origin name thesis

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Doctor doom's new origin is a groundbreaking change ahead of his mcu debut.

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Thor's Kingdom Was Destroyed By A Marvel Hero, Not Ragnarok (in Comics)

Doctor doom names the 1 villain he actually respects (& mcu fans need to hear it), "you think this letter on my head stands for france": marvel gives new meaning to captain america's most controversial quote.

Marvel has begun to reveal the new origin story of Doctor Doom , making huge changes to the story of the iconic nemesis of the Fantastic Four . Doom has long been Marvel's most imposing character - a self-aggrandizing genius whose will is equal to any task except treating others as his equals. Now, however, Marvel is introducing a tragic new take on the Latverian dictator.

In a preview of Ultimates #4 shared by SlashFilm.com , fans finally get to see Doctor Doom's origin in Marvel's new Ultimate Universe continuity . The comic breaks up Doom's life into four time periods, with a panel from each appearing on each page. In this world, Doctor Doom is a version of Reed Richards whose family the Fantastic Four were killed .

The issue ends with the tease that Doom has been injured in an experiment , with the suggestion he traveled back in time to save his family and tragically failed. This is a new, far more sympathetic version of Doom for Marvel to introduce, especially in the context of Robert Downey Jr.'s return to the MCU as the character.

Fans have seen Doom experimenting with mice in the comics so far, with the vermin possessing the powers of the Fantastic Four. The relevance of these experiments will likely be revealed in this latest issue, given the mice appear on the cover.

Fans had assumed the Maker simply killed Reed's family, but now it appears he may have manipulated Reed into blaming himself.

Doctor Doom Already Revealed How He'd Kill Wolverine (Using the Secret Weakness of His Adamantium Skeleton)

A confrontation between Doctor Doom and Wolverine made it clear that Doom knows exactly where to target the mutant to put him down for good.

Reed Richards Becomes Doctor Doom In New Ultimate Universe Continuity

Mister fantastic's hero career was brutally sabotaged.

The Ultimate Universe was introduced in 2023's Ultimate Invasion by Jonathan Hickman and Bryan Hitch. There, the super-genius villain known as the Maker decided to use his advanced tech (including time travel) to bend an entire reality to his will. Maker traveled to Earth-6160 and, using his extensive knowledge of Marvel's mainstream timeline, altered events so that he became the unopposed ruler of the planet. Maker made sure that any hero who could stand against him was either corrupted, killed or never gained powers. However, he saved the darkest fate for this world's Reed Richards.

After the death of his family as engineered by the Maker, Reed was imprisoned as the dictator's pet inventor, working on various tools to aid him in conquering the Earth. It was only when Howard Stark struck out against the Maker that Doom saw his chance to act, turning against his master and locking the villain in a time-prison for two years - hopefully long enough for Tony Stark's Ultimates to destroy his power base ahead of his return.

Writer Deniz Camp had previously teased on X that Ultimates #4 would offer fans insight into Downey Jr.'s return to the MCU, but has since made it clear his initial message was a joke.

However, given how much the original Ultimate Universe inspired the MCU and how many times Doom has appeared on film before, it's entirely possible the movie creators will choose to incorporate elements of this new Doom at a later date.

ULTIMATES Confirms Full Roster of Marvel's New, Modernized Avengers (Powers & Origins Explained)

Marvel Comics' new Ultimate Universe unveiled the official full roster of the Ultimates, a modernized Avengers - their powers & origins, explained!

However, while fans know that the Fantastic Four are dead and that Doom was imprisoned by the Maker, that's really all they know. Nothing so far has revealed why Reed took the name Doctor Doom, why he wears his mask, or what actually happened to his family. Fans had assumed the Maker simply killed them on arrival, but it now seems that he let some version of the Fantastic Four's traditional origin go ahead, likely in order to make Reed feel responsible for their deaths .

The Fantastic Four aren't the only heroes the Maker killed off, with his victims including Fantastic Four allies Black Bolt and the Sentry . Sadly, in trying to return the powers of the heroes whose origins were changed by the Maker, Tony also caused the deaths of several heroes including Captain Marvel, who couldn't control her powers without a lifetime of experience.

This issue will reveal what happened to Reed Richards to turn him into Doctor Doom, as well as the torture he suffered at the Maker's hands and the ways he has been trying to reclaim his sense of self now that he's free. But if Doom is himself trying to change the timeline, can the Ultimates actually trust him to help them stop the Maker , or does this new Doctor Doom have plans of his own?

Facing off against Mister Fantastic, the Maker asked if he'd erase him from history, given the chance. Reed said "Yes," and now it seems the Maker is having his revenge.

Doctor Doom's Life Was Destroyed by One Word from Reed Richards

The maker is paying back a major insult.

Easily the most complicated aspect of the new Doctor Doom's existence is that there are actually three versions of Reed Richards involved, since the Maker is also a version of Reed from another reality:

In 2000, Marvel launched its first version of the Ultimate Universe , telling edgy, modern stories of its most famous heroes free of their prior history. One of the big twists of this original Ultimate Universe was that the teenage Reed Richards eventually became a villain, renaming himself the Maker and abandoning human morality in favor of extreme experimentation of the human form. The Maker caused a civil war in America by assassinating various political figures including the president and slew the gods of Asgard, eventually escaping out into the multiverse.

Thor's homeworld Asgard has seen Ragnarok come and go but the Ultimate Asgard met its end at the hands of Reed Richards and his Children of Tomorrow

For years, the Maker was a recurring villain across Marvel Comics, but he eventually fell afoul of the original Mister Fantastic. This original version of Reed locked the Maker away in a prison on Earth-616, only for the villain to escape in 2023's Ultimate Invasion , kicking off Marvel's new Ultimate Universe initiative , set in its own reality (the world whose timeline the Maker has rewritten.) Before he escaped Earth-616, Maker asked Mister Fantastic to honestly answer whether he'd wipe him from history if he could, and the Fantastic Four's leader admitted that if he had the chance, he would.

