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What is a thesis | A Complete Guide with Examples

Table of Contents

A thesis is a comprehensive academic paper based on your original research that presents new findings, arguments, and ideas of your study. It’s typically submitted at the end of your master’s degree or as a capstone of your bachelor’s degree.

However, writing a thesis can be laborious, especially for beginners. From the initial challenge of pinpointing a compelling research topic to organizing and presenting findings, the process is filled with potential pitfalls.

Therefore, to help you, this guide talks about what is a thesis. Additionally, it offers revelations and methodologies to transform it from an overwhelming task to a manageable and rewarding academic milestone.

What is a thesis?

A thesis is an in-depth research study that identifies a particular topic of inquiry and presents a clear argument or perspective about that topic using evidence and logic.

Writing a thesis showcases your ability of critical thinking, gathering evidence, and making a compelling argument. Integral to these competencies is thorough research, which not only fortifies your propositions but also confers credibility to your entire study.

Furthermore, there's another phenomenon you might often confuse with the thesis: the ' working thesis .' However, they aren't similar and shouldn't be used interchangeably.

A working thesis, often referred to as a preliminary or tentative thesis, is an initial version of your thesis statement. It serves as a draft or a starting point that guides your research in its early stages.

As you research more and gather more evidence, your initial thesis (aka working thesis) might change. It's like a starting point that can be adjusted as you learn more. It's normal for your main topic to change a few times before you finalize it.

While a thesis identifies and provides an overarching argument, the key to clearly communicating the central point of that argument lies in writing a strong thesis statement.

What is a thesis statement?

A strong thesis statement (aka thesis sentence) is a concise summary of the main argument or claim of the paper. It serves as a critical anchor in any academic work, succinctly encapsulating the primary argument or main idea of the entire paper.

Typically found within the introductory section, a strong thesis statement acts as a roadmap of your thesis, directing readers through your arguments and findings. By delineating the core focus of your investigation, it offers readers an immediate understanding of the context and the gravity of your study.

Furthermore, an effectively crafted thesis statement can set forth the boundaries of your research, helping readers anticipate the specific areas of inquiry you are addressing.

Different types of thesis statements

A good thesis statement is clear, specific, and arguable. Therefore, it is necessary for you to choose the right type of thesis statement for your academic papers.

Thesis statements can be classified based on their purpose and structure. Here are the primary types of thesis statements:

Argumentative (or Persuasive) thesis statement

Purpose : To convince the reader of a particular stance or point of view by presenting evidence and formulating a compelling argument.

Example : Reducing plastic use in daily life is essential for environmental health.

Analytical thesis statement

Purpose : To break down an idea or issue into its components and evaluate it.

Example : By examining the long-term effects, social implications, and economic impact of climate change, it becomes evident that immediate global action is necessary.

Expository (or Descriptive) thesis statement

Purpose : To explain a topic or subject to the reader.

Example : The Great Depression, spanning the 1930s, was a severe worldwide economic downturn triggered by a stock market crash, bank failures, and reduced consumer spending.

Cause and effect thesis statement

Purpose : To demonstrate a cause and its resulting effect.

Example : Overuse of smartphones can lead to impaired sleep patterns, reduced face-to-face social interactions, and increased levels of anxiety.

Compare and contrast thesis statement

Purpose : To highlight similarities and differences between two subjects.

Example : "While both novels '1984' and 'Brave New World' delve into dystopian futures, they differ in their portrayal of individual freedom, societal control, and the role of technology."

When you write a thesis statement , it's important to ensure clarity and precision, so the reader immediately understands the central focus of your work.

What is the difference between a thesis and a thesis statement?

While both terms are frequently used interchangeably, they have distinct meanings.

A thesis refers to the entire research document, encompassing all its chapters and sections. In contrast, a thesis statement is a brief assertion that encapsulates the central argument of the research.

Here’s an in-depth differentiation table of a thesis and a thesis statement.

Now, to craft a compelling thesis, it's crucial to adhere to a specific structure. Let’s break down these essential components that make up a thesis structure

15 components of a thesis structure

Navigating a thesis can be daunting. However, understanding its structure can make the process more manageable.

Here are the key components or different sections of a thesis structure:

Your thesis begins with the title page. It's not just a formality but the gateway to your research.

Here, you'll prominently display the necessary information about you (the author) and your institutional details.

• Title of your thesis
• Your full name
• Your department
• Your institution and degree program
• Your submission date
• Your Supervisor's name (in some cases)
• Your Department or faculty (in some cases)
• Your University's logo (in some cases)
• Your Student ID (in some cases)

In a concise manner, you'll have to summarize the critical aspects of your research in typically no more than 200-300 words.

This includes the problem statement, methodology, key findings, and conclusions. For many, the abstract will determine if they delve deeper into your work, so ensure it's clear and compelling.

Acknowledgments

Research is rarely a solitary endeavor. In the acknowledgments section, you have the chance to express gratitude to those who've supported your journey.

This might include advisors, peers, institutions, or even personal sources of inspiration and support. It's a personal touch, reflecting the humanity behind the academic rigor.

Table of contents

A roadmap for your readers, the table of contents lists the chapters, sections, and subsections of your thesis.

By providing page numbers, you allow readers to navigate your work easily, jumping to sections that pique their interest.

List of figures and tables

Research often involves data, and presenting this data visually can enhance understanding. This section provides an organized listing of all figures and tables in your thesis.

It's a visual index, ensuring that readers can quickly locate and reference your graphical data.

Introduction

Here's where you introduce your research topic, articulate the research question or objective, and outline the significance of your study.

• Present the research topic : Clearly articulate the central theme or subject of your research.
• Background information : Ground your research topic, providing any necessary context or background information your readers might need to understand the significance of your study.
• Define the scope : Clearly delineate the boundaries of your research, indicating what will and won't be covered.
• Literature review : Introduce any relevant existing research on your topic, situating your work within the broader academic conversation and highlighting where your research fits in.
• State the research Question(s) or objective(s) : Clearly articulate the primary questions or objectives your research aims to address.
• Outline the study's structure : Give a brief overview of how the subsequent sections of your work will unfold, guiding your readers through the journey ahead.

The introduction should captivate your readers, making them eager to delve deeper into your research journey.

Literature review section

Your study correlates with existing research. Therefore, in the literature review section, you'll engage in a dialogue with existing knowledge, highlighting relevant studies, theories, and findings.

It's here that you identify gaps in the current knowledge, positioning your research as a bridge to new insights.

To streamline this process, consider leveraging AI tools. For example, the SciSpace literature review tool enables you to efficiently explore and delve into research papers, simplifying your literature review journey.

Methodology

In the research methodology section, you’ll detail the tools, techniques, and processes you employed to gather and analyze data. This section will inform the readers about how you approached your research questions and ensures the reproducibility of your study.

Here's a breakdown of what it should encompass:

• Research Design : Describe the overall structure and approach of your research. Are you conducting a qualitative study with in-depth interviews? Or is it a quantitative study using statistical analysis? Perhaps it's a mixed-methods approach?
• Data Collection : Detail the methods you used to gather data. This could include surveys, experiments, observations, interviews, archival research, etc. Mention where you sourced your data, the duration of data collection, and any tools or instruments used.
• Sampling : If applicable, explain how you selected participants or data sources for your study. Discuss the size of your sample and the rationale behind choosing it.
• Data Analysis : Describe the techniques and tools you used to process and analyze the data. This could range from statistical tests in quantitative research to thematic analysis in qualitative research.
• Validity and Reliability : Address the steps you took to ensure the validity and reliability of your findings to ensure that your results are both accurate and consistent.
• Ethical Considerations : Highlight any ethical issues related to your research and the measures you took to address them, including — informed consent, confidentiality, and data storage and protection measures.

Moreover, different research questions necessitate different types of methodologies. For instance:

• Experimental methodology : Often used in sciences, this involves a controlled experiment to discern causality.
• Qualitative methodology : Employed when exploring patterns or phenomena without numerical data. Methods can include interviews, focus groups, or content analysis.
• Quantitative methodology : Concerned with measurable data and often involves statistical analysis. Surveys and structured observations are common tools here.
• Mixed methods : As the name implies, this combines both qualitative and quantitative methodologies.

The Methodology section isn’t just about detailing the methods but also justifying why they were chosen. The appropriateness of the methods in addressing your research question can significantly impact the credibility of your findings.

Results (or Findings)

This section presents the outcomes of your research. It's crucial to note that the nature of your results may vary; they could be quantitative, qualitative, or a mix of both.

Quantitative results often present statistical data, showcasing measurable outcomes, and they benefit from tables, graphs, and figures to depict these data points.

Qualitative results , on the other hand, might delve into patterns, themes, or narratives derived from non-numerical data, such as interviews or observations.

Regardless of the nature of your results, clarity is essential. This section is purely about presenting the data without offering interpretations — that comes later in the discussion.

In the discussion section, the raw data transforms into valuable insights.

Start by revisiting your research question and contrast it with the findings. How do your results expand, constrict, or challenge current academic conversations?

Dive into the intricacies of the data, guiding the reader through its implications. Detail potential limitations transparently, signaling your awareness of the research's boundaries. This is where your academic voice should be resonant and confident.

Practical implications (Recommendation) section

Based on the insights derived from your research, this section provides actionable suggestions or proposed solutions.

Whether aimed at industry professionals or the general public, recommendations translate your academic findings into potential real-world actions. They help readers understand the practical implications of your work and how it can be applied to effect change or improvement in a given field.

When crafting recommendations, it's essential to ensure they're feasible and rooted in the evidence provided by your research. They shouldn't merely be aspirational but should offer a clear path forward, grounded in your findings.

The conclusion provides closure to your research narrative.

It's not merely a recap but a synthesis of your main findings and their broader implications. Reconnect with the research questions or hypotheses posited at the beginning, offering clear answers based on your findings.

Reflect on the broader contributions of your study, considering its impact on the academic community and potential real-world applications.

Lastly, the conclusion should leave your readers with a clear understanding of the value and impact of your study.

References (or Bibliography)

Every theory you've expounded upon, every data point you've cited, and every methodological precedent you've followed finds its acknowledgment here.

In references, it's crucial to ensure meticulous consistency in formatting, mirroring the specific guidelines of the chosen citation style .

Proper referencing helps to avoid plagiarism , gives credit to original ideas, and allows readers to explore topics of interest. Moreover, it situates your work within the continuum of academic knowledge.

To properly cite the sources used in the study, you can rely on online citation generator tools  to generate accurate citations!

Here’s more on how you can cite your sources.

Often, the depth of research produces a wealth of material that, while crucial, can make the core content of the thesis cumbersome. The appendix is where you mention extra information that supports your research but isn't central to the main text.

Whether it's raw datasets, detailed procedural methodologies, extended case studies, or any other ancillary material, the appendices ensure that these elements are archived for reference without breaking the main narrative's flow.

For thorough researchers and readers keen on meticulous details, the appendices provide a treasure trove of insights.

Glossary (optional)

In academics, specialized terminologies, and jargon are inevitable. However, not every reader is versed in every term.

The glossary, while optional, is a critical tool for accessibility. It's a bridge ensuring that even readers from outside the discipline can access, understand, and appreciate your work.

By defining complex terms and providing context, you're inviting a wider audience to engage with your research, enhancing its reach and impact.

Remember, while these components provide a structured framework, the essence of your thesis lies in the originality of your ideas, the rigor of your research, and the clarity of your presentation.

As you craft each section, keep your readers in mind, ensuring that your passion and dedication shine through every page.

Thesis examples

To further elucidate the concept of a thesis, here are illustrative examples from various fields:

Example 1 (History): Abolition, Africans, and Abstraction: the Influence of the ‘Noble Savage’ on British and French Antislavery Thought, 1787-1807 by Suchait Kahlon.

Example 2 (Climate Dynamics): Influence of external forcings on abrupt millennial-scale climate changes: a statistical modelling study by Takahito Mitsui · Michel Crucifix

Checklist for your thesis evaluation

Evaluating your thesis ensures that your research meets the standards of academia. Here's an elaborate checklist to guide you through this critical process.

Content and structure

• Is the thesis statement clear, concise, and debatable?
• Does the introduction provide sufficient background and context?
• Is the literature review comprehensive, relevant, and well-organized?
• Does the methodology section clearly describe and justify the research methods?
• Are the results/findings presented clearly and logically?
• Does the discussion interpret the results in light of the research question and existing literature?
• Is the conclusion summarizing the research and suggesting future directions or implications?

Clarity and coherence

• Is the writing clear and free of jargon?
• Are ideas and sections logically connected and flowing?
• Is there a clear narrative or argument throughout the thesis?

Research quality

• Is the research question significant and relevant?
• Are the research methods appropriate for the question?
• Is the sample size (if applicable) adequate?
• Are the data analysis techniques appropriate and correctly applied?
• Are potential biases or limitations addressed?

Originality and significance

• Does the thesis contribute new knowledge or insights to the field?
• Is the research grounded in existing literature while offering fresh perspectives?

Formatting and presentation

• Is the thesis formatted according to institutional guidelines?
• Are figures, tables, and charts clear, labeled, and referenced in the text?
• Is the bibliography or reference list complete and consistently formatted?
• Are appendices relevant and appropriately referenced in the main text?

