young English language learners: a survey of Saudi parents studying in the United States , Hamza Aljunaidalsayed
Bilingualism of Arab children in the U.S.: a survey of parents and teachers , Omnia Alofii
College-level ELLs in two English composition courses: the transition from ESL to the mainstream , Andrew J. Copley
Increasing multimedia literacy in composition for multilingual writers: a case study of art analysis , Sony Nicole De Paula
Multilingual writers' unintentional plagiarism: action research in college composition , Jacqueline D. Gullon
Games for vocabulary enrichment: teaching multilingual writers at the college level , Jennifer Hawkins
Identifying as author: exploring the pedagogical basis for assisting diverse students to discover their identities through creatively defined literacy narratives , Amber D. Pullen
Saltine box full of dreams: one Mexican immigrant woman's journey to academic success , Adriana C. Sanchez
Theses/Dissertations from 2015 2015
Teaching the biography of Laura Ingalls Wilder: fostering a media literacy approach for multilingual writers , Kelly G. Hansen
Implementing a modified intercultural competency curriculum in an integrated English 101 classroom , Kathryn C. Hedberg
"Don't wake me, my desk is far too comfortable": an autoethnography of a novice ESL teacher's first year of teaching in Japan , Delaney Holland
ESL ABE, VESL, and bell hooks' Democratic education: a case study of four experienced ESL instructors , Michael E. Johnson
Theses/Dissertations from 2014 2014
Using Media to Teach Grammar in Context and UNESCO Values: A Case Study of Two English Teachers and Students from Saudi Arabia , Sultan Albalawi
A Double Case Study of Latino College Presidents: What Younger Generations Can Learn From Them , Sara Aymerich Leiva
WRITTEN CORRECTIVE FEEDBACK IN THE L2 WRITING CLASSROOM , Daniel Ducken
Academic Reading and Writing at the College Level: Action Research in a Classroom of a homogeneous Group of Male Students from Saudi Arabia , Margaret Mount
Reflections on Teaching and Host Mothering Chinese Secondary Students: A Novice ESL Teacher’s Diary Study and Autoethnography , Diane Thames
Theses/Dissertations from 2013 2013
Peer editing in composition for multilingual writers at the college level , Benjamin J. Bertrand
Educating Ana: a retrospective diary study of pre-literate refugee students , Renee Black
Social pressure to speak English and the effect of English language learning for ESL composition students in higher education , Trevor Duston
Poetry in translation to teach ESL composition at the college level , Peter M. Lacey
Using media to teach a biography of Lincoln and Douglass: a case study of teaching ESL listening & viewing in college composition , Pui Hong Leung
Learning how to learn: teaching preliterate and nonliterate learners of English , Jennifer L. Semb
Non-cognitive factors in second language acquisition and language variety: a single case study of a Saudi male English for academic purposes student in the United States , Nicholas Stephens
Teaching English in the Philippines: a diary study of a novice ESL teacher , Jeffrey Lee Svoboda
ARABIC RHETORIC: MAIN IDEA, DEVELOPMENT, PARALLELISM, AND WORD REPETITION , Melissa Van De Wege
Theses/Dissertations from 2012 2012
Video games and interactive technology in the ESL classroom , Melody Anderson
English as a second language learners and spelling performance in university multilingual writers , Nada Yousef Asiri
The communal diary, "... " (Naljeogi), transformative education, and writing through migrations: a Korean novice ESL teacher's diary and autoethnography , S. (Sangho) Lee
The benefits of intercultural interactions: a position paper on the effects of study abroad and intercultural competence on pre-service and active teachers of ESL , Bergen Lorraine McCurdy
The development and analysis of the Global Citizen Award as a component of Asia University America Program at Eastern Washington University , Matthew Ged Miner
The benefits of art analysis in English 101: multilingual and American writers respond to artwork of their choice , Jennifer M. Ochs
A novice ESL teacher's experience of language learning in France: an autoethnographic study of anomie and the "Vulnerable Self" , Christopher Ryan
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Master thesis, master's degree thesis or master degree thesis
I searched online and I understood that "master's degree" retains the apostrophe, while the relative thesis is commonly referred to as "master thesis". However, of the forms
- Master thesis
- Master's degree thesis
- Master degree thesis
Which one is wrong, which is right and which should be preferable to use on a thesis cover? I know that in English theses it's common to use the phrase "Thesis prepared for the Degree of Master of Science" but I can't do this. Thanks.