Mister Fantastic's insult to the Maker is even more significant given he once had the opportunity to erase the original Doctor Doom's mind in Hickman's Fantastic Four run, but ultimately chose not to. This suggests he hates and/or fears the Maker even more than his lifelong nemesis.

The Maker told Mister Fantastic he'd remember the insult, and it seems that his torture of the Reed who has become Doctor Doom is a form of revenge, both against the original Reed who imprisoned him and also likely out of self-loathing for how he destroyed his own friendships and family - if the Maker can't have his Fantastic Four, then no other Reed can either. It's also possible that Maker pushed this latest Reed into the Doctor Doom persona in a cruel mockery of the original Reed, for who the villain has always been a deadly enemy.

Doctor Doom is considered Marvel Comics' greatest villain by many, but even the scion of Latvia recognizes the threat posed by this MCU enemy.

Doctor Doom Is the Ultimate Universe's Most Fascinating Character for One Reason

Reed is trapped fighting himself in a multiversal hall of mirrors.

The new Ultimate Universe has been a fascinating read so far, not least because of how The Ultimates is handling its publishing schedule . Each issue represents another month of in-world time, moving closer to the Maker escaping from his prison and returning to destroy Tony and Doom's Ultimates. The series also contains subtle parallels to the original Ultimate Universe, with key moments, dialogue and plot beats being given a new twist. Even without knowing it, characters like Captain America and Hulk are living out dark reflections of their previous Ultimate Universe canon.

In the original Ultimate Universe, Captain America said one very controversial line that has been given a perfect twist in the new Ultimate Universe.

This is especially interesting in Doctor Doom's case because the character he's a dark reflection of is still around and acting as the big bad of this entire universe. Doom is the only character who can actually see what happened to 'him' before and make decisions based on what he sees. The Ultimates has done an admirable job of avoiding becoming too overt or meta in the way it's in conversation with the prior Ultimate Universe, while still trapping this new Reed Richards in a house of mirrors where his entire life was torn to shreds by his own variant. More than any other hero, Marvel's new Doctor Doom can't deny the knowledge of his own capacity for evil.

The fight between Maker and Doom (and the original Mister Fantastic's part in it) asks dark, complex questions about identity, playing with what it means to be 'Reed Richards' or 'Doctor Doom,' especially in a reality where those names can belong to the same person. It's going to be particularly interesting to see how Doctor Doom's loyalties lie in relation to the Ultimates, given the pattern set by the Maker is for him to betray everyone in a major and irredeemable way. Doctor Doom 's dark new origin is the latest sign that the creative team behind Ultimates are at the top of their game, with the issue set to reveal what happened to the Fantastic Four in this new reality.

Ultimates #4 is coming September 4, 2024.

Source: Devin Meenan, SlashFilm.com , Deniz Camp

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Definition of thesis

Did you know.

In high school, college, or graduate school, students often have to write a thesis on a topic in their major field of study. In many fields, a final thesis is the biggest challenge involved in getting a master's degree, and the same is true for students studying for a Ph.D. (a Ph.D. thesis is often called a dissertation ). But a thesis may also be an idea; so in the course of the paper the student may put forth several theses (notice the plural form) and attempt to prove them.

Examples of thesis in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'thesis.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

in sense 3, Middle English, lowering of the voice, from Late Latin & Greek; Late Latin, from Greek, downbeat, more important part of a foot, literally, act of laying down; in other senses, Latin, from Greek, literally, act of laying down, from tithenai to put, lay down — more at do

14th century, in the meaning defined at sense 3a(1)

Dictionary Entries Near thesis

the sins of the fathers are visited upon the children

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Cite this Entry

“Thesis.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/thesis. Accessed 30 Aug. 2024.

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Meaning and Origin

What does the name Thesis mean? Keep reading to find the user submitted meanings, dictionary definitions, and more.

User Submitted Origins

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• A position or proposition which a person advances and offers to maintain, or which is actually maintained by argument.
• Hence, an essay or dissertation written upon specific or definite theme; especially, an essay presented by a candidate for a diploma or degree."I told them of the grave, becoming, and sublime deportment they should assume upon this mystical occasion, and read them two homilies and a thesis of my own composing, to prepare them." [ Goldsmith. ]
• [ Logic ] An affirmation, or distinction from a supposition or hypothesis.
• [ Mus ] The accented part of the measure, expressed by the downward beat; -- the opposite of arsis .
• The depression of the voice in pronouncing the syllables of a word.
• The part of the foot upon which such a depression falls.

Etymology: L., fr. Gr. �, fr. � to place, set. See Do , and cf. Anathema Apothecary Epithet Hypothesis Parenthesis Theme Tick a cover

• A treatise advancing a new point of view resulting from research; usually a requirement for an advanced academic degree Synonyms: dissertation
• An unproved statement put forward as a premise in an argument

Borrowed from Latin thesis , from Ancient Greek θέσις (thésis, “a proposition, a statement, a thing laid down, thesis in rhetoric, thesis in prosody”).

• A statement supported by arguments.
• A written essay, especially one submitted for a university degree.
• (logic) An affirmation, or distinction from a supposition or hypothesis.
• (music) The accented part of the measure, expressed by the downward beat; the opposite of arsis.
• (poetry) The depression of the voice in pronouncing the syllables of a word.
• (poetry) The part of the metrical foot upon which such a depression falls.

thesis was also found in the following language(s): Dutch and Latin

Where is the name Thesis popular?

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Interest is based how many people viewed this name from each country and is scaled based on the total views by each country so that large countries do not always show the most interest. Darker blue on the map indicates that people in the country are more likely to search for this name.

Longer bars in the bar graph indicate that people in the country are more interested in the name. Not all countries that have shown an interest in the name are listed in the bar graph.