Grammar and language

• Is the thesis free of grammatical and spelling errors?
• Is the language professional, consistent, and appropriate for an academic audience?
• Are quotations and paraphrased material correctly cited?

Feedback and revision

• Have you sought feedback from peers, advisors, or experts in the field?
• Have you addressed the feedback and made the necessary revisions?

Overall assessment

• Does the thesis as a whole feel cohesive and comprehensive?
• Would the thesis be understandable and valuable to someone in your field?

Ensure to use this checklist to leave no ground for doubt or missed information in your thesis.

After writing your thesis, the next step is to discuss and defend your findings verbally in front of a knowledgeable panel. You’ve to be well prepared as your professors may grade your presentation abilities.

Preparing your thesis defense

A thesis defense, also known as "defending the thesis," is the culmination of a scholar's research journey. It's the final frontier, where you’ll present their findings and face scrutiny from a panel of experts.

Typically, the defense involves a public presentation where you’ll have to outline your study, followed by a question-and-answer session with a committee of experts. This committee assesses the validity, originality, and significance of the research.

The defense serves as a rite of passage for scholars. It's an opportunity to showcase expertise, address criticisms, and refine arguments. A successful defense not only validates the research but also establishes your authority as a researcher in your field.

Here’s how you can effectively prepare for your thesis defense .

Now, having touched upon the process of defending a thesis, it's worth noting that scholarly work can take various forms, depending on academic and regional practices.

One such form, often paralleled with the thesis, is the 'dissertation.' But what differentiates the two?

Dissertation vs. Thesis

Often used interchangeably in casual discourse, they refer to distinct research projects undertaken at different levels of higher education.

To the uninitiated, understanding their meaning might be elusive. So, let's demystify these terms and delve into their core differences.

Here's a table differentiating between the two.

Wrapping up

From understanding the foundational concept of a thesis to navigating its various components, differentiating it from a dissertation, and recognizing the importance of proper citation — this guide covers it all.

As scholars and readers, understanding these nuances not only aids in academic pursuits but also fosters a deeper appreciation for the relentless quest for knowledge that drives academia.

It’s important to remember that every thesis is a testament to curiosity, dedication, and the indomitable spirit of discovery.

Good luck with your thesis writing!

Frequently Asked Questions

A thesis typically ranges between 40-80 pages, but its length can vary based on the research topic, institution guidelines, and level of study.

A PhD thesis usually spans 200-300 pages, though this can vary based on the discipline, complexity of the research, and institutional requirements.

To identify a thesis topic, consider current trends in your field, gaps in existing literature, personal interests, and discussions with advisors or mentors. Additionally, reviewing related journals and conference proceedings can provide insights into potential areas of exploration.

The conceptual framework is often situated in the literature review or theoretical framework section of a thesis. It helps set the stage by providing the context, defining key concepts, and explaining the relationships between variables.

A thesis statement should be concise, clear, and specific. It should state the main argument or point of your research. Start by pinpointing the central question or issue your research addresses, then condense that into a single statement, ensuring it reflects the essence of your paper.

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Thesis Title: Examples and Suggestions from a PhD Grad

When you’re faced with writing up a thesis, choosing a title can often fall to the bottom of the priority list. After all, it’s only a few words. How hard can it be?!

In the grand scheme of things I agree that picking your thesis title shouldn’t warrant that much thought, however my own choice is one of the few regrets I have from my PhD . I therefore think there is value in spending some time considering the options available.

In this post I’ll guide you through how to write your own thesis title and share real-world examples. Although my focus is on the PhD thesis, I’ve also included plenty of thesis title examples for bachelor’s and master’s research projects too.

Hopefully by the end of the post you’ll feel ready to start crafting your own!

Why your thesis title is at least somewhat important

It sounds obvious but your thesis title is the first, and often only, interaction people will have with your thesis. For instance, hiring managers for jobs that you may wish to apply for in the future. Therefore you want to give a good sense of what your research involved from the title.

Many people will list the title of their thesis on their CV, at least for a while after graduating. All of the example titles I’ve shared below came from my repository of academic CVs . I’d say roughly 30% of all the academics on that page list their thesis title, which includes academics all the way up to full professor.

Your thesis title could therefore feature on your CV for your whole career, so it is probably worth a bit of thought!

My suggestions for choosing a good thesis title

• Make it descriptive of the research so it’s immediately obvious what it is about! Most universities will publish student theses online ( here’s mine! ) and they’re indexed so can be found via Google Scholar etc. Therefore give your thesis a descriptive title so that interested researchers can find it in the future.
• Don’t get lost in the detail . You want a descriptive title but avoid overly lengthy descriptions of experiments. Unless a certain analytical technique etc was central to your research, I’d suggest by default* to avoid having it in your title. Including certain techniques will make your title, and therefore research, look overly dated, which isn’t ideal for potential job applications after you graduate.
• The title should tie together the chapters of your thesis. A well-phrased title can do a good job of summarising the overall story of your thesis. Think about each of your research chapters and ensure that the title makes sense for each of them.
• Be strategic . Certain parts of your work you want to emphasise? Consider making them more prominent in your title. For instance, if you know you want to pivot to a slightly different research area or career path after your PhD, there may be alternative phrasings which describe your work just as well but could be better understood by those in the field you’re moving into. I utilised this a bit in my own title which we’ll come onto shortly.
• Do your own thing. Having just laid out some suggestions, do make sure you’re personally happy with the title. You get a lot of freedom to choose your title, so use it however you fancy. For example, I’ve known people to use puns in their title, so if that’s what you’re into don’t feel overly constrained.

*This doesn’t always hold true and certainly don’t take my advice if 1) listing something in your title could be a strategic move 2) you love the technique so much that you’re desperate to include it!

Thesis title examples

To help give you some ideas, here are some example thesis titles from Bachelors, Masters and PhD graduates. These all came from the academic CVs listed in my repository here .

Bachelor’s thesis title examples

Hysteresis and Avalanches Paul Jager , 2014 – Medical Imaging – DKFZ Head of ML Research Group –  direct link to Paul’s machine learning academic CV

The bioenergetics of a marine ciliate, Mesodinium rubrum Holly Moeller , 2008 – Ecology & Marine Biology – UC Santa Barbara Assistant Professor –  direct link to Holly’s marine biology academic CV

Functional syntactic analysis of prepositional and causal constructions for a grammatical parser of Russian Ekaterina Kochmar , 2008 – Computer Science – University of Bath Lecturer Assistant Prof –  direct link to Ekaterina’s computer science academic CV

Master’s thesis title examples

Creation of an autonomous impulse response measurement system for rooms and transducers with different methods Guy-Bart Stan , 2000 – Bioengineering – Imperial Professor –  direct link to Guy-Bart’s bioengineering academic CV

Segmentation of Nerve Bundles and Ganglia in Spine MRI using Particle Filters Adrian Vasile Dalca , 2012 – Machine Learning for healthcare – Harvard Assistant Professor & MIT Research Scientist –  direct link to Adrian’s machine learning academic CV

The detection of oil under ice by remote mode conversion of ultrasound Eric Yeatman , 1986 – Electronics – Imperial Professor and Head of Department –  direct link to Eric’s electronics academic CV

Ensemble-Based Learning for Morphological Analysis of German Ekaterina Kochmar , 2010 – Computer Science – University of Bath Lecturer Assistant Prof –  direct link to Ekaterina’s computer science academic CV

VARiD: A Variation Detection Framework for Color-Space and Letter-Space Platforms Adrian Vasile Dalca , 2010 – Machine Learning for healthcare – Harvard Assistant Professor & MIT Research Scientist –  direct link to Adrian’s machine learning academic CV

Identification of a Writer’s Native Language by Error Analysis Ekaterina Kochmar , 2011 – Computer Science – University of Bath Lecturer Assistant Prof –  direct link to Ekaterina’s computer science academic CV

On the economic optimality of marine reserves when fishing damages habitat Holly Moeller , 2010 – Ecology & Marine Biology – UC Santa Barbara Assistant Professor –  direct link to Holly’s marine biology academic CV

Sensitivity Studies for the Time-Dependent CP Violation Measurement in B 0 → K S K S K S at the Belle II-Experiment Paul Jager , 2016 – Medical Imaging – DKFZ Head of ML Research Group –  direct link to Paul’s machine learning academic CV

PhD thesis title examples

Spatio-temporal analysis of three-dimensional real-time ultrasound for quantification of ventricular function Esla Angelini  – Medicine – Imperial Senior Data Scientist –  direct link to Elsa’s medicine academic CV

The role and maintenance of diversity in a multi-partner mutualism: Trees and Ectomycorrhizal Fungi Holly Moeller , 2015 – Ecology & Marine Biology – UC Santa Barbara Assistant Professor –  direct link to Holly’s marine biology academic CV

Bayesian Gaussian processes for sequential prediction, optimisation and quadrature Michael Osborne , 2010 – Machine Learning – Oxford Full Professor –  direct link to Michael’s machine learning academic CV

Global analysis and synthesis of oscillations: a dissipativity approach Guy-Bart Stan , 2005 – Bioengineering – Imperial Professor –  direct link to Guy-Bart’s bioengineering academic CV

Coarse-grained modelling of DNA and DNA self-assembly Thomas Ouldridge , 2011– Bioengineering – Imperial College London Senior Lecturer / Associate Prof –  direct link to Thomas’ bioengineering academic CV

4D tomographic image reconstruction and parametric maps estimation: a model-based strategy for algorithm design using Bayesian inference in Probabilistic Graphical Models (PGM) Michele Scipioni , 2018– Biomedical Engineer – Harvard Postdoctoral Research Fellow –  direct link to Michele’s biomedical engineer academic CV

Error Detection in Content Word Combinations Ekaterina Kochmar , 2016 – Computer Science – University of Bath Lecturer Assistant Prof –  direct link to Ekaterina’s computer science academic CV

Genetic, Clinical and Population Priors for Brain Images Adrian Vasile Dalca , 2016 – Machine Learning for healthcare – Harvard Assistant Professor & MIT Research Scientist –  direct link to Adrian’s machine learning academic CV

Challenges and Opportunities of End-to-End Learning in Medical Image Classification Paul Jager , 2020 – Medical Imaging – DKFZ Head of ML Research Group –  direct link to Paul’s machine learning academic CV

K 2 NiF 4  materials as cathodes for intermediate temperature solid oxide fuel cells Ainara Aguadero , 2006 – Materials Science – Imperial Reader –  direct link to Ainara’s materials science academic CV

Applications of surface plasmons – microscopy and spatial light modulation Eric Yeatman , 1989 – Electronics – Imperial Professor and Head of Department –  direct link to Eric’s electronics academic CV

Geometric Algorithms for Objects in Motion Sorelle Friedler , 2010 – Computer science – Haverford College Associate Professor –  direct link to Sorelle’s computer science academic CV .

Geometrical models, constraints design, information extraction for pathological and healthy medical image Esla Angelini  – Medicine – Imperial Senior Data Scientist –  direct link to Elsa’s medicine academic CV

Why I regret my own choice of PhD thesis title

I should say from the outset that I assembled my thesis in quite a short space of time compared to most people. So I didn’t really spend particularly long on any one section, including the title.

However, my main supervisor even spelled out for me that once the title was submitted to the university it would be permanent. In other words: think wisely about your title.

What I started with

Initially I drafted the title as something like: Three dimensional correlative imaging for cartilage regeneration . Which I thought was nice, catchy and descriptive.

I decided to go for “correlative imaging” because, not only did it describe the experiments well, but it also sounded kind of technical and fitting of a potential pivot into AI. I’m pleased with that bit of the title.

What I ended up with

Before submitting the title to the university (required ahead of the viva), I asked my supervisors for their thoughts.

One of my well intentioned supervisors suggested that, given that my project didn’t involve verifying regenerative quality, I probably shouldn’t state cartilage regeneration . Instead, they suggested, I should state what I was experimenting on (the materials) rather than the overall goal of the research (aid cartilage regeneration efforts).

With this advice I dialled back my choice of wording and the thesis title I went with was:

Three dimensional correlative imaging for measurement of strain in cartilage and cartilage replacement materials

Reading it back now I’m reminder about how less I like it than my initial idea!

I put up basically no resistance to the supervisor’s choice, even though the title sounds so much more boring in my opinion. I just didn’t think much of it at the time. Furthermore, most of my PhD was actually in a technique which is four dimensional (looking at a series of 3D scans over time, hence 4D) which would have sounded way more sciency and fitting of a PhD.

What I wish I’d gone with

If I had the choice again, I’d have gone with:

Four-dimensional correlative imaging for cartilage regeneration

Which, would you believe it, is exactly what it states on my CV…

Does the thesis title really matter?

In all honesty, your choice of thesis title isn’t that important. If you come to regret it, as I do, it’s not the end of the world. There are much more important things in life to worry about.

If you decide at a later stage that you don’t like it you can always describe it in a way that you prefer. For instance, in my CV I describe my PhD as I’d have liked the title to be. I make no claim that it’s actually the title so consider it a bit of creative license.

Given that as your career progresses you may not even refer back to your thesis much, it’s really not worth stressing over. However, if you’re yet to finalise your thesis title I do still think it is worth a bit of thought and hopefully this article has provided some insights into how to choose a good thesis title.