- possessives
https://ell.stackexchange.com/questions/24377/use-master-thesis-or-masters-thesis
"Grammatically speaking, master's thesis unequivocally means a thesis of a master. Master thesis can be read the same way, but also as primary, principle or main thesis.
Stick with master's thesis."
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=master%27s+thesis&btnG=
- Your second link gives 1,770,000 results, while for "master thesis" it gives 4,400,000 results ( scholar.google.com/… ). – Yaroslav Nikitenko Commented Apr 30, 2022 at 13:06
- 1 Correct. If you click through the search results you'll see that "master's thesis" also appears. The term has been aggregated to the "master thesis" search results. The n-gram search shows that "master's thesis" is more prevalent. books.google.com/ngrams/… – bookmanu Commented May 17, 2022 at 13:44
- Indeed! I thought I shall change my CV now, but I see that I used "MS" there :) And in one place "master's thesis" correctly. The good thing is that it can be both lowercase (which I used) and uppercase (which looks more frequent). – Yaroslav Nikitenko Commented May 17, 2022 at 15:13
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Permanent URI for this collection
The theses in UWSpace are publicly accessible unless restricted due to publication or patent pending.
This collection includes a subset of theses submitted by graduates of the University of Waterloo as a partial requirement of a degree program at the Master's or PhD level. It includes all electronically submitted theses. (Electronic submission was optional from 1996 through 2006. Electronic submission became the default submission format in October 2006.)
This collection also includes a subset of UW theses that were scanned through the Theses Canada program. (The subset includes UW PhD theses from 1998 - 2002.)
Recent Submissions
- No Thumbnail Available Item Canada Wildfire Next-Day Spread Prediction Tools Using Deep Learning ( University of Waterloo , 2024-08-14 ) Fang, Xiang Show more Wildfires have become a pressing issue globally, with their increasing frequency and intensity causing significant environmental, economic, and human impacts. Traditional wildfire prediction methods, while useful, often fall short in time complexity or simulation on heterogeneous landscapes. This thesis explores the application of deep learning models, especially convolutional networks, to improve the accuracy and reliability of wildfire spread predictions. By leveraging advanced machine learning techniques, this research aims to enhance the current prediction capabilities and provide better tools for Canadian wildfire management and mitigation. Utilizing a comprehensive dataset from various sources, this thesis integrates multiple features such as weather data, vegetation types, and topographical information. The research introduces a novel module for fusing multi-modal data, which enhances the performance of U-shape deep learning models like U-Net. Additionally, an innovative U-shape network structure with atrous(dilated) convolution and new attention implementation was developed to further improve prediction accuracy. The thesis also proposes an enhancement method that amplifies grouped error pixels for element-wise error computation for model training. The novel data fusion module proposed in this thesis has been proven to improve the baseline model on the F1 score, while the new model I suggest outperformed the baseline model and its two variants on the same metric. In the final part of the thesis I proposed various additional enhancement methods to improve performance further, it has shown its statistical significance under certain conditions when applied to BCELoss. By enhancing the predictive capabilities of wildfire spread models, this thesis offers valuable insights for emergency responders and policymakers, aiding in better resource allocation and risk mitigation strategies. The deep learning methodologies developed in this study are versatile and have potential applications in other fields requiring spatial data predictions, such as intelligent healthcare, flood forecasting, and disease spread modelling. Show more
- No Thumbnail Available Item Raising the Bar on Lowering Barriers: Improving Ease of Research and Development Contributions to Privacy Enhancing Technologies ( University of Waterloo , 2024-08-14 ) Tracey, Justin Show more As daily life becomes increasingly subject to surveillance economies and surveillance states, so do privacy enhancing technologies (PETs) become increasingly important to those who wish to live unmediated by these mass data collection practices. While improvements to the design and implementation of PETs have allowed more people than ever to take advantage of these tools, the research and development practices surrounding PETs require the work of domain experts—with their own biases, values, motivations, and awareness—doing their best to accommodate the needs and desires of users. As a result, an inevitable gap forms between what is built by those who have the skills and resources to develop these technologies, and