Fun Facts about the name Thesis

• When was the first name Thesis first recorded in the United States? The oldest recorded birth by the Social Security Administration for the name Thesis is Friday, July 3rd, 1903.
• How unique is the name Thesis? From 1880 to 2023 less than 5 people per year have been born with the first name Thesis. Hoorah! You are a unique individual.
• Weird things about the name Thesis: The name spelled backwards is Siseht . A random rearrangement of the letters in the name (anagram) will give Ihsest . How do you pronounce that?
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Past life for Thesis born Jul 13, 1978

I do not know how you feel about it, but you were a male in your last earthly incarnation. You were born somewhere around the territory of USA South-East approximately on 1600 . Your profession was jeweler and watch-maker .

You were always involved with all new things. You have always loved changes, especially in art, music, cooking. There is the invisible connection between material and spiritual world. Your lesson - to search, to find and to use this bridge.

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thesis (n.)

late 14c., "unaccented syllable or note, a lowering of the voice in music," from Latin thesis "unaccented syllable in poetry," later (and more correctly) "stressed part of a metrical foot," from Greek thesis "a proposition," also "downbeat" (in music), originally "a setting down, a placing, an arranging; position, situation" (from reduplicated form of PIE root *dhe- "to set, put").

The sense in logic of "a formulation in advance of a proposition to be proved or debated" is attested by 1570s (contrasted to hypothesis ; in rhetoric it is opposed to antithesis ); that of "dissertation presented by a candidate for a university degree" is from 1650s. The uncertainty of the prosodic sense might have kept it from being established in English. Related: Thetic ; thetical ; thetically .

Entries linking to thesis

*dhē- , Proto-Indo-European root meaning "to set, put."

It forms all or part of: abdomen ; abscond ; affair ; affect (v.1) "make a mental impression on;" affect (v.2) "make a pretense of;" affection ; amplify ; anathema ; antithesis ; apothecary ; artifact ; artifice ; beatific ; benefice ; beneficence ; beneficial ; benefit ; bibliothec ; bodega ; boutique ; certify ; chafe ; chauffeur ; comfit ; condiment ; confection ; confetti ; counterfeit ; deed ; deem ; deface ; defeasance ; defeat ; defect ; deficient ; difficulty ; dignify ; discomfit ; do (v.); doom ; -dom ; duma ; edifice ; edify ; efface ; effect ; efficacious ; efficient ; epithet ; facade ; face ; facet ; facial ; -facient ; facile ; facilitate ; facsimile ; fact ; faction (n.1) "political party;" -faction ; factitious ; factitive ; factor ; factory ; factotum ; faculty ; fashion ; feasible ; feat ; feature ; feckless ; fetish ; -fic ; fordo ; forfeit ; -fy ; gratify ; hacienda ; hypothecate ; hypothesis ; incondite ; indeed ; infect ; justify ; malefactor ; malfeasance ; manufacture ; metathesis ; misfeasance ; modify ; mollify ; multifarious ; notify ; nullify ; office ; officinal ; omnifarious ; orifice ; parenthesis ; perfect ; petrify ; pluperfect ; pontifex ; prefect ; prima facie ; proficient ; profit ; prosthesis ; prothesis ; purdah ; putrefy ; qualify ; rarefy ; recondite ; rectify ; refectory ; sacrifice ; salmagundi ; samadhi ; satisfy ; sconce ; suffice ; sufficient ; surface ; surfeit ; synthesis ; tay ; ticking (n.); theco- ; thematic ; theme ; thesis ; verify .

It is the hypothetical source of/evidence for its existence is provided by: Sanskrit dadhati "puts, places;" Avestan dadaiti "he puts;" Old Persian ada "he made;" Hittite dai- "to place;" Greek tithenai "to put, set, place;" Latin facere "to make, do; perform; bring about;" Lithuanian dėti "to put;" Polish dziać się "to be happening;" Russian delat' "to do;" Old High German tuon , German tun , Old English don "to do."

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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 noun

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What does the noun thesis mean?

There are seven meanings listed in OED's entry for the noun thesis . See ‘Meaning & use’ for definitions, usage, and quotation evidence.

thesis has developed meanings and uses in subjects including

Entry status

OED is undergoing a continuous programme of revision to modernize and improve definitions. This entry has not yet been fully revised.

How common is the noun thesis ?

How is the noun thesis pronounced?

British english, u.s. english, where does the noun thesis come from.

Earliest known use

Middle English

The earliest known use of the noun thesis is in the Middle English period (1150—1500).

OED's earliest evidence for thesis is from before 1398, in a translation by John Trevisa, translator.

thesis is a borrowing from Greek.

Etymons: Greek θέσις .

Nearby entries

• thesaurus, n. 1823–
• thesaury, n. a1639–1708
• these, n. a1600–48
• these, pron. & adj. Old English–
• Thesean, adj. 1815–
• Theseid, n. 1725–
• Theseium, n. 1819–
• these-like, adj. 1644–
• thesial, adj. 1654
• thesicle, n. 1863–
• thesis, n. a1398–
• thesis-novel, n. 1934–
• thesis-play, n. 1902–
• thesmophilist, n. 1644–
• Thesmophorian, adj. 1891–
• Thesmophoric, adj. 1788–
• thesmothete, n. 1603–
• thesocyte, n. 1887–
• thesp, n. 1962–
• Thespian, adj. & n. 1675–
• Thespianism, n. 1914–

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Meaning & use

Pronunciation, compounds & derived words, entry history for thesis, n..

thesis, n. was first published in 1912; not yet revised.

thesis, n. was last modified in December 2023.

Revision of the OED is a long-term project. Entries in oed.com which have not been revised may include:

• corrections and revisions to definitions, pronunciation, etymology, headwords, variant spellings, quotations, and dates;
• new senses, phrases, and quotations which have been added in subsequent print and online updates.

Revisions and additions of this kind were last incorporated into thesis, n. in December 2023.