My advice for developing a thesis title

• Draft the title early. Drafting it early can help give clarity for the overall message of your research. For instance, while you’re assembling the rest of your thesis you can check that the title encompasses the research chapters you’re included, and likewise that the research experiments you’re including fall within what the title describes. Drafting it early also gives more time you to think it over. As with everything: having a first draft is really important to iterate on.
• Look at some example titles . Such as those featured above!
• If you’re not sure about your title, ask a few other people what they think . But remember that you have the final say!

I hope this post has been useful for those of you are finalising your thesis and need to decide on a thesis title. If you’ve enjoyed this article and would like to hear about future content (and gain access to my free resource library!) you can subscribe for free here:

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/images/cornell/logo35pt_cornell_white.svg" alt="thesis section titles"> Cornell University --> Graduate School

Required sections, guidelines, and suggestions.

Beyond those noted on the Formatting Requirements page , the Graduate School has no additional formatting requirements. The following suggestions are based on best practices and historic requirements for dissertations and theses but are not requirements for submission of the thesis or dissertation. The Graduate School recommends that each dissertation or thesis conform to the standards of leading academic journals in your field.

For both master’s and doctoral students, the same basic rules apply; however, differences exist in some limited areas, particularly in producing the abstract and filing the dissertation or thesis.

• Information in this guide that pertains specifically to doctoral candidates and dissertations is clearly marked with the term “ dissertation ” or “ doctoral candidates .”
• Information pertaining specifically to master’s candidates and theses is clearly marked with the term “ thesis ” or “ master’s candidates .”
• All other information pertains to both.

Examples of formatting suggestions for both the dissertation and thesis are available as downloadable templates .

Required? Yes.

Suggested numbering: Page included in overall document, but number not typed on page.

The following format for your title page is suggested, but not required.

• The title should be written using all capital letters, centered within the left and right margins, and spaced about 1.5 inches from the top of the page. (For an example, please see the template .)
• Carefully select words for the title of the dissertation or thesis to represent the subject content as accurately as possible. Words in the title are important access points to researchers who may use keyword searches to identify works in various subject areas.
• Use word substitutes for formulas, symbols, superscripts, Greek letters, etc.
• Below the title, at the vertical and horizontal center of the margins, place the following five lines (all centered):

Line 1: A Dissertation [or Thesis]

Line 2: Presented to the Faculty of the Graduate School

Line 3: of Cornell University

Line 4: in Partial Fulfillment of the Requirements for the Degree of

Line 5: Doctor of Philosophy [or other appropriate degree]

• Center the following three lines within the margins:

Line 2: Primary or Preferred Name [as registered with the University Registrar’s Office and displayed in Student Center]

Line 3: month and year of degree conferral [May, August, December; no comma between month and year]

Copyright Page

Suggested numbering: Page included in overall document, but number not typed on page

The following format for your copyright page is suggested, but not required.

• A notice of copyright should appear as the sole item on the page centered vertically and horizontally within the margins: © 20__ [Primary or Preferred Name [as registered with the University Registrar’s Office]. Please note that there is not usually a page heading on the copyright page.
• The copyright symbol is a lowercase “c,” which must be circled. (On Macs, the symbol is typed by pressing the “option” and “g” keys simultaneously. If the font does not have the © symbol, type the “c” and circle it by hand. On PCs, in the insert menu, choose “symbol,” and select the © symbol.)
• The date, which follows the copyright symbol, is the year of conferral of your degree.
• Your name follows the date.

Required?  Yes.

Suggested numbering: Page(s) not counted, not numbered

Abstract formats for the doctoral dissertation and master’s thesis differ greatly. The Graduate School recommends that you conform to the standards of leading academic journals in your field.

Doctoral candidates:

• TITLE OF DISSERTATION
• Student’s Primary or Preferred Name, Ph.D. [as registered with the University Registrar’s Office]
• Cornell University 20__ [year of conferral]
• Following the heading lines, begin the text of the abstract on the same page.
• The abstract states the problem, describes the methods and procedures used, and gives the main results or conclusions of the research.
• The abstract usually does not exceed 350 words in length (about one-and-one-half correctly spaced pages—but not more than two pages).

Master’s candidate:

• In a thesis, the page heading is simply the word “ABSTRACT” in all capital letters and centered within the margins at the top of the page. (The thesis abstract does not display the thesis title, author’s name, degree, university, or date of degree conferral.)
• The abstract should state the problem, describe the methods and procedures used, and give the main results or conclusions.
• The abstract usually does not exceed 600 words in length, which is approximately two-and-one-half to three pages of correctly spaced typing.
• In M.F.A. theses, an abstract is not required.

Biographical Sketch

Suggested numbering: iii (may be more than one page)

• Type number(s) on page(s).

The following content and format are suggested:

• The biographical sketch is written in third-person voice and contains your educational background. Sometimes additional biographical facts are included.
• As a page heading, use “BIOGRAPHICAL SKETCH” in all capital letters, centered on the page.
• Number this page as iii.

Required? Optional.

Suggested numbering: iv (may be more than one page)

The dedication page is not required and can contain whatever text that you would like to include. Text on this page does not need to be in English.

Acknowledgements

Suggested numbering: v (may be more than one page)

The following content and format are suggested, not required.

• The acknowledgements may be written in first-person voice. If your research has been funded by outside grants, you should check with the principal investigator of the grant regarding proper acknowledgement of the funding source. Most outside funding sources require some statement of acknowledgement of the support; some also require a disclaimer from responsibility for the results.
• As a page heading, use “ACKNOWLEDGEMENTS” in all capital letters, centered on the page.

Table of Contents

Suggested numbering: vi (may be more than one page)

The following are suggestions.

• As a page heading, use “TABLE OF CONTENTS” in all capital letters and centered on the page.
• List the sections/chapters of the body of the dissertation or thesis. Also, list preliminary sections starting with the biographical sketch. (Title page, copyright page, and abstract are not listed.)
• For theses and dissertations, the conventional format for page numbers is in a column to the right of each section/chapter title. The first page of each chapter/section is stated with a single number. Table of contents usually do not include a range of page numbers, such as 7-22.
• The table of contents is often single-spaced.

Two-Volume Theses or Dissertations

If the dissertation or thesis consists of two volumes, it is recommended, but not required, that you list “Volume II” as a section in the table of contents.

List of Figures, Illustrations, and Tables

Suggested numbering: vii (may be more than one page)

• If included, type number(s) on page(s).

As described in the formatting requirements above, figures and tables should be consecutively numbered. The Graduate School recommends that you conform to the styles set by the leading academic journals in your field. The items below are formatting suggestions based on best practices or historic precedents.

Table of contents format:

• As a page heading, use “LIST OF FIGURES,” “LIST OF ILLUSTRATIONS,” or “LIST OF TABLES” in all capital letters, centered on the page.
• There should be separate pages for “LIST OF FIGURES,” “LIST OF ILLUSTRATIONS,” or “LIST OF TABLES” even if there is only one example of each.
• The list should contain enough of the titles or descriptions so readers can locate items using the list. (It may not be necessary to include entire figure/illustration/table captions.)
• The list should contain the page number on which each figure, illustration, or table is found, as in a table of contents.
• The list of figures/illustrations/tables may be single-spaced.

Page format:

• Figures/illustrations/tables should be placed as close as possible to their first mention in the text. They may be placed on a page with no text above or below, or placed directly into the text. If a figure/illustration/table is placed directly into the text, text may appear above or below the figure/illustration/table; no text may wrap around the figure/illustration/table.
• If a figure/illustration/table appears on a page without other text, it should be centered vertically within the page margins. Figures/illustrations/tables should not be placed at the end of the chapter or at the end of the dissertation or thesis.
• Figure/illustration/table numbering should be either continuous throughout the dissertation or thesis, or by chapter (e.g. 1.1, 1.2; 2.1, 2.2, etc.). The word “Figure,” “Illustration,” or “Table” must be spelled out (not abbreviated), and the first letter must be capitalized.
• A caption for a figure/illustration should be placed at the bottom of the figure/illustration. However, a caption for a table must be placed above the table.
• If the figure/illustration/table, not including the caption, takes up the entire page, the figure/illustration/table caption should be placed alone on the preceding page and centered vertically and horizontally within the margins. (When the caption is on a separate page, the List of Figures or List of Illustrations or List of Tables can list the page number containing the caption.)
• If the figure/illustration/table, not including the caption, takes up more than two pages, it should be preceded by a page consisting of the caption only. The first page of the figure/illustration/table must include the figure/illustration/table (no caption), and the second and subsequent pages must also include, at the top of the figure/illustration/table, words that indicate its continuance—for example, “Figure 5 (Continued)”—and on these pages the caption is omitted.
• If figures/illustrations/tables are too large, they may be reduced slightly so as to render a satisfactory product or they must either be split into several pages or be redone. If a figure/illustration/table is reduced, all lettering must be clear, readable, and large enough to be legible. All lettering, including subscripts, must still be readable when reduced 25% beyond the final version. All page margin requirements must be maintained. Page numbers and headings must not be reduced.
• While there are no specific rules for the typographic format of figure/illustration/table captions, a consistent format should be used throughout the dissertation or thesis.
• The caption of a figure/illustration/table should be single-spaced, but then captions for all figures/illustrations/tables must be single-spaced.
• Horizontal figures/illustrations/tables should be positioned correctly—i.e., the top of the figure/illustration/table will be at the left margin of the vertical page of the dissertation or thesis (remember: pages are bound on the left margin). Figure/illustration/table headings/captions are placed with the same orientation as the figure/illustration/table when they are on the same page as the figure/illustration/table. When they are on a separate page, headings and captions are always placed in vertical orientation, regardless of the orientation of the figure/illustration/table. Page numbers are always placed as if the figure/illustration/table was vertical on the page.

Photographs should be treated as illustrations. To be considered archival, photographs must be black-and-white. (If actual color photographs are necessary, they should be accompanied by black-and-white photographs of the same subject.) Color photos obtained digitally do not need to be accompanied by a black-and-white photograph. Make a high-resolution digital version of each photograph and insert it into your electronic document, following the guideline suggestions for positioning and margins.

Optional Elements

List of abbreviations.

As a page heading, use “LIST OF ABBREVIATIONS” in all capital letters, centered on the page.

List of Symbols

As a page heading, use “LIST OF SYMBOLS” in all capital letters, centered on the page.

Suggested numbering: xi (may be more than one page)

As a page heading, use “PREFACE” in all capital letters, centered on the page.

Body of the Dissertation or Thesis: Text

Suggested numbering: Begin page number at 1

• Text (required)
• Appendix/Appendices (optional)
• Bibliography, References, or Works Cited (required)

Please note that smaller font size may be appropriate for footnotes or other material outside of the main text. The following suggestions are based on best practice or historic precedent, but are not required.

• Chapter headings may be included that conform to the standard of your academic field.
• Textual notes that provide supplementary information, opinions, explanations, or suggestions that are not part of the text must appear at the bottom of the page as footnotes. Lengthy footnotes may be continued on the next page. Placement of footnotes at the bottom of the page ensures they will appear as close as possible to the referenced passage.

Appendix (or Appendices)

An appendix (-ces) is not required for your thesis or dissertation. If you choose to include one, the following suggestions are based on best practice or historic precedent.

• As a page heading, use “APPENDIX” in all capital letters, centered on the page.
• Place in an appendix any material that is peripheral, but relevant, to the main text of the dissertation or thesis. Examples could include survey instruments, additional data, computer printouts, details of a procedure or analysis, a relevant paper that you wrote, etc.
• The appendix may include text that does not meet the general font and spacing requirements of the other sections of the dissertation or thesis.

Bibliography (or References or Works Cited)

A bibliography, references, or works cited is required for your thesis or dissertation. Please conform to the standards of leading academic journals in your field.

• As a page heading, use “BIBLIOGRAPHY” (or “REFERENCES” or “WORKS CITED”) in all capital letters, centered on the page. The bibliography should always begin on a new page.
• Bibliographies may be single-spaced within each entry but should include 24 points of space between entries.

Suggested numbering: Continue page numbering from body

If you choose to include a glossary, best practices and historic precedent suggest using a page heading, use “GLOSSARY” in all capital letters, centered on the page.

Suggested numbering: Continue page numbering from glossary

If you choose to include one, best practices and historic precedent suggest using a page heading, use “INDEX” in all capital letters, centered on the page.

Font Samples

Sample macintosh fonts.

• Palatino 12
• Garamond 14
• New Century School Book
• Helvetica 12 or Helvetica 14
• Times New Roman 12
• Times 14 (Times 12 is not acceptable)
• Symbol 12 is acceptable for symbols

Sample TeX and LaTeX Fonts

• CMR 12 font
• Any font that meets the above specifications

Sample PC Fonts

• Helvetica 12

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Organizing and Formatting Your Thesis and Dissertation

Learn about overall organization of your thesis or dissertation. Then, find details for formatting your preliminaries, text, and supplementaries.

