thesis advice meaning

While Sandel argues that pursuing perfection through genetic engineering would decrease our sense of humility, he claims that the sense of solidarity we would lose is also important.

This thesis summarizes several points in Sandel’s argument, but it does not make a claim about how we should understand his argument. A reader who read Sandel’s argument would not also need to read an essay based on this descriptive thesis.  

Broad thesis (arguable, but difficult to support with evidence) 

Michael Sandel’s arguments about genetic engineering do not take into consideration all the relevant issues.

This is an arguable claim because it would be possible to argue against it by saying that Michael Sandel’s arguments do take all of the relevant issues into consideration. But the claim is too broad. Because the thesis does not specify which “issues” it is focused on—or why it matters if they are considered—readers won’t know what the rest of the essay will argue, and the writer won’t know what to focus on. If there is a particular issue that Sandel does not address, then a more specific version of the thesis would include that issue—hand an explanation of why it is important.  

Arguable thesis with analytical claim 

While Sandel argues persuasively that our instinct to “remake” (54) ourselves into something ever more perfect is a problem, his belief that we can always draw a line between what is medically necessary and what makes us simply “better than well” (51) is less convincing.

This is an arguable analytical claim. To argue for this claim, the essay writer will need to show how evidence from the article itself points to this interpretation. It’s also a reasonable scope for a thesis because it can be supported with evidence available in the text and is neither too broad nor too narrow.  

Arguable thesis with normative claim 

Given Sandel’s argument against genetic enhancement, we should not allow parents to decide on using Human Growth Hormone for their children.

This thesis tells us what we should do about a particular issue discussed in Sandel’s article, but it does not tell us how we should understand Sandel’s argument.  

Questions to ask about your thesis 

• Is the thesis truly arguable? Does it speak to a genuine dilemma in the source, or would most readers automatically agree with it?  
• Is the thesis too obvious? Again, would most or all readers agree with it without needing to see your argument?  
• Is the thesis complex enough to require a whole essay's worth of argument?  
• Is the thesis supportable with evidence from the text rather than with generalizations or outside research?  
• Would anyone want to read a paper in which this thesis was developed? That is, can you explain what this paper is adding to our understanding of a problem, question, or topic?
• picture_as_pdf Thesis

Developing a Thesis Statement

Many papers you write require developing a thesis statement. In this section you’ll learn what a thesis statement is and how to write one.

Keep in mind that not all papers require thesis statements . If in doubt, please consult your instructor for assistance.

What is a thesis statement?

A thesis statement . . .

• Makes an argumentative assertion about a topic; it states the conclusions that you have reached about your topic.
• Makes a promise to the reader about the scope, purpose, and direction of your paper.
• Is focused and specific enough to be “proven” within the boundaries of your paper.
• Is generally located near the end of the introduction ; sometimes, in a long paper, the thesis will be expressed in several sentences or in an entire paragraph.
• Identifies the relationships between the pieces of evidence that you are using to support your argument.

Not all papers require thesis statements! Ask your instructor if you’re in doubt whether you need one.

Identify a topic

Your topic is the subject about which you will write. Your assignment may suggest several ways of looking at a topic; or it may name a fairly general concept that you will explore or analyze in your paper.

Consider what your assignment asks you to do

Inform yourself about your topic, focus on one aspect of your topic, ask yourself whether your topic is worthy of your efforts, generate a topic from an assignment.

Below are some possible topics based on sample assignments.

Sample assignment 1

Analyze Spain’s neutrality in World War II.

Identified topic

Franco’s role in the diplomatic relationships between the Allies and the Axis

This topic avoids generalities such as “Spain” and “World War II,” addressing instead on Franco’s role (a specific aspect of “Spain”) and the diplomatic relations between the Allies and Axis (a specific aspect of World War II).

Sample assignment 2

Analyze one of Homer’s epic similes in the Iliad.

The relationship between the portrayal of warfare and the epic simile about Simoisius at 4.547-64.

This topic focuses on a single simile and relates it to a single aspect of the Iliad ( warfare being a major theme in that work).

Developing a Thesis Statement–Additional information

Your assignment may suggest several ways of looking at a topic, or it may name a fairly general concept that you will explore or analyze in your paper. You’ll want to read your assignment carefully, looking for key terms that you can use to focus your topic.

Sample assignment: Analyze Spain’s neutrality in World War II Key terms: analyze, Spain’s neutrality, World War II

After you’ve identified the key words in your topic, the next step is to read about them in several sources, or generate as much information as possible through an analysis of your topic. Obviously, the more material or knowledge you have, the more possibilities will be available for a strong argument. For the sample assignment above, you’ll want to look at books and articles on World War II in general, and Spain’s neutrality in particular.

As you consider your options, you must decide to focus on one aspect of your topic. This means that you cannot include everything you’ve learned about your topic, nor should you go off in several directions. If you end up covering too many different aspects of a topic, your paper will sprawl and be unconvincing in its argument, and it most likely will not fulfull the assignment requirements.

For the sample assignment above, both Spain’s neutrality and World War II are topics far too broad to explore in a paper. You may instead decide to focus on Franco’s role in the diplomatic relationships between the Allies and the Axis , which narrows down what aspects of Spain’s neutrality and World War II you want to discuss, as well as establishes a specific link between those two aspects.

Before you go too far, however, ask yourself whether your topic is worthy of your efforts. Try to avoid topics that already have too much written about them (i.e., “eating disorders and body image among adolescent women”) or that simply are not important (i.e. “why I like ice cream”). These topics may lead to a thesis that is either dry fact or a weird claim that cannot be supported. A good thesis falls somewhere between the two extremes. To arrive at this point, ask yourself what is new, interesting, contestable, or controversial about your topic.