Earlier versions of this entry were published in:

OED First Edition (1912)

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• View thesis in OED Second Edition

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

How to Write a Thesis Statement | 4 Steps & Examples

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

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

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

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

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

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Table of contents

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

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

The best thesis statements are:

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

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

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

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

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

For example, you might ask:

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

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

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

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

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

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

A strong thesis statement should tell the reader:

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

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

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

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

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

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

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

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

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

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

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

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

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

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McCombes, S. (2023, August 15). How to Write a Thesis Statement | 4 Steps & Examples. Scribbr. Retrieved August 29, 2024, from https://www.scribbr.com/academic-essay/thesis-statement/

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The U.S. Census Bureau must adhere to the 1997 Office of Management and Budget (OMB) standards on race and ethnicity which guide the Census Bureau in classifying written responses to the race question .

This categorization includes a taxonomy in 6 classes: White , Black or African American , American Indian or Alaska Native , Asian , Hispanic or Latino and Native Hawaiian or Other Pacific Islander .

For example, for the name Keith Haring in the United States , the most likely given US race ethnicity is White, non latino , with a probability of 65.68%. The second most likely given race ethnicity is Black, non latino .

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For example, the name Keith Haring returns Americas and more specifically Northern America as the region of residence. The United States is the most probable country of residence with a probability of 55.16% and New Zealand is the alternative country of residence.

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Thesis Name Meaning: What Makes It Stand Out

The name Thesis evokes cheerfulness, expectation and honesty.

Letter Analysis

Life Lesson & Challenge: In the case of the name Thesis, since the first vowel is 'E', the life lesson has to do with this person taking better care of their own ways to motivate themselves, whilst the life challenge deals with fighting to achieve social status.

Spirituality Charge: Impressive

Name Numerology

Thesis Name Numerology: 8

Blessed Careers: Business Services, Computing, Medical Services or similar.

Name Number 8 Qualities

Love Aspects of Name Number 8

Name Compatibility

The name Thesis is suitable for first names with either of the initials P, X & C, but at the same time, is not well placed next to last names beginning with Z, F & R.

Letter & Numerology Insights

The Cornerstone: T

The Capstone: S

Entourage Insight

This name attracts people who appreciate willpower and elegance, also, one should avoid people who are melodramatic and backstabbing.

Name Vibration

On the consciousness scale, the name Thesis echoes the emotional energy of Desire.

Thesis Name Symbols

Name Color: Pink

Lucky numbers

Odd or Even Year?

Lucky Weekday: Monday

Favorable Month: May

Lucky Gemstone: Emerald

Animal Spirit: Owl

Plant Spirit: Bird of paradise flower

Sign Language

Eida Goodman

There's more..., destiny number meaning: what it means for your life, life path numerology: discover the invisible forces in your life, name numerology: the personality meaning of each letter, the life path numbers in romance: what kind of lover are you.

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Home » Thesis – Structure, Example and Writing Guide

Thesis – Structure, Example and Writing Guide

Table of contents.

Definition:

Thesis is a scholarly document that presents a student’s original research and findings on a particular topic or question. It is usually written as a requirement for a graduate degree program and is intended to demonstrate the student’s mastery of the subject matter and their ability to conduct independent research.

History of Thesis

The concept of a thesis can be traced back to ancient Greece, where it was used as a way for students to demonstrate their knowledge of a particular subject. However, the modern form of the thesis as a scholarly document used to earn a degree is a relatively recent development.

The origin of the modern thesis can be traced back to medieval universities in Europe. During this time, students were required to present a “disputation” in which they would defend a particular thesis in front of their peers and faculty members. These disputations served as a way to demonstrate the student’s mastery of the subject matter and were often the final requirement for earning a degree.

In the 17th century, the concept of the thesis was formalized further with the creation of the modern research university. Students were now required to complete a research project and present their findings in a written document, which would serve as the basis for their degree.

The modern thesis as we know it today has evolved over time, with different disciplines and institutions adopting their own standards and formats. However, the basic elements of a thesis – original research, a clear research question, a thorough review of the literature, and a well-argued conclusion – remain the same.

Structure of Thesis

The structure of a thesis may vary slightly depending on the specific requirements of the institution, department, or field of study, but generally, it follows a specific format.

Here’s a breakdown of the structure of a thesis:

This is the first page of the thesis that includes the title of the thesis, the name of the author, the name of the institution, the department, the date, and any other relevant information required by the institution.

This is a brief summary of the thesis that provides an overview of the research question, methodology, findings, and conclusions.

This page provides a list of all the chapters and sections in the thesis and their page numbers.

Introduction

This chapter provides an overview of the research question, the context of the research, and the purpose of the study. The introduction should also outline the methodology and the scope of the research.

Literature Review

This chapter provides a critical analysis of the relevant literature on the research topic. It should demonstrate the gap in the existing knowledge and justify the need for the research.

Methodology

This chapter provides a detailed description of the research methods used to gather and analyze data. It should explain the research design, the sampling method, data collection techniques, and data analysis procedures.

This chapter presents the findings of the research. It should include tables, graphs, and charts to illustrate the results.

This chapter interprets the results and relates them to the research question. It should explain the significance of the findings and their implications for the research topic.

This chapter summarizes the key findings and the main conclusions of the research. It should also provide recommendations for future research.

This section provides a list of all the sources cited in the thesis. The citation style may vary depending on the requirements of the institution or the field of study.

This section includes any additional material that supports the research, such as raw data, survey questionnaires, or other relevant documents.

How to write Thesis

Here are some steps to help you write a thesis:

• Choose a Topic: The first step in writing a thesis is to choose a topic that interests you and is relevant to your field of study. You should also consider the scope of the topic and the availability of resources for research.
• Develop a Research Question: Once you have chosen a topic, you need to develop a research question that you will answer in your thesis. The research question should be specific, clear, and feasible.
• Conduct a Literature Review: Before you start your research, you need to conduct a literature review to identify the existing knowledge and gaps in the field. This will help you refine your research question and develop a research methodology.
• Develop a Research Methodology: Once you have refined your research question, you need to develop a research methodology that includes the research design, data collection methods, and data analysis procedures.
• Collect and Analyze Data: After developing your research methodology, you need to collect and analyze data. This may involve conducting surveys, interviews, experiments, or analyzing existing data.
• Write the Thesis: Once you have analyzed the data, you need to write the thesis. The thesis should follow a specific structure that includes an introduction, literature review, methodology, results, discussion, conclusion, and references.
• Edit and Proofread: After completing the thesis, you need to edit and proofread it carefully. You should also have someone else review it to ensure that it is clear, concise, and free of errors.
• Submit the Thesis: Finally, you need to submit the thesis to your academic advisor or committee for review and evaluation.