what is needed by those who can only use what is available. In this thesis, we examine techniques for lowering barriers to entry for research and development contributions to PETs, so that users who wish to make such contributions are more readily able to do so. Towards this end, we use as a concrete example the Tor project, and how it interfaces with current research and development practices to demonstrate three methods of lowering such barriers: (i) a set of tools and techniques for conducting statistically sound Tor experiments, (ii) an analysis of the viability of Tor as a means of providing simple metadata protection in messaging apps, and (iii) an investigation into the effect on new contributors when porting a codebase written in a programming language without memory safety to the memory-safe Rust language, as Tor is doing. We find that, using these methods, the barriers to entry can be reduced, but that considerable future work still remains in this vein. Show more
- No Thumbnail Available Item Advancing Applications in Fluid Powered Artificial Muscle Technology Through Artificial Intelligence Modeling and The Development of a Posture Sensing System ( University of Waterloo , 2024-08-14 ) Savage, Jordan Show more This thesis aims to improve human posture by exploring the development and integration of Pneumatic Artificial Muscles (PAMs) and intelligent sensing systems. The objective is to not only develop an efficient posture corrector but also to make a meaningful contribution to the fields of PAM and wearable technology research in the format of delivering a tool to enable the design and optimization of PAMs for wearable applications. To achieve these objectives, three primary projects are designed that show a cohesive progression in the creation and application of these technologies. As compared to other actuators, PAMs can output larger forces which are influenced by many parameters such as their geometries and manufacturing methods. Developing a functional tool for designing and optimizing PAMs is not trivial. The first project involves the creation of ForceSight, by leveraging AI advancements, a tool enabling designers to accurately size PAMs based on specific force requirements. ForceSight predicts the force output of various actuator geometries, thereby simplifying the design process and enhancing the customizability of PAMs for diverse applications. Inertial Measurement Units (IMUs) are sensors used in wearable systems to detect body motion using accelerometers, gyroscopes, and magnetometers. In this thesis, IMUs are used to determine the sagittal slouch and shoulder rounding states of a human subject for posture correction. The focus of the second project is to use a Fuzzy Inference System (FIS) is used to classify the IMU data. This system utilizes data from two 9-axis shoulder-mounted IMUs, emphasizing magnetometer data to assess shoulder rounding, and a lumbar IMU to monitor sagittal slouch posture. The final FIS reliably detects compound slouching motions, providing comprehensive posture assessment based on the sensor data. To validate the AI tool for the design and optimization of PAMs for wearable applications, the third project utilizes the ForceSight tool for determining suitable actuator geometries for a posture corrector and employs the FIS to evaluate shoulder rounding. This section also demonstrates the workflow and benefits of using ForceSight, highlighting its open-source nature and the potential for expanding its data pool to enhance prediction accuracy and applicability across various fields. The posture corrector is an example of evaluating the effectiveness of the developed AI tool, which has broad implications across many industries such as aerospace, industrial automation, and wearable devices. It is the hope of the researchers involved that the technologies demonstrated within this thesis can increase the implementation of PAMs in new areas and use cases across the world. Show more
- No Thumbnail Available Item Interdisciplinary Pedagogy for Ethical Engineering and Responsible Innovation ( University of Waterloo , 2024-08-14 ) Orchard, Alexi Show more Since the early 2000s, North American engineering and technology regulatory associations have mandated that accredited engineering programs in higher education must fulfill teaching outcomes including ethics, equity, and the impact of engineering on society and the environment. Though this mandate propelled more research and pedagogical innovation in engineering ethics education (EEE) over the last two decades, some engineering programs have been slow to acknowledge and incorporate perspectives from outside of the engineering field, such as those situated in the humanities and social science (HSS) disciplines. There is an awareness that HSS knowledge and interdisciplinary expertise is well-positioned to enhance the teaching and research of engineering ethics and related topics, such as equity, diversity, inclusion, and social and environmental justice and, as this dissertation will show, there are multiple beneficial ways that this can happen. This dissertation