Overall Organization

A typical thesis consists of three main parts – preliminaries, text, and supplementaries. Each part is to be organized as explained below and in the order indicated below:

1. Preliminaries:

• Title page (required)
• Copyright page (required)
• Abstract (required) only one abstract allowed
• Acknowledgments (optional) located in the Preliminary Section only
• Preface (optional)
• Autobiography (optional)
• Dedication (optional)
• Table of Contents (required)
• List of Tables (optional)
• List of Figures (optional)
• List of Plates (optional)
• List of Symbols (optional)
• List of Keywords (optional)
• Other Preliminaries (optional) such as Definition of Terms

3. Supplementaries:

• References or bibliography (optional)
• Appendices (optional)
• Glossary (optional)
• List of Abbreviations (optional)

Preliminaries

These are the general requirements for all preliminary pages.

• Preliminary pages are numbered with lower case Roman numerals.
• Page numbers are ½” from the bottom of the page and centered.
• The copyright page is included in the manuscript immediately after the title page and is not assigned a page number nor counted.
• The abstract page is numbered with the Roman numeral “ii”.
• The remaining preliminary pages are arranged as listed under “Organizing and Formatting the Thesis/Dissertation” and numbered consecutively.
• Headings for all preliminary pages must be centered in all capital letters 1” from the top of the page.
• Do not bold the headings of the preliminary pages.

A sample Thesis title page pdf is available here ,  and a sample of a Dissertation title page pdf is available here.

Refer to the sample page as you read through the format requirements for the title page.

• Do not use bold.
• Center all text except the advisor and committee information.

The heading “ Thesis ” or “ Dissertation ” is in all capital letters, centered one inch from the top of the page.

• Your title must be in all capital letters, double spaced and centered.
• Your title on the title page must match the title on your GS30 – Thesis/Dissertation Submission Form

Submitted by block

Divide this section exactly as shown on the sample page. One blank line must separate each line of text.

• Submitted by
• School of Advanced Materials Discovery 
• School of Biomedical Engineering
• Graduate Degree Program in Cell and Molecular Biology
• Graduate Degree Program in Ecology

If your department name begins with “School of”, list as:

• School of Education
• School of Music, Theatre and Dance
• School of Social Work

If you have questions about the correct name of your department or degree, consult your department. Areas of Study or specializations within a program are not listed on the Title Page.

Degree and Graduating Term block

• In partial fulfillment of the requirements
• For the Degree of
• Colorado State University
• Fort Collins, Colorado (do not abbreviate Colorado)

Committee block

• Master’s students will use the heading Master’s Committee:
• Doctoral students will use the heading Doctoral Committee:
• The Master’s Committee and Doctoral Committee headings begin at the left margin.
• One blank line separates the committee heading and the advisor section.
• One blank line separates the advisor and committee section.
• Advisor and committee member names are indented approximately half an inch from the left margin.
• Titles before or after the names of your advisor and your members are not permitted (Examples – Dr., Professor, Ph.D.).

Copyright Page

• A sample copyright page pdf is available here.
• A copyright page is required.
• A copyright page is included in the manuscript immediately after the title page.
• This page is not assigned a number nor counted.
• Center text vertically and horizontally.
• A sample abstract page pdf is available here – refer to the sample page as you read through the format requirements for the abstract.
• Only one abstract is permitted.
• The heading “ Abstract ” is in all capital letters, centered one inch from the top of the page.
• Three blank lines (single-spaced) must be between the “ Abstract ” heading and your title.
• Your title must be in all capital letters and centered.
• The title must match the title on your Title Page and the GS30 – Thesis/Dissertation Submission Form
• Three blank lines (single-spaced) must be between the title and your text.
• The text of your abstract must be double-spaced.
• The first page of the abstract is numbered with a small Roman numeral ii.

Table of Contents

• A sample Table of Contents page pdf is available.
• The heading “ Table of Contents ” is in all capital letters centered one inch from the top of the page.
• Three blank lines (single-spaced) follow the heading.
• List all parts of the document (except the title page) and the page numbers on which each part begins.
• The titles of all parts are worded exactly as they appear in the document.
• Titles and headings and the page numbers on which they begin are separated by a row of dot leaders.
• Major headings are aligned flush with the left margin.
• Page numbers are aligned flush with the right margin.

The text of a thesis features an introduction and several chapters, sections and subsections. Text may also include parenthetical references, footnotes, or references to the bibliography or endnotes.

Any references to journal publications, authors, contributions, etc. on your chapter pages or major heading pages should be listed as a footnote .

• The entire document is 8.5” x 11” (letter) size.
• Pages may be in landscape position for figures and tables that do not fit in “portrait” position.
• Choose one type style (font) and font size and use it throughout the text of your thesis. Examples: Times New Roman and Arial.
• Font sizes should be between 10 point and 12 point.
• Font color must be black. 
• Hyperlinked text must be in blue. If you hyperlink more than one line of text, such as the entire table of contents, leave the text black. 
• Margins are one inch on all sides (top, bottom, left, and right).
• Always continue the text to the bottom margin except at the end of a chapter.

• Please see preliminary page requirements .
• Body and references are numbered with Arabic numerals beginning with the first page of text (numbered 1).
• Page numbers must be centered ½” from the bottom of the page.

Major Headings

• A sample page pdf for major headings and subheadings is available here.
• Use consistent style for major headings.
• Three blank lines (single-spaced) need to be between the major heading and your text.
• Each chapter is started on a new page.
• The References or Bibliography heading is a major heading and the formatting needs to match chapter headings.

Subheadings

• A sample page pdf for major headings and subheadings is available here .
• Style for subheadings is optional but the style should be consistent throughout.
• Subheadings within a chapter (or section) do not begin on a new page unless the preceding page is filled. Continue the text to the bottom of the page unless at the end of a chapter.
• Subheadings at the bottom of a page require two lines of text following the heading and at least two lines of text on the next page.

Running Head

Do not insert a running head.

When dividing paragraphs, at least two lines of text should appear at the bottom of the page and at least two lines of text on the next page.

Hyphenation

The last word on a page may not be divided. No more than three lines in succession may end with hyphens. Divide words as indicated in a standard dictionary.

• The text of the thesis is double-spaced.
• Bibliography or list of reference entries and data within large tables may be single-spaced. Footnotes should be single spaced.
• Footnotes and bibliography or list of reference entries are separated by double-spacing.
• Quoted material of more than three lines is indented and single-spaced. Quoted material that is three lines or fewer may be single-spaced for emphasis.

Poems should be double-spaced with triple-spacing between stanzas. Stanzas may be centered if lines are short.

• Consult a style manual approved by your department for samples of footnotes.
• Footnotes are numbered consecutively throughout the entire thesis.
• Footnotes appear at the bottom of the page on which the reference is made.
• Footnotes are single-spaced.
• Consult a style manual approved by your department for samples of endnotes.
• Endnotes are numbered consecutively throughout the entire thesis.
• Endnotes may be placed at the end of each chapter or following the last page of text.
• The form for an endnote is the same as a footnote. Type the heading “endnote”.

Tables and Figures

• Tables and figures should follow immediately after first mentioned in the text or on the next page.
• If they are placed on the next page, continue the text to the bottom of the preceding page.
• Do not wrap text around tables or figures. Text can go above and/or below.
• If more clarity is provided by placing tables and figures at the end of chapters or at the end of the text, this format is also acceptable.
• Tables and Figures are placed before references.
• Any diagram, drawing, graph, chart, map, photograph, or other type of illustration is presented in the thesis as a figure.
• All tables and figures must conform to margin requirements.
• Images can be resized to fit within margins
• Table captions go above tables.
• Figure captions go below figures.
• Captions must be single spaced.

Landscape Tables and Figures

• Large tables or figures can be placed on the page landscape or broadside orientation.
• Landscape tables and figures should face the right margin (unbound side).
• The top margin must be the same as on a regular page.
• Page numbers for landscape or broadside tables or figures are placed on the 11” side.

Supplementaries

These are the general requirements for all supplementary pages.

• Supplementary pages are arranged as listed under “Organizing and Formatting the Thesis/Dissertation” and numbered consecutively.
• Headings for all supplementary pages are major headings and the formatting style needs to match chapter headings.

References or Bibliography

• The References or Bibliography heading is always a major heading and the formatting style needs to match chapter headings.
• References or Bibliography are ordered after each chapter, or at the end of the text.
• References or Bibliography must start on a new page from the chapter text.
• References are aligned flush with the left margin.
• The style for references should follow the format appropriate for the field of study.
• The style used must be consistent throughout the thesis.
• Appendices are optional and used for supplementary material.
• The Appendices heading is a major heading and the formatting style needs to match chapter headings.
• As an option the appendix may be introduced with a cover page bearing only the title centered vertically and horizontally on the page. The content of the appendix then begins on the second page with the standard one inch top margin.
• Quality and format should be consistent with requirements for other parts of the thesis including margins.
• Page numbers used in the appendix must continue from the main text.

A Foreign Language Thesis

Occasionally, theses are written in languages other than English. In such cases, an English translation of the title and abstract must be included in the document.

• Submit one title page in the non-English language (no page number printed).
• Submit one title page in English (no page number printed).
• Submit one abstract in the non-English language (page number is ii).
• Submit one abstract in English (page number is numbered consecutively from previous page – example: if the last page of the abstract in the foreign language is page ii the first page of the abstract in English is numbered page iii).

Multipart Thesis

In some departments, a student may do research on two or more generally related areas which would be difficult to combine into a single well-organized thesis. The solution is the multi-part thesis.

• Each part is considered a separate unit, with its own chapters, bibliography or list of references, and appendix (optional); or it may have a combined bibliography or list of references and appendix.
• A single abstract is required.
• The pages of a multi-part thesis are numbered consecutively throughout the entire thesis, not through each part (therefore, the first page of Part II is not page 1).
• The chapter numbering begins with Chapter 1 for each part, or the chapters may be numbered consecutively.
• Pagination is consecutive throughout all parts, including numbered separation sheets between parts.
• Each part may be preceded by a separation sheet listing the appropriate number and title.

How To Write A Dissertation Or Thesis

8 straightforward steps to craft an a-grade dissertation.

By: Derek Jansen (MBA) Expert Reviewed By: Dr Eunice Rautenbach | June 2020

Writing a dissertation or thesis is not a simple task. It takes time, energy and a lot of will power to get you across the finish line. It’s not easy – but it doesn’t necessarily need to be a painful process. If you understand the big-picture process of how to write a dissertation or thesis, your research journey will be a lot smoother.  

In this post, I’m going to outline the big-picture process of how to write a high-quality dissertation or thesis, without losing your mind along the way. If you’re just starting your research, this post is perfect for you. Alternatively, if you’ve already submitted your proposal, this article which covers how to structure a dissertation might be more helpful.

How To Write A Dissertation: 8 Steps

• Clearly understand what a dissertation (or thesis) is
• Find a unique and valuable research topic
• Craft a convincing research proposal
• Write up a strong introduction chapter
• Review the existing literature and compile a literature review
• Design a rigorous research strategy and undertake your own research
• Present the findings of your research
• Draw a conclusion and discuss the implications

Step 1: Understand exactly what a dissertation is

This probably sounds like a no-brainer, but all too often, students come to us for help with their research and the underlying issue is that they don’t fully understand what a dissertation (or thesis) actually is.

So, what is a dissertation?

At its simplest, a dissertation or thesis is a formal piece of research , reflecting the standard research process . But what is the standard research process, you ask? The research process involves 4 key steps:

• Ask a very specific, well-articulated question (s) (your research topic)
• See what other researchers have said about it (if they’ve already answered it)
• If they haven’t answered it adequately, undertake your own data collection and analysis in a scientifically rigorous fashion
• Answer your original question(s), based on your analysis findings

In short, the research process is simply about asking and answering questions in a systematic fashion . This probably sounds pretty obvious, but people often think they’ve done “research”, when in fact what they have done is:

• Started with a vague, poorly articulated question
• Not taken the time to see what research has already been done regarding the question
• Collected data and opinions that support their gut and undertaken a flimsy analysis
• Drawn a shaky conclusion, based on that analysis

If you want to see the perfect example of this in action, look out for the next Facebook post where someone claims they’ve done “research”… All too often, people consider reading a few blog posts to constitute research. Its no surprise then that what they end up with is an opinion piece, not research. Okay, okay – I’ll climb off my soapbox now.

The key takeaway here is that a dissertation (or thesis) is a formal piece of research, reflecting the research process. It’s not an opinion piece , nor a place to push your agenda or try to convince someone of your position. Writing a good dissertation involves asking a question and taking a systematic, rigorous approach to answering it.

If you understand this and are comfortable leaving your opinions or preconceived ideas at the door, you’re already off to a good start!

Step 2: Find a unique, valuable research topic

As we saw, the first step of the research process is to ask a specific, well-articulated question. In other words, you need to find a research topic that asks a specific question or set of questions (these are called research questions ). Sounds easy enough, right? All you’ve got to do is identify a question or two and you’ve got a winning research topic. Well, not quite…

A good dissertation or thesis topic has a few important attributes. Specifically, a solid research topic should be:

Let’s take a closer look at these:

Attribute #1: Clear

Your research topic needs to be crystal clear about what you’re planning to research, what you want to know, and within what context. There shouldn’t be any ambiguity or vagueness about what you’ll research.

Here’s an example of a clearly articulated research topic:

An analysis of consumer-based factors influencing organisational trust in British low-cost online equity brokerage firms.