Example of Thesis

Example of Thesis template for Students:

Title of Thesis

Table of Contents:

Chapter 1: Introduction

Chapter 2: Literature Review

Chapter 3: Research Methodology

Chapter 4: Results

Chapter 5: Discussion

Chapter 6: Conclusion

References:

Appendices:

Note: That’s just a basic template, but it should give you an idea of the structure and content that a typical thesis might include. Be sure to consult with your department or supervisor for any specific formatting requirements they may have. Good luck with your thesis!

Application of Thesis

Thesis is an important academic document that serves several purposes. Here are some of the applications of thesis:

• Academic Requirement: A thesis is a requirement for many academic programs, especially at the graduate level. It is an essential component of the evaluation process and demonstrates the student’s ability to conduct original research and contribute to the knowledge in their field.
• Career Advancement: A thesis can also help in career advancement. Employers often value candidates who have completed a thesis as it demonstrates their research skills, critical thinking abilities, and their dedication to their field of study.
• Publication : A thesis can serve as a basis for future publications in academic journals, books, or conference proceedings. It provides the researcher with an opportunity to present their research to a wider audience and contribute to the body of knowledge in their field.
• Personal Development: Writing a thesis is a challenging task that requires time, dedication, and perseverance. It provides the student with an opportunity to develop critical thinking, research, and writing skills that are essential for their personal and professional development.
• Impact on Society: The findings of a thesis can have an impact on society by addressing important issues, providing insights into complex problems, and contributing to the development of policies and practices.

Purpose of Thesis

The purpose of a thesis is to present original research findings in a clear and organized manner. It is a formal document that demonstrates a student’s ability to conduct independent research and contribute to the knowledge in their field of study. The primary purposes of a thesis are:

• To Contribute to Knowledge: The main purpose of a thesis is to contribute to the knowledge in a particular field of study. By conducting original research and presenting their findings, the student adds new insights and perspectives to the existing body of knowledge.
• To Demonstrate Research Skills: A thesis is an opportunity for the student to demonstrate their research skills. This includes the ability to formulate a research question, design a research methodology, collect and analyze data, and draw conclusions based on their findings.
• To Develop Critical Thinking: Writing a thesis requires critical thinking and analysis. The student must evaluate existing literature and identify gaps in the field, as well as develop and defend their own ideas.
• To Provide Evidence of Competence : A thesis provides evidence of the student’s competence in their field of study. It demonstrates their ability to apply theoretical concepts to real-world problems, and their ability to communicate their ideas effectively.
• To Facilitate Career Advancement : Completing a thesis can help the student advance their career by demonstrating their research skills and dedication to their field of study. It can also provide a basis for future publications, presentations, or research projects.

When to Write Thesis

The timing for writing a thesis depends on the specific requirements of the academic program or institution. In most cases, the opportunity to write a thesis is typically offered at the graduate level, but there may be exceptions.

Generally, students should plan to write their thesis during the final year of their graduate program. This allows sufficient time for conducting research, analyzing data, and writing the thesis. It is important to start planning the thesis early and to identify a research topic and research advisor as soon as possible.

In some cases, students may be able to write a thesis as part of an undergraduate program or as an independent research project outside of an academic program. In such cases, it is important to consult with faculty advisors or mentors to ensure that the research is appropriately designed and executed.

It is important to note that the process of writing a thesis can be time-consuming and requires a significant amount of effort and dedication. It is important to plan accordingly and to allocate sufficient time for conducting research, analyzing data, and writing the thesis.

Characteristics of Thesis

The characteristics of a thesis vary depending on the specific academic program or institution. However, some general characteristics of a thesis include:

• Originality : A thesis should present original research findings or insights. It should demonstrate the student’s ability to conduct independent research and contribute to the knowledge in their field of study.
• Clarity : A thesis should be clear and concise. It should present the research question, methodology, findings, and conclusions in a logical and organized manner. It should also be well-written, with proper grammar, spelling, and punctuation.
• Research-Based: A thesis should be based on rigorous research, which involves collecting and analyzing data from various sources. The research should be well-designed, with appropriate research methods and techniques.
• Evidence-Based : A thesis should be based on evidence, which means that all claims made in the thesis should be supported by data or literature. The evidence should be properly cited using appropriate citation styles.
• Critical Thinking: A thesis should demonstrate the student’s ability to critically analyze and evaluate information. It should present the student’s own ideas and arguments, and engage with existing literature in the field.
• Academic Style : A thesis should adhere to the conventions of academic writing. It should be well-structured, with clear headings and subheadings, and should use appropriate academic language.

Advantages of Thesis

There are several advantages to writing a thesis, including:

• Development of Research Skills: Writing a thesis requires extensive research and analytical skills. It helps to develop the student’s research skills, including the ability to formulate research questions, design and execute research methodologies, collect and analyze data, and draw conclusions based on their findings.
• Contribution to Knowledge: Writing a thesis provides an opportunity for the student to contribute to the knowledge in their field of study. By conducting original research, they can add new insights and perspectives to the existing body of knowledge.
• Preparation for Future Research: Completing a thesis prepares the student for future research projects. It provides them with the necessary skills to design and execute research methodologies, analyze data, and draw conclusions based on their findings.
• Career Advancement: Writing a thesis can help to advance the student’s career. It demonstrates their research skills and dedication to their field of study, and provides a basis for future publications, presentations, or research projects.
• Personal Growth: Completing a thesis can be a challenging and rewarding experience. It requires dedication, hard work, and perseverance. It can help the student to develop self-confidence, independence, and a sense of accomplishment.