examines and demonstrates multiple models for interdisciplinary ethics pedagogy that integrates HSS-based methods and approaches into the engineering curriculum, including workshops and cross-disciplinary curricular interventions. Specifically, this work focuses on how critical design – an arts- and humanities-based research-creation method that emphasizes critical thinking and reflection on the social, psychological, and ecological impacts of technology (Dunne & Raby, 2013) – can be a creative and effective approach to enhancing EEE. This work also incorporates methods and principles informed by the field of Science and Technology Studies (STS), such as responsible innovation (Stilgoe et al., 2013), value sensitive design (Friedman & Hendry, 2019), design justice (Costanza-Chock, 2020), and data feminism (D’Ignazio & Klein, 2020), arguing that they are promising approaches for this purpose as well. A significant contribution of this research is the development of curricular materials using these approaches. Considering the negative and harmful impacts stemming from the tech industry over the last several years, it is crucial for engineering students to learn and participate in more rigorous ethical deliberation as part of the engineering design workflow. This dissertation argues that by engaging in more interdisciplinary ethics pedagogy, the EEE curriculum will be better prepared to support the ethical development of future engineers. Show more
- No Thumbnail Available Item Exploring Power Fuzzing in Embedded Systems: Architecture, Challenges, and Enhancements ( University of Waterloo , 2024-08-14 ) Mehta, Kavish Show more Embedded Systems (ES) are becoming increasingly prevalent across various industries, playing an important role in everything from critical infrastructure to consumer electronics. However, their resource-constrained nature and complex interactions with the physical world make them susceptible to security vulnerabilities. Fuzzing, a technique that feeds random or mutated data to a program to uncover software bugs and vulnerabilities, has emerged as a powerful tool for improving embedded system security. This thesis explores the concept of power fuzzing, a specialized fuzzing approach that focuses on capturing variations in the power consumption of the Target System (TS) as feedback. We examine the power fuzzing structure, highlighting the different events triggered during fuzzing and the inherent variability associated with these events. The thesis also addresses challenges in data capture and the limitations of the Target System (TS). Furthermore, this thesis proposes two enhancements to improve the effectiveness of power fuzzing architectures: (1) Hardware Trigger and (2) Profile and Fine-Tune (PnFT) Approach. These enhancements aim to address the aforementioned challenges and contribute to a more robust security testing methodology for Embedded Systems (ES). Show more
- 1 (current)
Master's Thesis: Contribution statement
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Making a Master’s thesis is a learning process. In addition, like with any research, it is not something you do entirely on your own. Throughout the process, you will occasionally be supported by others, or work together with others, such as your (co)promotor, daily supervisor, fellow students etc.
In order for you to be fairly judged, it is important to clearly indicate in your Master's thesis what your own contribution has been to the thesis and to give sufficient credit to other contributors. This can be done in a separate 'contribution statement' section. An alternative approach is to address this throughout your Master's thesis text, wherever it is relevant. Especially in the case of a duo master's thesis, it must be clearly stated what everyone's contribution was to the different parts of the thesis (see faculty master's thesis regulations for more information).
The best approach depends on your discipline. Below you can find examples for the various disciplines at the Faculty of Science where it is common and relevant to work with a 'contribution statement'.
Biochemistry
Indicate in a paragraph who contributed in what manner to the conception and design of the work, the acquisition or interpretation of data; or the creation of new software used in the work; or have drafted the work or substantially revised it.
AUTHOR CONTRIBUTIONS
M.R., J.S., and F.R. conceived the project; M.R. produced key constructs and transgenic plants, and performed initial analyses; T.V.T.D., T.B., S.H., N.C., and F.R. performed cellular assays and plant characterization; T.B. performed the modeling; T.B., S.H., and N.C. collected statistics and developed the figures; F.R. wrote the article with input from all authors.
Contribution statement
R.H.V. conducted the optimization, reaction scope and upscaling. P.G. assisted in the synthesis of N-Boc starting materials. S.V.M. contributed to the initial optimization. R.H.V. and P.G. created the instructional video as a shared effort. W.M.D.B. supervised the project. R.H.V. wrote the manuscript with feedback from all co-authors.