As you can see in the example, its crystal clear what will be analysed (factors impacting organisational trust), amongst who (consumers) and in what context (British low-cost equity brokerage firms, based online).

Need a helping hand?

Attribute #2:   Unique

Your research should be asking a question(s) that hasn’t been asked before, or that hasn’t been asked in a specific context (for example, in a specific country or industry).

For example, sticking organisational trust topic above, it’s quite likely that organisational trust factors in the UK have been investigated before, but the context (online low-cost equity brokerages) could make this research unique. Therefore, the context makes this research original.

One caveat when using context as the basis for originality – you need to have a good reason to suspect that your findings in this context might be different from the existing research – otherwise, there’s no reason to warrant researching it.

Attribute #3: Important

Simply asking a unique or original question is not enough – the question needs to create value. In other words, successfully answering your research questions should provide some value to the field of research or the industry. You can’t research something just to satisfy your curiosity. It needs to make some form of contribution either to research or industry.

For example, researching the factors influencing consumer trust would create value by enabling businesses to tailor their operations and marketing to leverage factors that promote trust. In other words, it would have a clear benefit to industry.

So, how do you go about finding a unique and valuable research topic? We explain that in detail in this video post – How To Find A Research Topic . Yeah, we’ve got you covered 😊

Step 3: Write a convincing research proposal

Once you’ve pinned down a high-quality research topic, the next step is to convince your university to let you research it. No matter how awesome you think your topic is, it still needs to get the rubber stamp before you can move forward with your research. The research proposal is the tool you’ll use for this job.

So, what’s in a research proposal?

The main “job” of a research proposal is to convince your university, advisor or committee that your research topic is worthy of approval. But convince them of what? Well, this varies from university to university, but generally, they want to see that:

• You have a clearly articulated, unique and important topic (this might sound familiar…)
• You’ve done some initial reading of the existing literature relevant to your topic (i.e. a literature review)
• You have a provisional plan in terms of how you will collect data and analyse it (i.e. a methodology)

At the proposal stage, it’s (generally) not expected that you’ve extensively reviewed the existing literature , but you will need to show that you’ve done enough reading to identify a clear gap for original (unique) research. Similarly, they generally don’t expect that you have a rock-solid research methodology mapped out, but you should have an idea of whether you’ll be undertaking qualitative or quantitative analysis , and how you’ll collect your data (we’ll discuss this in more detail later).

Long story short – don’t stress about having every detail of your research meticulously thought out at the proposal stage – this will develop as you progress through your research. However, you do need to show that you’ve “done your homework” and that your research is worthy of approval .

So, how do you go about crafting a high-quality, convincing proposal? We cover that in detail in this video post – How To Write A Top-Class Research Proposal . We’ve also got a video walkthrough of two proposal examples here .

Step 4: Craft a strong introduction chapter

Once your proposal’s been approved, its time to get writing your actual dissertation or thesis! The good news is that if you put the time into crafting a high-quality proposal, you’ve already got a head start on your first three chapters – introduction, literature review and methodology – as you can use your proposal as the basis for these.

Handy sidenote – our free dissertation & thesis template is a great way to speed up your dissertation writing journey.

What’s the introduction chapter all about?

The purpose of the introduction chapter is to set the scene for your research (dare I say, to introduce it…) so that the reader understands what you’ll be researching and why it’s important. In other words, it covers the same ground as the research proposal in that it justifies your research topic.

What goes into the introduction chapter?

This can vary slightly between universities and degrees, but generally, the introduction chapter will include the following:

• A brief background to the study, explaining the overall area of research
• A problem statement , explaining what the problem is with the current state of research (in other words, where the knowledge gap exists)
• Your research questions – in other words, the specific questions your study will seek to answer (based on the knowledge gap)
• The significance of your study – in other words, why it’s important and how its findings will be useful in the world

As you can see, this all about explaining the “what” and the “why” of your research (as opposed to the “how”). So, your introduction chapter is basically the salesman of your study, “selling” your research to the first-time reader and (hopefully) getting them interested to read more.

How do I write the introduction chapter, you ask? We cover that in detail in this post .

Step 5: Undertake an in-depth literature review

As I mentioned earlier, you’ll need to do some initial review of the literature in Steps 2 and 3 to find your research gap and craft a convincing research proposal – but that’s just scratching the surface. Once you reach the literature review stage of your dissertation or thesis, you need to dig a lot deeper into the existing research and write up a comprehensive literature review chapter.

What’s the literature review all about?

There are two main stages in the literature review process:

Literature Review Step 1: Reading up

The first stage is for you to deep dive into the existing literature (journal articles, textbook chapters, industry reports, etc) to gain an in-depth understanding of the current state of research regarding your topic. While you don’t need to read every single article, you do need to ensure that you cover all literature that is related to your core research questions, and create a comprehensive catalogue of that literature , which you’ll use in the next step.

Reading and digesting all the relevant literature is a time consuming and intellectually demanding process. Many students underestimate just how much work goes into this step, so make sure that you allocate a good amount of time for this when planning out your research. Thankfully, there are ways to fast track the process – be sure to check out this article covering how to read journal articles quickly .

Literature Review Step 2: Writing up

Once you’ve worked through the literature and digested it all, you’ll need to write up your literature review chapter. Many students make the mistake of thinking that the literature review chapter is simply a summary of what other researchers have said. While this is partly true, a literature review is much more than just a summary. To pull off a good literature review chapter, you’ll need to achieve at least 3 things:

• You need to synthesise the existing research , not just summarise it. In other words, you need to show how different pieces of theory fit together, what’s agreed on by researchers, what’s not.
• You need to highlight a research gap that your research is going to fill. In other words, you’ve got to outline the problem so that your research topic can provide a solution.
• You need to use the existing research to inform your methodology and approach to your own research design. For example, you might use questions or Likert scales from previous studies in your your own survey design .

As you can see, a good literature review is more than just a summary of the published research. It’s the foundation on which your own research is built, so it deserves a lot of love and attention. Take the time to craft a comprehensive literature review with a suitable structure .

But, how do I actually write the literature review chapter, you ask? We cover that in detail in this video post .

Step 6: Carry out your own research

Once you’ve completed your literature review and have a sound understanding of the existing research, its time to develop your own research (finally!). You’ll design this research specifically so that you can find the answers to your unique research question.

There are two steps here – designing your research strategy and executing on it:

1 – Design your research strategy

The first step is to design your research strategy and craft a methodology chapter . I won’t get into the technicalities of the methodology chapter here, but in simple terms, this chapter is about explaining the “how” of your research. If you recall, the introduction and literature review chapters discussed the “what” and the “why”, so it makes sense that the next point to cover is the “how” –that’s what the methodology chapter is all about.

In this section, you’ll need to make firm decisions about your research design. This includes things like:

• Your research philosophy (e.g. positivism or interpretivism )
• Your overall methodology (e.g. qualitative , quantitative or mixed methods)
• Your data collection strategy (e.g. interviews , focus groups, surveys)
• Your data analysis strategy (e.g. content analysis , correlation analysis, regression)

If these words have got your head spinning, don’t worry! We’ll explain these in plain language in other posts. It’s not essential that you understand the intricacies of research design (yet!). The key takeaway here is that you’ll need to make decisions about how you’ll design your own research, and you’ll need to describe (and justify) your decisions in your methodology chapter.

2 – Execute: Collect and analyse your data

Once you’ve worked out your research design, you’ll put it into action and start collecting your data. This might mean undertaking interviews, hosting an online survey or any other data collection method. Data collection can take quite a bit of time (especially if you host in-person interviews), so be sure to factor sufficient time into your project plan for this. Oftentimes, things don’t go 100% to plan (for example, you don’t get as many survey responses as you hoped for), so bake a little extra time into your budget here.

Once you’ve collected your data, you’ll need to do some data preparation before you can sink your teeth into the analysis. For example:

• If you carry out interviews or focus groups, you’ll need to transcribe your audio data to text (i.e. a Word document).
• If you collect quantitative survey data, you’ll need to clean up your data and get it into the right format for whichever analysis software you use (for example, SPSS, R or STATA).

Once you’ve completed your data prep, you’ll undertake your analysis, using the techniques that you described in your methodology. Depending on what you find in your analysis, you might also do some additional forms of analysis that you hadn’t planned for. For example, you might see something in the data that raises new questions or that requires clarification with further analysis.

The type(s) of analysis that you’ll use depend entirely on the nature of your research and your research questions. For example:

• If your research if exploratory in nature, you’ll often use qualitative analysis techniques .
• If your research is confirmatory in nature, you’ll often use quantitative analysis techniques
• If your research involves a mix of both, you might use a mixed methods approach

Again, if these words have got your head spinning, don’t worry! We’ll explain these concepts and techniques in other posts. The key takeaway is simply that there’s no “one size fits all” for research design and methodology – it all depends on your topic, your research questions and your data. So, don’t be surprised if your study colleagues take a completely different approach to yours.

Step 7: Present your findings

Once you’ve completed your analysis, it’s time to present your findings (finally!). In a dissertation or thesis, you’ll typically present your findings in two chapters – the results chapter and the discussion chapter .

What’s the difference between the results chapter and the discussion chapter?

While these two chapters are similar, the results chapter generally just presents the processed data neatly and clearly without interpretation, while the discussion chapter explains the story the data are telling  – in other words, it provides your interpretation of the results.

For example, if you were researching the factors that influence consumer trust, you might have used a quantitative approach to identify the relationship between potential factors (e.g. perceived integrity and competence of the organisation) and consumer trust. In this case:

• Your results chapter would just present the results of the statistical tests. For example, correlation results or differences between groups. In other words, the processed numbers.
• Your discussion chapter would explain what the numbers mean in relation to your research question(s). For example, Factor 1 has a weak relationship with consumer trust, while Factor 2 has a strong relationship.

Depending on the university and degree, these two chapters (results and discussion) are sometimes merged into one , so be sure to check with your institution what their preference is. Regardless of the chapter structure, this section is about presenting the findings of your research in a clear, easy to understand fashion.

Importantly, your discussion here needs to link back to your research questions (which you outlined in the introduction or literature review chapter). In other words, it needs to answer the key questions you asked (or at least attempt to answer them).

For example, if we look at the sample research topic:

In this case, the discussion section would clearly outline which factors seem to have a noteworthy influence on organisational trust. By doing so, they are answering the overarching question and fulfilling the purpose of the research .

For more information about the results chapter , check out this post for qualitative studies and this post for quantitative studies .

Step 8: The Final Step Draw a conclusion and discuss the implications

Last but not least, you’ll need to wrap up your research with the conclusion chapter . In this chapter, you’ll bring your research full circle by highlighting the key findings of your study and explaining what the implications of these findings are.

What exactly are key findings? The key findings are those findings which directly relate to your original research questions and overall research objectives (which you discussed in your introduction chapter). The implications, on the other hand, explain what your findings mean for industry, or for research in your area.

Sticking with the consumer trust topic example, the conclusion might look something like this:

Key findings

This study set out to identify which factors influence consumer-based trust in British low-cost online equity brokerage firms. The results suggest that the following factors have a large impact on consumer trust:

While the following factors have a very limited impact on consumer trust:

Notably, within the 25-30 age groups, Factors E had a noticeably larger impact, which may be explained by…

Implications

The findings having noteworthy implications for British low-cost online equity brokers. Specifically:

The large impact of Factors X and Y implies that brokers need to consider….

The limited impact of Factor E implies that brokers need to…

As you can see, the conclusion chapter is basically explaining the “what” (what your study found) and the “so what?” (what the findings mean for the industry or research). This brings the study full circle and closes off the document.

Let’s recap – how to write a dissertation or thesis

You’re still with me? Impressive! I know that this post was a long one, but hopefully you’ve learnt a thing or two about how to write a dissertation or thesis, and are now better equipped to start your own research.

To recap, the 8 steps to writing a quality dissertation (or thesis) are as follows:

• Understand what a dissertation (or thesis) is – a research project that follows the research process.
• Find a unique (original) and important research topic
• Craft a convincing dissertation or thesis research proposal
• Write a clear, compelling introduction chapter
• Undertake a thorough review of the existing research and write up a literature review
• Undertake your own research
• Present and interpret your findings

Once you’ve wrapped up the core chapters, all that’s typically left is the abstract , reference list and appendices. As always, be sure to check with your university if they have any additional requirements in terms of structure or content.  

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

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20 Comments

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Great to hear that – thanks for the feedback. Good luck writing your dissertation/thesis.

This is the most comprehensive explanation of how to write a dissertation. Many thanks for sharing it free of charge.

Very rich presentation. Thank you

Thanks Derek Jansen|GRADCOACH, I find it very useful guide to arrange my activities and proceed to research!

Thank you so much for such a marvelous teaching .I am so convinced that am going to write a comprehensive and a distinct masters dissertation

It is an amazing comprehensive explanation

This was straightforward. Thank you!

I can say that your explanations are simple and enlightening – understanding what you have done here is easy for me. Could you write more about the different types of research methods specific to the three methodologies: quan, qual and MM. I look forward to interacting with this website more in the future.

Thanks for the feedback and suggestions 🙂

Hello, your write ups is quite educative. However, l have challenges in going about my research questions which is below; *Building the enablers of organisational growth through effective governance and purposeful leadership.*

Very educating.