Limitations of Thesis

There are also some limitations to writing a thesis, including:

• Time and Resources: Writing a thesis requires a significant amount of time and resources. It can be a time-consuming and expensive process, as it may involve conducting original research, analyzing data, and producing a lengthy document.
• Narrow Focus: A thesis is typically focused on a specific research question or topic, which may limit the student’s exposure to other areas within their field of study.
• Limited Audience: A thesis is usually only read by a small number of people, such as the student’s thesis advisor and committee members. This limits the potential impact of the research findings.
• Lack of Real-World Application : Some thesis topics may be highly theoretical or academic in nature, which may limit their practical application in the real world.
• Pressure and Stress : Writing a thesis can be a stressful and pressure-filled experience, as it may involve meeting strict deadlines, conducting original research, and producing a high-quality document.
• Potential for Isolation: Writing a thesis can be a solitary experience, as the student may spend a significant amount of time working independently on their research and writing.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Experiences of a London PhD student and beyond

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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On the origin of theses

By Peter Hall

14 October 1995

IN THE mid-1970s, when I was a postdoc at Michigan State University, I became fascinated by a large wall chart displayed in the foyer of the chemistry building. It showed the academic “family trees” of all faculty members, based on the chain of supervision of doctoral research. Such charts lead back from each newly fledged PhD to his or her professor or research supervisor, and so on back through history. Many of the older names on the chart were distinguished: some associated with famous scientific laws or major discoveries, or trailblazing work in one or more of the branches of chemistry or physics.

A few years after I left Michigan, I spent a few rainy lunchtimes in the University of Birmingham’s library working out my own chart. Most research scientists will know the more recent links in their academic genealogy, often from their supervisor. Earlier links may be established simply by asking people further up the chain. To dig much beyond this, requires a fairly challenging literature search.

Some principles can guide you. Suppose you want to know when and where Paul Pioneer obtained his PhD. You can search through some appropriate database to find Pioneer’s earliest publications. The chances are that at least one of these will be based on the research for his thesis, probably one fairly close in date. According to convention, this research paper will usually have been co-authored by Pioneer’s supervisor, Olga Oldtimer, and it should cite the full details of the thesis. The appropriate university department should be able to confirm these details and the identity of Pioneer’s supervisor and when she or he was a member of staff. You are now armed with the essential information for the next phase of your search, through even older and dustier journals, seeking out the dissertation of Oldtimer.

Not everyone will find this fun, but it can be rewarding. Actually, I was lucky and didn’t need to trace theses via individual universities. In my academic family tree, my supervisor and my “great grandfather” were separated by a relatively short time. The latter and his supervisor were both still alive and sufficiently eminent to list their careers in some detail in Who’s Who. Their own predecessors were all famous enough to be featured in the 16-volume Dictionary of Scientific Biography (Scribner’s, New York). Having traced my ancestry back this far, it was quite a simple task to complete my entire chart, which contained some eminent pioneers of physics and physical chemistry. The trail may end, as mine did, back in times when people took classics as their main degrees and only turned to science later in life as a hobby.

The subject matter of the doctoral theses in the chain evolved in an interesting way. The four most recent doctorates (including my own) were awarded for work using electron spin resonance. Evgeny Zavoisky discovered ESR in 1945 while he was working on radar at Kazan State University in the USSR. However, a number of groups including researchers at the University of Oxford, were also looking for the effect because the Dutch physicists George Uhlenbeck and Samuel Goudsmit had predicted it in the 1920s.

Brebis Bleaney, a leading light in the famous ESR group working at the University of Oxford just after the Second World War, did his thesis work on low-temperature physics in 1939 under Franz (Francis) Simon. Simon pioneered a technique for achieving ultra-low temperatures by exploiting a transition between a disordered state and the order imposed by an applied magnetic field, similar to the change of state in a fridge’s vapour cycle.

Simon had moved to the University of Oxford from the University of Breslau a few years earlier, shortly after Hitler’s rise to power. He had obtained his doctorate in Berlin in 1921 under Walther Nernst for work related to the third law of thermodynamics. The law had been discovered by Nernst, who had won the Nobel Prize for Chemistry the previous year. Nernst’s other well-known contributions to science include our modern understanding of electrolyte solutions and the specific heats of materials at low temperatures.

Nernst’s supervisor had been Friedrich Kohlrausch, another name intimately associated with electrochemistry, whose extensive work demonstrated that in dilute electrolytes the cations and anions moved independently and in opposite directions under the influence of an electric field. Kohlrausch himself obtained his doctorate under Wilhelm Weber in 1863 at the University of Göttingen in Germany.

Weber, whose name has been immortalised in the units of magnetic flux, worked extensively with the even more famous German polymath Karl Gauss. Among his achievements, Weber demonstrated that the electromagnetic and electrostatic units of electric charge were related by the velocity of light. This was a clue which assisted the Scottish physicist James Clerk Maxwell to formulate the equations of electromagnetic fields. Weber explanation of metallic conduction in terms of mobile negative charges balanced by static positive charges anticipated by decades both the Rutherford-Bohr picture of the atom and the electron band theory of metals.

In looking at my academic family tree, there is a notable difference between the earlier part (19th or early 20th-century Germany) and the later part (Britain from 1939 onwards). In the earlier part, four scientific generations span 121 years, averaging just over 30 years a generation, while in the later part these figures come down to just 34 and 8.5 years respectively. This shortening, consistent with the acceleration of scientific progress, is due to a drop in the mean age of the supervisor at the time of completion of the student’s research, from 52 to approximately 35 years.

It is, of course, far too small a sample from which to draw any firm conclusions. If similar trends were found elsewhere, however, there could be two possible explanations. First, that these days a greater number of younger academics supervise PhD students, whereas formerly a relatively small number of students tended to be concentrated in the research groups of senior professors. Secondly, the mean age of academics has decreased since the end of the Second World War.

If the second is true, is this because more junior (new-blood) posts have been created, or because there has been a relative depletion in the number of senior academics still actively supervising students, for example because of moves into administration, industry, or early retirement?