We are grateful to Bart Van Huffel (KU Leuven) for the assistance with NMR measurements and performing the elemental analyses and Wouter Stuyck (cMACS – KU Leuven) for performing the chiral HPLC analyses. R. H. V. and P. G. thank the Research Foundation – Flanders (FWO) for support received through fellowships 11D6220N and 1S09017N. R. H. V. would like to thank Elien J. Van der Gucht for the unconditional support.
Many geography journals use the CRediT (Contributor Roles Taxonomy) system, where a table identifies the various contributions. An empty table can be found here .
James Hutton initiated the project, designed the methodology and conceptualized the research. Funding of the project was provided by Marie Tharp. Field work was done by Charles Darwin, accompanied by James Hutton. Charles Darwin performed the sampling in the field. Marie Tharp provide extra samples from her collection. Charles Lyell carried out the preparation of thin sections. Thin section analysis was performed by Charles Darwin. Arthur Holmes carried out the radiometric dating. Inge Lehmann carried out the SEM and EPMA analyses. Charles Darwin interpreted the data. Florence Bascom assisted in the data analysis and data interpretation. Charles Darwin wrote the manuscript. James Hutton and Marie Tharp discussed the first drafts of the manuscript. James Hutton supervised the project and approved the final manuscript.
The student should mention which personal contribution they have given to the various part of the thesis and should briefly acknowledge all the contributions of other researchers/lab members/technicians whose work is reported in the thesis. Example:
"The candidate has performed all measurements reported in Chapters 3 and 4 of this thesis. All the data analysis was performed by the candidate, except from that in Chapter 3, section 2 which was performed by [Name 1]. The samples were prepared by [Name 2] of the laboratory [Name 3]. The candidate thanks [Name 1] and [Name 2] for their contributions."
This thesis has been written in collaboration with my supervisor and my daily mentor. Below I will clarify my personal contribution to the thesis.
- Original idea of the thesis topic: the broad idea of the thesis has been formulated by my thesis supervisor, together with my daily mentor. The way in which the tuning parameters can be chosen was my idea. I also came up with the algorithm to maximize the likelihood in chapter 3, and the crucial reference to Cook et al (2020) was also my contribution.
- Data on unemployment in the US : These are existing data, collected by the the US Department of Labor. However I managed to get access to these data after having contacted many organizations and companies.
- R code: The code of chapter 2 is mostly written by a PhD student (John Cook) of my supervisor. The code of chapters 3 and 4 is my own contribution.
Published Dissertation or Thesis References
This page contains reference examples for published dissertations or theses.
Kabir, J. M. (2016). Factors influencing customer satisfaction at a fast food hamburger chain: The relationship between customer satisfaction and customer loyalty (Publication No. 10169573) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations & Theses Global.
Miranda, C. (2019). Exploring the lived experiences of foster youth who obtained graduate level degrees: Self-efficacy, resilience, and the impact on identity development (Publication No. 27542827) [Doctoral dissertation, Pepperdine University]. PQDT Open. https://pqdtopen.proquest.com/doc/2309521814.html?FMT=AI
Zambrano-Vazquez, L. (2016). The interaction of state and trait worry on response monitoring in those with worry and obsessive-compulsive symptoms [Doctoral dissertation, University of Arizona]. UA Campus Repository. https://repository.arizona.edu/handle/10150/620615
- Parenthetical citations : (Kabir, 2016; Miranda, 2019; Zambrano-Vazquez, 2016)
- Narrative citations : Kabir (2016), Miranda (2019), and Zambrano-Vazquez (2016)
- A dissertation or thesis is considered published when it is available from a database such as ProQuest Dissertations and Theses Global or PDQT Open, an institutional repository, or an archive.
- If the database assigns publication numbers to dissertations and theses, include the publication number in parentheses after the title of the dissertation or thesis without italics.
- Include the description “Doctoral dissertation” or “Master’s thesis” followed by a comma and the name of the institution that awarded the degree. Place this information in square brackets after the dissertation or thesis title and any publication number.
- In the source element of the reference, provide the name of the database, repository, or archive.
- The same format can be adapted for other published theses, including undergraduate theses, by changing the wording of the bracketed description as appropriate (e.g., “Undergraduate honors thesis”).
- Include a URL for the dissertation or thesis if the URL will resolve for readers (as shown in the Miranda and Zambrano-Vazquez examples).