Just listening to the name of the dissertation makes the student nervous. As writing a top-quality dissertation is a difficult task as it is a lengthy topic, requires a lot of research and understanding and is usually around 10,000 to 15000 words. Sometimes due to studies, unbalanced workload or lack of research and writing skill students look for dissertation submission from professional writers.

Thank you 💕😊 very much. I was confused but your comprehensive explanation has cleared my doubts of ever presenting a good thesis. Thank you.

thank you so much, that was so useful

Hi. Where is the excel spread sheet ark?

could you please help me look at your thesis paper to enable me to do the portion that has to do with the specification

my topic is “the impact of domestic revenue mobilization.

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Organizing Your Social Sciences Research Paper

• Choosing a Title
• Purpose of Guide
• Design Flaws to Avoid
• Independent and Dependent Variables
• Glossary of Research Terms
• Reading Research Effectively
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Applying Critical Thinking
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• The C.A.R.S. Model
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• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tiertiary Sources
• Scholarly vs. Popular Publications
• Qualitative Methods
• Quantitative Methods
• Insiderness
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
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The title summarizes the main idea or ideas of your study. A good title contains the fewest possible words needed to adequately describe the content and/or purpose of your research paper.

Importance of Choosing a Good Title

The title is the part of a paper that is read the most, and it is usually read first . It is, therefore, the most important element that defines the research study. With this in mind, avoid the following when creating a title:

• If the title is too long, this usually indicates there are too many unnecessary words. Avoid language, such as, "A Study to Investigate the...," or "An Examination of the...." These phrases are obvious and generally superfluous unless they are necessary to covey the scope, intent, or type of a study.
• On the other hand, a title which is too short often uses words which are too broad and, thus, does not tell the reader what is being studied. For example, a paper with the title, "African Politics" is so non-specific the title could be the title of a book and so ambiguous that it could refer to anything associated with politics in Africa. A good title should provide information about the focus and/or scope of your research study.
• In academic writing, catchy phrases or non-specific language may be used, but only if it's within the context of the study [e.g., "Fair and Impartial Jury--Catch as Catch Can"]. However, in most cases, you should avoid including words or phrases that do not help the reader understand the purpose of your paper.
• Academic writing is a serious and deliberate endeavor. Avoid using humorous or clever journalistic styles of phrasing when creating the title to your paper. Journalistic headlines often use emotional adjectives [e.g., incredible, amazing, effortless] to highlight a problem experienced by the reader or use "trigger words" or interrogative words like how, what, when, or why to persuade people to read the article or click on a link. These approaches are viewed as counter-productive in academic writing. A reader does not need clever or humorous titles to catch their attention because the act of reading research is assumed to be deliberate based on a desire to learn and improve understanding of the problem. In addition, a humorous title can merely detract from the seriousness and authority of your research. 
• Unlike everywhere else in a college-level social sciences research paper [except when using direct quotes in the text], titles do not have to adhere to rigid grammatical or stylistic standards. For example, it could be appropriate to begin a title with a coordinating conjunction [i.e., and, but, or, nor, for, so, yet] if it makes sense to do so and does not detract from the purpose of the study [e.g., "Yet Another Look at Mutual Fund Tournaments"] or beginning the title with an inflected form of a verb such as those ending in -ing [e.g., "Assessing the Political Landscape: Structure, Cognition, and Power in Organizations"].

Appiah, Kingsley Richard et al. “Structural Organisation of Research Article Titles: A Comparative Study of Titles of Business, Gynaecology and Law.” Advances in Language and Literary Studies 10 (2019); Hartley James. “To Attract or to Inform: What are Titles for?” Journal of Technical Writing and Communication 35 (2005): 203-213; Jaakkola, Maarit. “Journalistic Writing and Style.” In Oxford Research Encyclopedia of Communication . Jon F. Nussbaum, editor. (New York: Oxford University Press, 2018): https://oxfordre.com/communication.

Structure and Writing Style

The following parameters can be used to help you formulate a suitable research paper title:

• The purpose of the research
• The scope of the research
• The narrative tone of the paper [typically defined by the type of the research]
• The methods used to study the problem

The initial aim of a title is to capture the reader’s attention and to highlight the research problem under investigation.

Create a Working Title Typically, the final title you submit to your professor is created after the research is complete so that the title accurately captures what has been done . The working title should be developed early in the research process because it can help anchor the focus of the study in much the same way the research problem does. Referring back to the working title can help you reorient yourself back to the main purpose of the study if you find yourself drifting off on a tangent while writing. The Final Title Effective titles in research papers have several characteristics that reflect general principles of academic writing.

• Indicate accurately the subject and scope of the study,
• Rarely use abbreviations or acronyms unless they are commonly known,
• Use words that create a positive impression and stimulate reader interest,
• Use current nomenclature from the field of study,
• Identify key variables, both dependent and independent,
• Reveal how the paper will be organized,
• Suggest a relationship between variables which supports the major hypothesis,
• Is limited to 5 to 15 substantive words,
• Does not include redundant phrasing, such as, "A Study of," "An Analysis of" or similar constructions,
• Takes the form of a question or declarative statement,
• If you use a quote as part of the title, the source of the quote is cited [usually using an asterisk and footnote],
• Use correct grammar and capitalization with all first words and last words capitalized, including the first word of a subtitle. All nouns, pronouns, verbs, adjectives, and adverbs that appear between the first and last words of the title are also capitalized, and
• Rarely uses an exclamation mark at the end of the title.

The Subtitle Subtitles are frequently used in social sciences research papers because it helps the reader understand the scope of the study in relation to how it was designed to address the research problem. Think about what type of subtitle listed below reflects the overall approach to your study and whether you believe a subtitle is needed to emphasize the investigative parameters of your research.

1.  Explains or provides additional context , e.g., "Linguistic Ethnography and the Study of Welfare Institutions as a Flow of Social Practices: The Case of Residential Child Care Institutions as Paradoxical Institutions." [Palomares, Manuel and David Poveda.  Text & Talk: An Interdisciplinary Journal of Language, Discourse and Communication Studies 30 (January 2010): 193-212]

2.  Adds substance to a literary, provocative, or imaginative title or quote , e.g., "Listen to What I Say, Not How I Vote": Congressional Support for the President in Washington and at Home." [Grose, Christian R. and Keesha M. Middlemass. Social Science Quarterly 91 (March 2010): 143-167]

3.  Qualifies the geographic scope of the research , e.g., "The Geopolitics of the Eastern Border of the European Union: The Case of Romania-Moldova-Ukraine." [Marcu, Silvia. Geopolitics 14 (August 2009): 409-432]

4.  Qualifies the temporal scope of the research , e.g., "A Comparison of the Progressive Era and the Depression Years: Societal Influences on Predictions of the Future of the Library, 1895-1940." [Grossman, Hal B. Libraries & the Cultural Record 46 (2011): 102-128]

5.  Focuses on investigating the ideas, theories, or work of a particular individual , e.g., "A Deliberative Conception of Politics: How Francesco Saverio Merlino Related Anarchy and Democracy." [La Torre, Massimo. Sociologia del Diritto 28 (January 2001): 75 - 98]

6.  Identifies the methodology used , e.g. "Student Activism of the 1960s Revisited: A Multivariate Analysis Research Note." [Aron, William S. Social Forces 52 (March 1974): 408-414]

7.  Defines the overarching technique for analyzing the research problem , e.g., "Explaining Territorial Change in Federal Democracies: A Comparative Historical Institutionalist Approach." [ Tillin, Louise. Political Studies 63 (August 2015): 626-641.

With these examples in mind, think about what type of subtitle reflects the overall approach to your study. This will help the reader understand the scope of the study in relation to how it was designed to address the research problem.

Anstey, A. “Writing Style: What's in a Title?” British Journal of Dermatology 170 (May 2014): 1003-1004; Balch, Tucker. How to Compose a Title for Your Research Paper. Augmented Trader blog. School of Interactive Computing, Georgia Tech University; Bavdekar, Sandeep B. “Formulating the Right Title for a Research Article.” Journal of Association of Physicians of India 64 (February 2016); Choosing the Proper Research Paper Titles. AplusReports.com, 2007-2012; Eva, Kevin W. “Titles, Abstracts, and Authors.” In How to Write a Paper . George M. Hall, editor. 5th edition. (Oxford: John Wiley and Sons, 2013), pp. 33-41; Hartley James. “To Attract or to Inform: What are Titles for?” Journal of Technical Writing and Communication 35 (2005): 203-213; General Format. The Writing Lab and The OWL. Purdue University; Kerkut G.A. “Choosing a Title for a Paper.” Comparative Biochemistry and Physiology Part A: Physiology 74 (1983): 1; “Tempting Titles.” In Stylish Academic Writing . Helen Sword, editor. (Cambridge, MA: Harvard University Press, 2012), pp. 63-75; Nundy, Samiran, et al. “How to Choose a Title?” In How to Practice Academic Medicine and Publish from Developing Countries? A Practical Guide . Edited by Samiran Nundy, Atul Kakar, and Zulfiqar A. Bhutta. (Springer Singapore, 2022), pp. 185-192.

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Dissertation titles

The dissertation title is your first opportunity to let the reader know what your dissertation is about. With just a few words, the title has to highlight the purpose of the study, which can often include its context, outcomes, and important aspects of the research strategy adopted. But a poorly constructed title can also mislead the reader into thinking the study is about something it is not, confusing them from the very start.

In our articles on EXPECTATIONS and LEARNING , we explain what the reader expects and learns from your dissertation title, before setting out the major COMPONENTS that can be included in dissertation titles. Finally, since your dissertation title should follow a specific written style, which explains when to capitalise words, which words to capitalise, how to deal with quotation marks, abbreviations, numbers, and so forth, we provide some guidance in our article on STYLES .

• EXPECTATIONS: What readers "expect" from a dissertation title
• LEARNING: What the reader "learns" from a dissertation title
• COMPONENTS: The main "components" of a dissertation title
• STYLES: Make sure your title uses the correct "style"

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Microsoft Word for Dissertations

• Chapter and Section Numbering
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• Setting up a Heading 1 Example
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• Preparing Your Final Document

Page Contents

Microsoft Word can automatically keep track of your chapter, section, and sub-section numbering for you. Using these numbering schemes will also allow your figure/diagram/table/equations to be automatically numbered, as well.

In this part of the Guide, you'll learn:

• How to set Word to automatically number your Chapters and Sections
• How to customize your number style ( Section 1.1 vs. Section 1.a or Section 01.01 )
• How to automatically number Appendices

Automatic Chapter and Subsection Numbering

Important Note: Not everyone needs this type of numbering; if your discipline doesn’t require it, skip this section!

Word can automatically number sections (Chapter 1, 1.1, 1.2, etc.) of your document and include the chapter number in the captions (Figure 1.2, 2.2, etc.).

• Make sure each of your chapter titles are in the Heading 1 style, and then click on one of your chapter titles.
• Click OK when you are finished.
• If you typed in the text “Chapter #”, and now it is duplicating your efforts, delete the text you typed and leave the automatically generated chapter number.
• To follow the automatically generated chapter number with the title of your chapter on a new line, click just before the text of your title, hold down the Shift key on the keyboard, and then press the Enter key.

Note: If you have any problems with word automatically adding outline numbering to parts of your front matter, simply delete it.  Your chapter numbers will reset to show the correct number of chapters.

Removing the section numbering from our template

• Place your cursor in the title of your Chapter 1 (which is styled with the Heading 1 style)

In some cases, you may find that Word has added "Chapter X" before some of your Heading 1 sections that aren't chapters (like Acknowledgements or Bibliography). All you need to do is go to each of those sections, place your cursor after "Chapter X", and press Backspace to delete it.

Customizing Your Numbers

If you want to change anything about the numbers – for example, you are using the 1.1, 1.2 , etc... style but would like it to be 1.a, 1.b , etc..., or you want to change Arabic numbers (Chapter 1) to Ordinal (Chapter One), or you want to put a colon or a tab after the numbers, you can.

• Use the Number style for this level: pulldown menu (A) to choose from various numeral or letter styles.
• Under "Click level to modify" (B), in this screenshot we've selected level 1 (the Chapter level) and added the word “Chapter” and a space afterwards to the "Enter formatting for number" (C) field. 
• Then you can modify the other levels (Level 2 would be for a section in a chapter and Level 3 for a sub-section, and of course Level 4 for a sub-sub-section). You can, for example, change the period in between the level and sub-level numbers to a dash or anything you want by making the change in the "Enter formatting for number" (C) field.
• In the "Follow number with:" field (D), you may also see that a tab follows the number. We suggest you change that to a space. 

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Capitalization Of Titles And Headings — The 3 Methods

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When crafting your dissertation , capitalizing chapter and section headings can be approached in three distinct ways: only the first word is capitalized, all words of significance are capitalized, or a blend of the two methods. The choice of method greatly impacts the presentation and readability of academic writing . This article is designed to guide you through these three capitalization strategies.