I suspect that many scientists have more than a sneaking interest in their academic ancestors. I’d be pleased to hear from any other scientific genealogists who may be out there. Perhaps we can form our own society with its own acronym and newsletter. Anyway, happy searching.

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Expert worried about sorry state of civics, history education in U.S. but sees progress in Mass.

American students’ scores in  U.S history  and  civics  keep plummeting, according to the latest  Nation’s Report Card , a situation that mirrors  the declining levels of civic engagement in the nation.  A 2019  survey  found that only 40 percent of American adults could name the three branches of U.S. government and that 22 percent couldn’t identify a single branch. 

Martin West , Henry Lee Shattuck Professor of Education, and academic dean of the  Harvard Graduate School of Education , sits on the National Assessment Governing Board, which oversees the Nation’s Report Card. The Gazette interviewed West about the dire state of civic education and the ways to revamp it to help future generations be better citizens. This interview has been edited for length and clarity.

The results of the latest Nation’s Report Card showed students’ scores declining in U.S. history and civics. How bad were they compared to other subjects and to past scores?

Scores on the National Assessment of Educational Progress tests in U.S. history and civics fell substantially in 2022 as compared to the last time they were administered, which was prior to the pandemic in 2018. Those scores, at least as judged by the proficiency levels established by the National Assessment Governing Board, are lower than we see in any other subject. 

In 2022, only 14 percent of eighth graders nationwide scored “proficient” in U.S. history, and just 22 percent reached that benchmark in civics. It is also important to acknowledge that, although scores in these subjects fell during the pandemic, they had also been in decline for the decade leading up to the pandemic, and those declines were especially large for low-achieving students. Students’ understanding of U.S. history and civics has been falling and becoming less equal.

What are the reasons for the decline in students’ understanding of U.S. history and civics?

I’m not sure that we know all the reasons why our students are struggling, but a major part of the story is that schools are spending less time on history and civics content than was typical decades ago. 

Part of that seems to be a result of school accountability systems that focus primarily, or even exclusively, on student achievement in math and reading, and most states don’t assess students’ performance in other subjects. It’s an exaggeration to say that only what gets tested is what gets taught, but it’s not too far from the truth.

Martin West.

Niles Singer/Harvard Staff Photographer

Why should we be concerned about students’ low scores in U.S. history and civics? 

One of the core purposes of education, both public and private, is to prepare students for civic life and to be effective citizens in our democracy. When students are unaware of our history and don’t have a solid grasp of our fundamental political institutions, they’re less prepared for civic life. 

There’s broad consensus that American democracy is experiencing significant challenges, and it is hard to envision us overcoming those challenges unless citizens understand our political institutions and learn how to engage as participants in our civic life. 

It’s also the case that the current moment is not the first time that American democracy has been threatened. An understanding of our nation’s history cannot just equip students for civic life, but hopefully also give them a sense of optimism that we can rise to the challenge. 

Compare your score

Four questions taken from the 2022 national assessment of educational progress eighth-grade tests in civics and history.

Step 1 of 4

See how eighth graders performed

What is the main idea of the following quotation?

“So long as we have enough people in this country willing to fight for their rights, we’ll be called a democracy.” — Roger Baldwin, founder of the American Civil Liberties Union The correct answer: B. In a democracy, citizens should protect their freedoms.

Results for students on this question

What helped farmers in the early Massachusetts Bay Colony be successful?

The correct answer: B. Farming techniques learned from local Native Americans

Which of the following is a right guaranteed by the Bill of Rights of the United States Constitution? The correct answer: C. Right to trial by a jury

According to the data, which of the following statements about the election is true?

The correct answer: B. Candidate A became president because he won the Electoral College vote.

Do you see any link between students’ low proficiency in U.S. history and civics and the level of disaffection among young people with civic life and politics?

We don’t have hard evidence establishing that connection, but in my mind, it’s almost certain that our inattention to civic content in K–12 schools has played a role in young Americans’ cynicism about politics and lack of engagement in the political process.

A 2019  survey  found that only 40 percent of American adults could name the three branches of government. Is this something that surprises you?

It’s not a surprise based on the results we see on the National Assessment of Educational Progress. One of the items we administered in 2022, for example, asked students to match each of the three branches of government to its core function. That’s a task that one in six would get right by answering at random, and just one in three students was able to do it correctly. 

That same civic deficit that you’re seeing among adults is evident among students even while they are engaging in limited ways with these subjects in school.

Let’s talk about the efforts to revamp civic education in Massachusetts. In 2018, Gov. Charlie Baker signed a law mandating that civic education be taught in eighth grade, not just in high schools. Has the law made any difference or is it too early to tell? 

The 2018 law requires that all students take a yearlong civics education course in eighth grade and complete a student-led civics project that year and again in high school.

The implementation of that requirement was obviously disrupted to some extent by the pandemic, but the Department of Elementary and Secondary Education has put a lot of effort into ensuring that districts have access to strong curricular materials as they move forward. 

We also hope to roll out a new eighth-grade assessment in civics that is still in a pilot stage. 

What grade would you give Massachusetts for the state of civic education?

I would give it a grade of “needs improvement,” but I’m optimistic that things are moving in a positive direction. The law we discussed is still in the process of being implemented. 

The history and social science standards we have in Massachusetts are among the best in the nation, and soon we will have an innovative assessment that will allow us to monitor the extent to which students are developing mastery of those standards. Like other states, we have a lot of work to do, but I’m optimistic that we’re headed in the right direction. 

What’s challenging about the situation we’re in right now is that we don’t have direct measures of what students know and are able to do. The National Assessment of Educational Progress gives us data for the nation, but unlike in math and reading, we don’t get state-by-state or district-by-district results in history and civics. 

That’s why I think it’s very important for states like Massachusetts to develop their own assessments that allow them to track students’ progress and to signal to educators that their efforts in these domains are valued.

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Origin of the thesis-degree procedure

It just came to my mind, currently if one wants to obtain an academic degree one must to do a thesis. This is a widely accepted method to prove the knowledge of certain academic level, sort to say. But my questions are, where this method was originated? Which historical or social circumstances originated it? Is there any philosophical background?