- If the database or archive requires users to log in before they can view the dissertation or thesis, meaning the URL will not work for readers, end the reference with the database name (as in the Kabir example).
Published dissertation or thesis references are covered in the seventh edition APA Style manuals in the Publication Manual Section 10.6 and the Concise Guide Section 10.5
IDR509 Master's Thesis in Physical Education didactics
- Aron Gauti Laxdal
- Erik Aasland
Teaching language
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Tim Walz’s Class Project on the Holocaust Draws New Attention Online
Mr. Walz, now the Democrats’ vice-presidential nominee, asked his high school students in 1993 which country was most at risk for genocide. Their prediction came to pass: Rwanda.
- Share full article
By Neil Vigdor
- Aug. 9, 2024
The prediction was spot on: Rwanda was barreling toward a devastating genocide.
It did not emanate from a think tank, but from a high school geography class in western Nebraska. The year was 1993. The teacher? Tim Walz, now the Democratic vice-presidential candidate and Minnesota governor.
Thirty-one years later, the class project is drawing new attention. Mr. Walz, a geography teacher at the time, had asked his students to take what they had learned about the Holocaust to predict which nation was most at risk for genocide.
“They came up with Rwanda,” Mr. Walz said, talking about the project at a conference last month . “Twelve months later, the world witnessed the horrific genocide in Rwanda.”
The project was reported on in a 2008 On Education column for The New York Times that has been widely shared in recent days. Mr. Walz had drawn the attention of the reporter, Samuel G. Freedman, for an earlier column because Mr. Walz was the only K-12 teacher serving in Congress at the time, Mr. Freedman said.
“While I was interviewing Walz for the initial column, he told me how the genocide project was one of his proudest moments as an educator,” said Mr. Freedman, who is now a journalism professor at Columbia University . That sparked Mr. Freedman to revisit the story later.
Mr. Walz, when he delivered the lesson plan, had been teaching global geography in Alliance, Neb., and had been chosen for a Belfer fellowship to the United States Holocaust Memorial Museum that was opening. Speaking at the conference last month, held by Esri, a company that makes G.I.S. software widely used in mapping, he said the project had a profound effect on his students and bred some cynicism.
“How could a bunch of students in western Nebraska, in Alliance, use a computer program and some past historical knowledge to come up with this?” he said. “Why was nobody doing anything about that?”
Several years later, when he was studying for his master’s degree in experiential education at Minnesota State University, Mankato, Mr. Walz wrote his thesis on Holocaust education, the Jewish Telegraphic Agency reported .
As governor, Mr. Walz signed a bill last year that requires high schools and middle schools to teach about the Holocaust, along with other genocides.
Neil Vigdor covers politics for The Times, focusing on voting rights issues and election disinformation. More about Neil Vigdor
IMAGES
COMMENTS
Theses/Dissertations from 2018. PDF. Multimodal Approaches to Literacy and Teaching English as a Foreign Language at the University Level, Ghader Alahmadi. PDF. Educating Saudi Women through Communicative Language Teaching: A Bi-literacy Narrative and An Autoethnography of a Saudi English Teacher, Eiman Alamri. PDF.
Master's theses completed by graduate students in the Department of English Language and Literature at Eastern Michigan University.
These high-quality undergraduate, master's, and PhD research projects can help you work out how to start your own thesis or dissertation.
A revised, correctly formatted draft of the thesis and signed English Master's Thesis Acceptance Form is due to the Graduate Coordinator by the Monday of finals week.
The English Department Dissertations and Theses Series is comprised of dissertations and thesis authored by Marquette University's English Department doctoral and master's students.
Graduate Thesis Examples. The subjects of MA theses have included studies of individual poets or dramatists, novelists or autobiographers, as well as explorations of literary movements, themes or periods.
Theses/Dissertations from 2015. Abandoning the Shadows and Seizing the Stage: A Perspective on a Feminine Discourse of Resistance Theatre as Informed by the Work of Susanna Centlivre, Eliza Haywood, Frances Sheridan, Hannah Cowley, and the Sistren Theatre Collective, Brianna A. Bleymaier.