Inhaltsverzeichnis

• 1 Capitalization of Titles – In a Nutshell
• 2 Definition: Capitalization of titles and headings
• 3 Capitalization of titles and headings: The methods
• 4 Capitalization titles and headings: Proper nouns
• 5 Consistency is important
• 6 Why consistency is important

Capitalization of Titles – In a Nutshell

Depending on the style of capitalization of titles, you may capitalize all significant words or only the first word. If you choose the first option, then you should capitalize every word except the following:

• Articles – an, a, the, etc.
• Prepositions – of, in, on, etc.
• Coordinating conjunctions – but, or, and, etc.
• The word “to.”

Also, ensure you understand what the Style Guides, like APA style , MLA and Chicago style , s ay about capitalization before writing your paper.

Definition: Capitalization of titles and headings

The three main methods of capitalizing headings include sentence case, title case, and a combination of both sentence and title case.  All three have specific guidelines you should follow when using them.

It is essential to look out for any inconsistencies while using the different styles of capitalization of titles for your academic writing. Hence, always remain consistent to ensure your audience can easily follow through with your content. You must also understand that all proper nouns appearing in any headings should be capitalized.

Capitalization of titles and headings: The methods

Here is an in-depth look at the capitalization of titles methods you can use:

Method 1 – Title case

When using the title Case, you capitalize every significant word. This capitalization of titles style helps you understand what a powerful word is and what is not.

Generally, significant words are pronouns , nouns, adjectives , adverbs, and verbs; therefore, do not capitalize any prepositions , articles , or conjunctions .

Here is a table that gives examples of this method of capitalization of titles:

Method 2 – Sentence case

If you choose to use the sentence case, you only capitalize the first words. The table below shows examples of this capitalization of titles method:

Method 3 – Capitalization varies by methods

You can combine the two methods above in this capitalization of titles method. Here, you choose when to use a title case and when to format it with the sentence case. For example, you can use method 1 for chapter headings and 2 for lower-level headings and titles.

The table below shows examples of this method of capitalization of titles:

Capitalization titles and headings: Proper nouns

However, theories, models or schools of thought are not proper nouns, so you should not capitalize them in any of the styles of capitalization of titles. It would help if you only capitalized the scholar’s name when necessary.

Wrong: The Realist School

Correct: the realist school

Despite the capitalization of titles style, ensure you follow the grammar rules for using proper nouns. These constitute the name of organizations, people, and places and are always capitalized in headings, regardless of the writing style. For example, when writing the names of a country, like England, you must capitalize it regardless of your writing style.

Consistency is important

If you are wondering which option you should use for the capitalization of titles, we recommend using the title or sentence case for your headings. Both, title and sentence cases, are easier to follow and would not require you to make many choices of the words you should capitalize and those you should not. Additionally, using many capital letters may make it difficult to read the texts and follow through, especially when your headings are longer.

You should also remember the specific requirements for writing headings for the APA, MLA , and Chicago styles. This will ensure you use the method of capitalization of titles as required.

Why consistency is important

Whatever option you choose for capitalization of titles and headings, remember that consistency throughout your document matters. This applies to your main chapter headings and the supporting materials, including appendices , acknowledgements, abstracts, figures and tables, reference lists, or table of contents.

To remove any inconsistency that might result from your preferred capitalization of titles style, carefully analyze your take on the contents. You can use Microsoft Word to automatically generate your list and see all your headings in a list. Looking through headings together without any distractions will pinpoint any anomalies. Also, ensure that other components of your dissertation format and layout are consistent and relate to your headings.

What words should you capitalize when writing a thesis title?

Because a thesis statement is an argument or claims you write to defend your research, do not capitalize it. Only capitalize the words you should capitalize according to the English Grammar.

What can you capitalize on an MLA paper?

All the first words of titles and subtitles are capitalized in MLA format. For example, The Future Fair: A Fair for Everybody.

What is the difference in capitalization of titles and headings between APA, MLA, and Chicago?

In Chicago and MLA, all prepositions appear lowercase, regardless of length. However, in APA style, capitalize all four letters and longer words, even if they are prepositions.

How do you capitalize headings in the AP Stylebook?

Most people use the AP Stylebook to write media, journalism, and corporate communication content. In this capitalization of titles method, capitalize all words of four and more letters, even when they are prepositions.

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Capitalisation of "Section" and "Chapter" in a Ph.D. Thesis

I am submitting a Ph.D. thesis fairly soon and my supervisor has flagged my use of capitalisation in "Section" and "Chapter" as possibly incorrect. I have googled about a bit and I see mixed opinions.

So my question is, when writing a computer science Ph.D. thesis, what is the correct way to capitalise "Section", "Chapter", "Appendix", "Figure", "Table", ... ?

For example, what is the correct capitalisation for the following:

"In Chapter 3, it was shown that..."

"In the previous Section, a method was presented to..."

"The graph in Figure 3 shows..."

• 4 My flippant comment about this is to go with whatever your advisor tells you to do, assuming that s/he has given you an answer. ;) –  Irwin Apr 18, 2013 at 23:42

3 Answers 3

This seems correct. "Chapter 3" is the name of the third chapter. Names are capitalised.

This seems wrong. "Section" is not referring to the previous section by name, therefore no capital.

Correct. Same as the first example.

So the rule (I use) is, if it is a proper name, then use a capital. This means, if it is of the form "Section $n$", where $n$ is a number, then it needs a capital.

• 4 Exactly. Section~3 (remember the ~!) is a proper noun, the same rule holds for all words like theorem, lemma, item, equation, section, table, algorithm, etc. The tilde makes sure that the line doesn't break between "Theorem" and "3" (it's a no-break space character). –  Pål GD Apr 17, 2013 at 20:03
• 6 (assuming the OP is using a TeX system) –  Federico Poloni Apr 18, 2013 at 15:44
• 5 @Lii: Dave's answer follows standard English rules: proper nouns like "Section 3" are capitalized; common nouns like "the section" are not. This guidance is thus far from useless. –  aeismail Sep 6, 2013 at 11:08
• 7 My source is "native English speaker". –  Dave Clarke Sep 6, 2013 at 12:11
• 4 @GregKramida Why would that case be any different? I'd use the first version you propose. –  Dave Clarke Apr 20, 2015 at 19:18

It is a question of style. The most accepted custom is that given by Dave: you capitalize logical divisions if you refer to them by number.

However, I've never believed that there is any real logic behind that rule, other than emphasis. Identifying things by a number doesn't make them proper nouns: as an example, you don't commonly capitalize “page” as “see Page 10”…

• 4 Interesting example with "page". I see a small distinction between pages and sections: sections are intentional divisions into conceptual units, while page boundaries are much less meaningful, so it's natural to conceive of a section as more of a "thing" than a page is. However, it's not clear-cut. –  Anonymous Mathematician Apr 19, 2013 at 2:39

A search on Google Scholar reveals that both the forms

in chapter/section 3

in Chapter/Section 3

exist in published scientific articles.

For "chapter" the capitalised version seems to be a little more common. For "section" the capitalised version is much more common.

• 2 A lot of terrible/incorrect writing gets published and will be thrown up by Google. Doesn't mean it is correct! –  xadu Dec 7, 2021 at 5:07
• @xadu: Note that this search was in Google Scholar, so it only includes published academic articles. That doesn't necessarily make the practice non-terrible, of course, but it does indicate the current usage. –  Lii Dec 7, 2021 at 6:55
• 2 fair point about current usage. That said, Google Scholar does include material which has not been peer reviewed, such as arxiv postings etc. I'll argue that even published articles often have incorrect/inconsistent grammar. –  xadu Dec 7, 2021 at 13:19

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Regarding abbreviations in chapter/section titles in a technical text

What is common practice regarding the use of abbreviations in chapter/section titles in a technical text? Is it encouraged? Should it be avoided? Is it preferable to include the full name of the term in question AND its abbreviation? Does it depend on how recently the term was defined in the text? Let's assume that the abbreviation in question is not necessarily very broadly known.

By the way, I happen to believe that the use of abbreviations in the title of the work itself (e.g. a scientific paper or a PhD thesis) is unacceptable (but please correct me if I'm wrong). Section titles seems to me to be a bit of a gray zone, however.

For instance, what is preferable out of the following alternatives?

Section 1: The Streamline-Upwind Petrov-Galerkin method

Section 1: The SUPG method

Section 1: The Streamline-Upwind Petrov-Galerkin (SUPG) method

• abbreviations
• initialisms

I think the answer depends on how common the initialism "SUPG" is among your audience. I would rank your above examples second, then third, then first, in order of decreasing audience familiarity. If it's as familiar as "LOL" is to the general public, don't bother spelling it out. At the other extreme, if your work introduces the method name or the initialism, use your first example as the section title. If you intend on coining and using the initialism, introduce it in the body with "The Streamline-Upwind Petrov-Galerkin (SUPG) method" rather than in the section title.

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Doctoral Program | Student Spotlights

The Manhattanville University Doctoral Program in Educational Leadership is proud to announce Dr. Susan Joy Chester, Signature Pathway Cohort 12, is the recipient of the 2024 Distinguished Dissertation Research Award

Dissertation title:, from policy to practice: teacher sensemaking of  new york state’s culturally responsive-sustaining  education framework.

Drawing upon Weick's (1995) theory of sensemaking, this qualitative study describes how high school social studies teachers make meaning of culturally responsive-sustaining education as outlined in New York State's CR-SE framework. This study also examined how that sensemaking is reflected in social studies teachers' curricular and pedagogical decisions. Considering the current controversy surrounding diversity, equity, and inclusion work in school districts throughout the country, an examination of the issues surrounding implementation of the NYS CR-SE framework was needed. Through semi-structured interviews with 16 high school social studies teachers, I found that factors such as teachers' background and experiences, professional context, policy ambiguity, and discourse around CR-SE, influenced teacher sensemaking and decision making. Teachers expressed that while CR-SE is what good social studies teachers do, teaching has become “a minefield.” Conclusions include recommendations for schools, districts, boards of education and the NYS Education Department.

Susan Chester is the K-12 Supervisor of Humanities in the Eastchester School District, where she oversees English Language Arts and social studies curricula. Previously, she taught 6th and 7th grade social studies and served as the social studies department chair at the Hommocks Middle School in Mamaroneck. She is the president of the Westchester Lower Hudson Council for the Social Studies, a professional organization that supports social studies educators in the region. Susan earned her BA in Anthropology from Binghamton University, her MA in Social Studies Education from the University of South Florida, and her MS in Educational Leadership from Long Island University.

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MLA Titles | How to Format & Capitalize Source Titles

Published on April 2, 2019 by Courtney Gahan . Revised on March 5, 2024.

In MLA style , source titles appear either in italics or in quotation marks:

• Italicize the title of a self-contained whole (e.g. a book, film, journal, or website).
• Use  quotation marks around the title if it is part of a larger work (e.g. a chapter of a book, an article in a journal, or a page on a website).

All major words in a title are capitalized . The same format is used in the Works Cited list and in the text itself.

When you use the Scribbr MLA Citation Generator , the correct formatting and capitalization are automatically applied to titles.

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Table of contents

Capitalization in mla titles, punctuation in mla titles, titles within titles, exceptions to mla title formatting, sources with no title, abbreviating titles, titles in foreign languages, frequently asked questions about mla titles.

In all titles and subtitles, capitalize the first and last words, as well as any other principal words.

What to capitalize

What not to capitalize

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Use the same punctuation as appears in the source title. However, if there is a subtitle, separate it from the main title with a colon and a space, even if different (or no) punctuation is used in the source.

Example of a work with a subtitle

The exception is when the title ends in a question mark, exclamation point or dash, in which case you keep the original punctuation:

Sometimes a title contains another title—for example, the title of an article about a novel might contain that novel’s title.

For titles within titles, in general, maintain the same formatting as you would if the title stood on its own.

Titles and names that fall into the following categories are not italicized or enclosed in quotation marks:

• Scripture (e.g. the Bible, the Koran, the Gospel)
• Laws, acts and related documents (e.g. the Declaration of Independence, the Constitution , the Paris Agreement)
• Musical compositions identified by form, number and key (e.g. Beethoven’s Symphony no. 5 in C minor, op. 67)
• Conferences, seminars, workshops and courses (e.g. MLA Annual Convention)

Sections of a work

Words that indicate a particular section of a work are not italicized or placed within quotation marks. They are also not capitalized when mentioned in the text.

Examples of such sections include:

• introduction
• list of works cited
• bibliography

Introductions, prefaces, forewords and afterwords

Descriptive terms such as “introduction”, “preface”, “foreword” and “afterword” are capitalized if mentioned in an MLA in-text citation or in the Works Cited list, but not when mentioned in the text itself.

Example of descriptive term capitalization

In-text citation: (Brontë, Preface )

In text: In her preface to the work, added in a later edition, Brontë debates the morality of creating characters such as those featured in Wuthering Heights .

If there is a unique title for the introduction, preface, foreword or afterword, include that title in quotation marks instead of the generic section name when referencing the source in the Works Cited list or an in-text citation.

For sources with no title, a brief description of the source acts as the title.

Example of a source reference with no title

Follow these rules for capitalization:

• Capitalize the first word
• Capitalize proper nouns
• Ignore other MLA rules for capitalization

There are some exceptions to this general format: descriptions including titles of other works, such as comments on articles or reviews of movies; untitled short messages, like tweets; email messages; and untitled poems.