• academic-history

• This might also be of interest in HSM . –  vonbrand Commented Feb 23, 2016 at 17:08

2 Answers 2

(note: I have no references for the below, nor am I qualified in the topic)

First of all, the premise of your question isn't quite accurate: certainly in the UK it's very common for undergraduate degrees to have no thesis requirement. But putting that aside:

I think there are parallels with other mediaeval professions, which required proof of skill in order to become a member of a guild (the professional organisation). To be a 'master' of the guild one had to produce a 'masterpiece' (the origin of that word); this has obvious parallels with the idea of a thesis proving that an individual should be admitted to a degree (remember that historically a degree is more like a rank than an award, honour or qualification).

The MA at Oxford and Cambridge is still awarded automatically to those with a BA seven years after the start of the degree, which I believe matches the time someone in a professional guild would take to become a master.

Note also that the modern doctorate is a much more recent invention than the MA.

• You're right, question was not bounded correctly. In Mexico there's algo degrees without thesis requirement, but at least to obtain a PhD in sciences I think it's a must (I guess this applies also to other branches of knowledge). –  user2820579 Commented May 10, 2014 at 22:04
• 1 Hey, I just got my Oxbridge MA, I worked very hard for it!! :-) –  dr.blochwave Commented Feb 23, 2016 at 13:33

A bit if history. The history of thesis is intertwined with the history of universities in the 12th and 13th century.. The early history of universities is not clear but with time systems develop on how information/knowledge is taught and discussed. The end (so far) result is what we have today. The written thesis is based on the fact that ideas need to be made more permanent than oral traditions. the advent of printing made wider distribution of copies possible. The first degrees were the baccaulerate and magister artium which corresponded to doctor in certain disciplines.

The thesis was originally what the word describes a thought or thinking that needed defending, which goes backs to Aristotle and Plato. As soon as writing was possible, the idea was to put the ideas down in writing and hence a written thesis was born. One has to remember that teaching early on did not necessarily occur as lectures, it could be mentioning and learned discussions. At the same time knowledge was not as structured and defined as now.

early on the teacher actually wrote the thesis and t was the students job to defend it. So the focus was less on developing knowledge but to defend a thesis with arguments and logic. During the renaissance the thesis in a form we can recognise was developed. These texts were called dissertatio (lat. development, presentation) where as the defence was named disputatio (lat. c. learned argument). From these relatively common beginnings different "cultures" developed which now are reflected in differences between countries in how a thesis is defined and defended.

Much more details can probably be added to this but the core is covered. There is no necessary connection between a degree and a thesis. Certainly not at a bachelor's leverl and it is also possible at a master's level. Differences also exist between disciplines.

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[ thee -sis ]

He vigorously defended his thesis on the causes of war.

Synonyms: proposal , contention , theory

• a subject for a composition or essay.
• a dissertation on a particular subject in which one has done original research, as one presented by a candidate for a diploma or degree.
• Music. the downward stroke in conducting; downbeat. Compare arsis ( def 1 ) .
• a part of a metrical foot that does not bear the ictus or stress.
• (less commonly) the part of a metrical foot that bears the ictus. Compare arsis ( def 2 ) .
• Philosophy. Hegelian dialectic

/ ˈθiːsɪs /

• a dissertation resulting from original research, esp when submitted by a candidate for a degree or diploma
• a doctrine maintained or promoted in argument
• a subject for a discussion or essay
• an unproved statement, esp one put forward as a premise in an argument
• music the downbeat of a bar, as indicated in conducting
• (in classical prosody) the syllable or part of a metrical foot not receiving the ictus Compare arsis
• philosophy the first stage in the Hegelian dialectic, that is challenged by the antithesis
• The central idea in a piece of writing, sometimes contained in a topic sentence .

Word History and Origins

Origin of thesis 1

Example Sentences

“The Saudis have been proving the thesis of the film — they do in fact have an army,” said Thor Halvorssen, founder and chief executive of the nonprofit Human Rights Foundation, which funded the movie.

It’s a hypothesis that Bush pursued in her master’s thesis, and last year she began attending virtual Goth parties in a final round of field work before defending her doctoral thesis later this year.

While this partnership was planned prior to the coronavirus outbreak, co-founder Jordana Kier said the pandemic instantly proved out the expansion thesis.

They’ve had to defend that thesis for a very, very long time in front of a variety of different customers and different people.

Over the past decade, In-Q-Tel has been one of the most active investors in the commercial space sector, with a broad investment thesis that touches many aspects of the sector.

In “Back Home,” Gil also revisits the nostalgia for the South explored in his Johns Hopkins thesis, “Circle of Stone.”

At least father and son were in alignment on this central thesis: acting “gay”—bad; being thought of as gay—bad.

Her doctoral thesis, says Ramin Takloo at the University of Illinois, was simply outstanding.

Marshall McLuhan long ago argued the now accepted thesis that different mediums have different influences on thinking.

He wrote his Master's thesis on the underrepresentation of young people in Congress.

And indeed for most young men a college thesis is but an exercise for sharpening the wits, rarely dangerous in its later effects.

It will be for the reader to determine whether the main thesis of the book has gained or lost by the new evidence.

But the word thesis, when applied to Systems, does not mean the 'position' of single notes, but of groups of notes.

This conclusion, it need hardly be said, is in entire agreement with the main thesis of the preceding pages.

Sundry outlying Indians, with ammunition to waste, took belly and knee rests and strengthened the thesis to the contrary.

Related Words

• proposition
• supposition

What Is The Plural Of Thesis?

Plural word for  thesis.

The plural form of thesis is theses , pronounced [ thee -seez ]. The plurals of several other singular words that end in -is are also formed in this way, including hypothesis / hypotheses , crisis / crises , and axis / axes . A similar change is made when pluralizing appendix as appendices . 

Irregular plurals that are formed like theses derive directly from their original pluralization in Latin and Greek.

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