Are you curious about how to write a master's thesis? Our guide is packed with practical advice to help you master each stage of the process.
Theses/Dissertations from 2018. Beauty and the Beasts: Making Places with Literary Animals of Florida, Haili A. Alcorn. The Medievalizing Process: Religious Medievalism in Romantic and Victorian Literature, Timothy M. Curran. Seeing Trauma: The Known and the Hidden in Nineteenth-Century Literature, Alisa M. DeBorde.
Masters Theses | Department of Linguistics | University of Washington. Main Office (Guggenheim Hall 414) services will be remote only July 16 to 23, 2024. Please email [email protected] with general questions or leave a message at 206-543-2046. For undergraduate advising, please contact Humanities Academic Services.
Theses are optional for all MA in English students. Choosing to write an MA thesis is a big decision. Completion of an MA thesis can be very rewarding. Talk to your faculty advisor and the graduate director to determine if writing a thesis is best for you.
A thesis is a type of original research paper usually submitted as the final step of a Master's program or a capstone to a bachelor's degree.
This article is designed to provide you with a comprehensive step-by-step guide to writing your master's thesis. Discover writing tips, framework, procedure and more.
How to Write a Masters Dissertation or Thesis: Top Tips Writing a masters dissertation or thesis is a sizable task. It takes a considerable amount of research, studying and writing. Usually, students need to write around 10,000 to 15,000 words.
This collection contains a selection of recent Masters theses from the department of Linguistics and English Language. Please note that only the Title and Abstract will be available for dissertations from the current academic year. All other content from previous years is available on an Open Access basis.
English (MA) Theses Below is a selection of dissertations from the English program in Wilkinson College of Arts, Humanities, and Social Sciences that have been voluntarily included in Chapman University Digital Commons.
A non-creative Master's Thesis requires a minimum of 50 pages of scholarly or critical writing and is expected to show originality, rigor of argument, and thoroughness of research and documentation. The Master's Thesis should, however, include more extensive research than the Master's Essay, particularly more detailed analysis of the theoretical approach being used, a wider and deeper survey ...
A thesis or dissertation outline helps you to organize your ideas succinctly, and can provide you with a roadmap for your research.
Of all the requirements of a Master's program in English, the thesis is the most daunting. Georgetown University's English department states, "theses [should] reflect original research, analysis, and writing of considerable depth and complexity appropriate to Master's level work." Your Master's thesis in English is an argumentative literary analysis on a topic of your choice, and that argument ...
Learn how to plan, research and write a Masters dissertation with this comprehensive guide. Find tips on structure, word count, assessment and supervision.
Social pressure to speak English and the effect of English language learning for ESL composition students in higher education, Trevor Duston
Advanced research and scholarship. Theses and dissertations, free to find, free to use.
I searched online and I understood that "master's degree" retains the apostrophe, while the relative thesis is commonly referred to as "master thesis". However, of the forms Master thesis Master's
For the initial Master programmes, the Master's thesis is completed in the language of the programme: for the English-taught Masters in English, for the Dutch-taught Masters in Dutch. Exceptionally, this can be deviated from for the Dutch-taught programme, if the Master's thesis is part of an international exchange. Note: > For the Dutch-taught ...
The theses in UWSpace are publicly accessible unless restricted due to publication or patent pending. This collection includes a subset of theses submitted by graduates of the University of Waterloo as a partial requirement of a degree program at the Master's or PhD level.
An alternative approach is to address this throughout your Master's thesis text, wherever it is relevant. Especially in the case of a duo master's thesis, it must be clearly stated what everyone's contribution was to the different parts of the thesis (see faculty master's thesis regulations for more information).
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This page contains reference examples for published dissertations or theses, which are considered published when they are available from a database such as ProQuest Dissertations and Theses Global or PDQT Open, an institutional repository, or an archive.
English > Studies > Courses > 2024 > Spring 2024 > IDR509 Master's Thesis in Physical Education didactics (Spring 2024) IDR509 Master's Thesis in Physical Education didactics. ... This course is taught in Norwegian and an English translation of the course description is not available.
Several years later, when he was studying for his master's degree in experiential education at Minnesota State University, Mankato, Mr. Walz wrote his thesis on Holocaust education, the Jewish ...