Exceptions to general format for sources with no title

If you need to mention the name of a work in the text itself, state the full title, but omit the subtitle.

If you need to refer to the work multiple times, you may shorten the title to something familiar or obvious to the reader. For example, Huckleberry Finn for The Adventures of Huckleberry Finn . If in doubt, prefer the noun phrase.

If the standalone abbreviation may not be clear, you can introduce it in parentheses, following the standard guidelines for abbreviations. For example, The Merchant of Venice ( MV ) . For Shakespeare and the Bible , there are well-established abbreviations you can use.

When you abbreviate a title, make sure you keep the formatting consistent. Even if the abbreviation consists only of letters, as in the MV example, it must be italicized or placed within quotation marks in the same way as it would be when written in full.

Abbreviating very long titles in the Works Cited list

Titles should normally be given in full in the Works Cited list, but if any of your sources has a particularly long title (often the case with older works), you can use an ellipsis to shorten it here. This is only necessary with extremely long titles such as the example below.

In the Works Cited list, if you are listing a work with a title in a language other than English, you can add the translated title in square brackets.

Example of a reference with a translated title

If you are using the foreign-language title in the text itself, you can also include the translation in parenthesis. For example, O Alquimista ( The Alchemist ) .

You don’t need to include a translation in your reference list or in the text if you expect your readers to be familiar with the original language. For example, you wouldn’t translate the title of a  French novel you were writing about in the context of a French degree.

Non-Latin script languages

For works in a language that does not use the Latin alphabet, such as Arabic, Chinese, Greek, Hebrew, Japanese, or Russian, be consistent with how you mention the source titles and also quotations from within them.

For example, if you choose to write a Russian title in the Cyrillic form, do that throughout the document. If you choose to use the Romanized form, stick with that. Do not alternate between the two.

Yes. MLA style uses title case, which means that all principal words (nouns, pronouns , verbs, adjectives , adverbs , and some conjunctions ) are capitalized.

This applies to titles of sources as well as the title of, and subheadings in, your paper. Use MLA capitalization style even when the original source title uses different capitalization .

In MLA style , book titles appear in italics, with all major words capitalized. If there is a subtitle, separate it from the main title with a colon and a space (even if no colon appears in the source). For example:

The format is the same in the Works Cited list and in the text itself. However, when you mention the book title in the text, you don’t have to include the subtitle.

The title of a part of a book—such as a chapter, or a short story or poem in a collection—is not italicized, but instead placed in quotation marks.

When a book’s chapters are written by different authors, you should cite the specific chapter you are referring to.

When all the chapters are written by the same author (or group of authors), you should usually cite the entire book, but some styles include exceptions to this.

• In APA Style , single-author books should always be cited as a whole, even if you only quote or paraphrase from one chapter.
• In MLA Style , if a single-author book is a collection of stand-alone works (e.g. short stories ), you should cite the individual work.
• In Chicago Style , you may choose to cite a single chapter of a single-author book if you feel it is more appropriate than citing the whole book.

The title of an article is not italicized in MLA style , but placed in quotation marks. This applies to articles from journals , newspapers , websites , or any other publication. Use italics for the title of the source where the article was published. For example:

Use the same formatting in the Works Cited entry and when referring to the article in the text itself.

The MLA Handbook is currently in its 9th edition , published in 2021.

This quick guide to MLA style  explains the latest guidelines for citing sources and formatting papers according to MLA.

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HS Baseball: Deposit-Hancock, Oneonta, Unatego/Franklin win Section 4 titles

Deposit-Hancock, Oneonta and Unatego/Franklin earned Section 4 baseball titles Friday.

A recap of the three championship games.

Class D: Deposit-Hancock 10, Elmira Notre Dame 0

Top-seeded Deposit-Hancock scored six runs in the third inning to go up nine on the way to a win in the Section 4 Class D title game at Windsor. The game was called after five innings because of the 10-run rule.

Blake Fortunato tossed a two-hitter for the Eagles that included six strikeouts and a walk. At the plate, he was 2-for-3, with two runs and three RBIs.

Lucas Barnes was 2-for-4 with a double and two runs. Zech Begeal contributed a 2-for-4 day with a run and two RBIs.

Jahmeire Keyser and Luke Richards had the hits for the third-seeded Crusaders (15-8).

Up Next : Deposit-Hancock (18-2) will face the Section 3 champion at 1 p.m. June 1 at Windsor in a regional final/state quarterfinal.

More: Corning captures Section 4 Class AAA baseball title behind Terwilliger's two-hitter

Class B: Oneonta 5, Waverly 3

Top-seeded Oneonta scored three runs in the fourth inning to break a scoreless tie and led the rest of the way in a victory in the Section 4 Class B championship game at Union-Endicott.

Nolan Stark scattered nine hits in a complete game for the Yellowjackets. He struck out 11 and walked two.

Stark and Britten Zeh had two hits each for Oneonta. Maddox Imperato drove in the game's first two runs with a single.

Joey Tomasso was 3-for-4 with a double and an RBI for second-seeded Waverly (16-6). Jay Pipher was 2-for-3 with a double, two runs and an RBI. Ben Shaw also had two hits.

Up Next : Oneonta (21-1) will play the Section 3 champion in the regional final at 3 p.m. June 1 at Onondaga Community College.

Class C: Unatego/Franklin 4, Trumansburg 0

Braeden Johnson tossed a no-hitter to lift fourth-seeded Unatego/Franklin to a 4-0 victory in the Class C title game at Union-Endicott. He struck out 12 and walked three.

Xander Johnson paced the Unatego/Franklin offense with a 3-for-3 effort that included two doubles, two runs and two RBIs.

Braeden Johnson was 2-for-3 with an RBI.

Garret Potter gave up three runs on eight hits over five innings for second-seeded Trumansburg. He struck out seven and walked two.

Up Next : Unatego/Franklin will play the Section 3 champion in a regional final at noon June 1 at Onondaga Community College.

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Biden-Harris Administration Leaders Announce Steps to Advance Offshore Wind Progress in Maryland

Memorandum of Understanding between BOEM and Maryland will strengthen efforts to meet President Biden’s historic clean energy goals

Date: Friday, June 7, 2024 Contact: [email protected]

ANNAPOLIS, Md. — As part of the Biden-Harris administration’s commitment to expand offshore wind opportunities and advance an all-of-government approach to address the climate crisis while creating good-paying jobs, the Department of the Interior today announced a Memorandum of Understanding (MOU) between the Bureau of Ocean Energy Management (BOEM) and the State of Maryland to support the coordinated development of wind energy generation offshore Maryland.  

Secretary of the Interior Deb Haaland, BOEM Director Elizabeth Klein and White House National Climate Advisor Ali Zaidi joined Governor Wes Moore to make the announcement at a signing ceremony in Annapolis. 

“Maryland will play an important role in helping achieve the Biden-Harris administration’s ambitious renewable energy goal of deploying 30 gigawatts of offshore wind energy capacity by 2030,” said Secretary Deb Haaland. “Today’s announcement represents another important step towards a clean, reliable energy future with good-paying jobs and economic opportunities that are accessible to communities across America.” 

“With today’s partnership agreement, the Biden-Harris administration accelerates our work in lock step with key state partners like Maryland to build the American offshore wind industry, cut energy costs for families, and create thousands of good-paying jobs, all while tackling the climate crisis,”  said President Biden’s National Climate Advisor Ali Zaidi.  “Thanks to President Biden’s vision and strong partnership with Maryland state and federal leaders, the Biden-Harris administration will continue to work closely with Maryland to responsibly develop additional areas for offshore wind leasing in the Central Atlantic and grow this industry. The Biden-Harris administration will continue to use every available tool to ensure American workers and communities reap the economic and environmental benefits of this growing industry in Maryland and across the country.” 

Under the MOU, BOEM and the State of Maryland will continue ongoing efforts to explore and identify potential areas for offshore wind leasing. BOEM will also continue to convene the Central Atlantic Intergovernmental Renewable Energy Task Force with the state and other stakeholders to enhance collaboration and address challenges associated with the siting of offshore wind leasing areas. These efforts will support and augment existing and planned coordination for developing offshore wind energy in the Central Atlantic. These collaborative efforts will help support a robust supply chain, yield greater economic return for Maryland and the United States, and create good-paying domestic jobs.

“BOEM is proud of our commitment to build a robust offshore wind industry that benefits communities and co-exists with other ocean uses,” said BOEM Director Klein . “This Memorandum of Understanding solidifies our partnership to collaborate on expanding the opportunities for offshore wind energy in the Central Atlantic.” 

In December 2023 , the Biden-Harris administration, including the Departments of the Interior, Defense, and Commerce, and the U.S. Coast Guard and National Aeronautics and Space Administration, joined U.S. Senators Ben Cardin and Chris Van Hollen and Governor Moore to announce a commitment to work jointly to evaluate additional areas off Maryland’s shores that could become wind energy areas and support the development of offshore wind projects.  

President Biden’s Investing in America agenda is growing the American economy from the middle out and bottom up – from rebuilding our nation’s infrastructure, to driving over $860 billion in private sector manufacturing and clean energy investments in the United States, to creating good paying jobs and building a clean energy economy that will combat the climate crisis and make our communities more resilient.  

Since the start of the Biden-Harris administration, the Department has approved the nation's first eight commercial scale offshore wind projects , held four offshore wind lease auctions – including a record-breaking sale offshore New York and New Jersey, a sale offshore the Carolinas, and the first-ever sales offshore the Pacific and Gulf Coasts – and advanced the process to establish additional Wind Energy Areas in Oregon, the Gulf of Maine and the Central Atlantic. The Department has also taken steps to grow a sustainable offshore wind industry by encouraging the use of project labor agreements, strengthening workforce training, bolstering a domestic supply chain, and through enhanced engagement with Tribes, fisheries, underserved communities and ocean users. 

For more information about offshore wind activities in the Central Atlantic, please visit BOEM’s website . 

Secretary Haaland Highlights Locally and Tribally Led Conservation Efforts in Southern California

Biden-Harris Administration Announces $71 Million Through President’s Investing in America Agenda…

Interior Department Proposes Offshore Wind Sales in Oregon, Gulf of Maine

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Fairport wins back-to-back Section V baseball titles with win over Rush-Henrietta

Jackson Rucker . Matthew Bartusek . Sam Roselli and the rest of the Fairport baseball team, including Sam Miller, the Section V regular season Class AAA Most Valuable Player, all had appointments Saturday morning.

And as of 11 p.m. Friday, maybe until midnight, they all were still up.

The appointment was early, a 10 a.m. practice, not to swing bats, field groundballs then throw or pitch and catch, but to lift weights.

Were the Red Raiders thrilled about this? Yes, because that meant two days short of Memorial Day their season, now in a loss-means-elimination-from-the-postseason-mode, was still on.

It's a good bet the Red Raiders showed up at Fairport High with smiles on their faces after they won the Section V Class AAA championship when they defeated Rush-Henrietta 6-3 in the tournament final Friday night.

Fairport also won a Section V championship last season.

"This is huge," Rucker said among friends, family and parents, who posed and took pictures after the game at Innovative Field. "The biggest thing is that we still get to play together.

"It's about get to the next practice,"

Play of the game

The bases were loaded in the bottom of the sixth by Fairport, ahead 3-2. Rucker hit a single that drove home two teammates and a throw that got away allowed a third baserunner to score. The Red Raiders were ahead by four runs and Rush-Henrietta down to one guaranteed set of at-bats.

Player of the game

Sam Roselli , Fairport right fielder. Roselli was named the game's MVP after the sophomore gave the Red Raiders a 2-0 lead in the bottom of the fourth with a two-run double.

By the numbers

3 - Fairport's lead after Matthew Bartusek put down a bunt where Roselli could reach home plate and score in the fourth.

4 - Red Raiders who scored a run and had a hit: William Stanek , Sam Miller , Rucker and Roselli.

2 - Runs allowed, both earned, by Miller as Fairport's starting pitcher in five innings. The Royal Comets had 3 hits, 6 walks, but 13 strikeouts against Miller on the mound.

3 - Number of times Rush-Henrietta half-innings ended with the bases loaded.

0 - Wins the Royal Comets (9-13) had after the team's first seven games. Their turnaround included wins over Honeoye Falls-Lima, Webster Schroeder and Webster Thomas.

3 - Royal Comets who had a run batted in the sectional final: Oliver Wright , Austin Yageric and Quentin Grimes .

2 - Hits by Yageric.

They said it

"We were 0-7 (pause). The kids came to practice every day, they worked their tails off. They never thought there was anyone (another team) they couldn't play with (and win). We lost a lot of close games. Moral victories got old after awhile, but they stuck with me." – Rush-Henrietta coach Brad Basal

"But we're not done. We have a lot more to do," – Fairport first baseman Will Bartusek

"I knew we were going to be back," – Fairport right fielder Sam Roselli

"If you take it a day a time, work hard, that'll get you on a good path to where you want to go," – Fairport shortstop Jackson Rucker

"We'll be ready for it," Rucker said after the final out of the championship game about Fairport's next practice.

What's next

Fairport advances to the Class AAA state tournament regional round, where the Monroe County league member takes on the Section VI champion, either Niagara Falls or Lancaster, at 7 p.m. June 1 at Grand Island High.