As you work on your thesis, remember to keep the rest of your paper in mind at all times . Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Derive a main point from topic

Once you have a topic, you will have to decide what the main point of your paper will be. This point, the “controlling idea,” becomes the core of your argument (thesis statement) and it is the unifying idea to which you will relate all your sub-theses. You can then turn this “controlling idea” into a purpose statement about what you intend to do in your paper.

Look for patterns in your evidence

Compose a purpose statement.

Consult the examples below for suggestions on how to look for patterns in your evidence and construct a purpose statement.

• Franco first tried to negotiate with the Axis
• Franco turned to the Allies when he couldn’t get some concessions that he wanted from the Axis

Possible conclusion:

Spain’s neutrality in WWII occurred for an entirely personal reason: Franco’s desire to preserve his own (and Spain’s) power.

Purpose statement

This paper will analyze Franco’s diplomacy during World War II to see how it contributed to Spain’s neutrality.

• The simile compares Simoisius to a tree, which is a peaceful, natural image.
• The tree in the simile is chopped down to make wheels for a chariot, which is an object used in warfare.

At first, the simile seems to take the reader away from the world of warfare, but we end up back in that world by the end.

This paper will analyze the way the simile about Simoisius at 4.547-64 moves in and out of the world of warfare.

Derive purpose statement from topic

To find out what your “controlling idea” is, you have to examine and evaluate your evidence . As you consider your evidence, you may notice patterns emerging, data repeated in more than one source, or facts that favor one view more than another. These patterns or data may then lead you to some conclusions about your topic and suggest that you can successfully argue for one idea better than another.

For instance, you might find out that Franco first tried to negotiate with the Axis, but when he couldn’t get some concessions that he wanted from them, he turned to the Allies. As you read more about Franco’s decisions, you may conclude that Spain’s neutrality in WWII occurred for an entirely personal reason: his desire to preserve his own (and Spain’s) power. Based on this conclusion, you can then write a trial thesis statement to help you decide what material belongs in your paper.

Sometimes you won’t be able to find a focus or identify your “spin” or specific argument immediately. Like some writers, you might begin with a purpose statement just to get yourself going. A purpose statement is one or more sentences that announce your topic and indicate the structure of the paper but do not state the conclusions you have drawn . Thus, you might begin with something like this:

• This paper will look at modern language to see if it reflects male dominance or female oppression.
• I plan to analyze anger and derision in offensive language to see if they represent a challenge of society’s authority.

At some point, you can turn a purpose statement into a thesis statement. As you think and write about your topic, you can restrict, clarify, and refine your argument, crafting your thesis statement to reflect your thinking.

As you work on your thesis, remember to keep the rest of your paper in mind at all times. Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Compose a draft thesis statement

If you are writing a paper that will have an argumentative thesis and are having trouble getting started, the techniques in the table below may help you develop a temporary or “working” thesis statement.

Begin with a purpose statement that you will later turn into a thesis statement.

Assignment: Discuss the history of the Reform Party and explain its influence on the 1990 presidential and Congressional election.

Purpose Statement: This paper briefly sketches the history of the grassroots, conservative, Perot-led Reform Party and analyzes how it influenced the economic and social ideologies of the two mainstream parties.

Question-to-Assertion

If your assignment asks a specific question(s), turn the question(s) into an assertion and give reasons why it is true or reasons for your opinion.

Assignment : What do Aylmer and Rappaccini have to be proud of? Why aren’t they satisfied with these things? How does pride, as demonstrated in “The Birthmark” and “Rappaccini’s Daughter,” lead to unexpected problems?

Beginning thesis statement: Alymer and Rappaccinni are proud of their great knowledge; however, they are also very greedy and are driven to use their knowledge to alter some aspect of nature as a test of their ability. Evil results when they try to “play God.”

Write a sentence that summarizes the main idea of the essay you plan to write.

Main idea: The reason some toys succeed in the market is that they appeal to the consumers’ sense of the ridiculous and their basic desire to laugh at themselves.

Make a list of the ideas that you want to include; consider the ideas and try to group them.

• nature = peaceful
• war matériel = violent (competes with 1?)
• need for time and space to mourn the dead
• war is inescapable (competes with 3?)

Use a formula to arrive at a working thesis statement (you will revise this later).

• although most readers of _______ have argued that _______, closer examination shows that _______.
• _______ uses _______ and _____ to prove that ________.
• phenomenon x is a result of the combination of __________, __________, and _________.

What to keep in mind as you draft an initial thesis statement

Beginning statements obtained through the methods illustrated above can serve as a framework for planning or drafting your paper, but remember they’re not yet the specific, argumentative thesis you want for the final version of your paper. In fact, in its first stages, a thesis statement usually is ill-formed or rough and serves only as a planning tool.

As you write, you may discover evidence that does not fit your temporary or “working” thesis. Or you may reach deeper insights about your topic as you do more research, and you will find that your thesis statement has to be more complicated to match the evidence that you want to use.

You must be willing to reject or omit some evidence in order to keep your paper cohesive and your reader focused. Or you may have to revise your thesis to match the evidence and insights that you want to discuss. Read your draft carefully, noting the conclusions you have drawn and the major ideas which support or prove those conclusions. These will be the elements of your final thesis statement.

Sometimes you will not be able to identify these elements in your early drafts, but as you consider how your argument is developing and how your evidence supports your main idea, ask yourself, “ What is the main point that I want to prove/discuss? ” and “ How will I convince the reader that this is true? ” When you can answer these questions, then you can begin to refine the thesis statement.

Refine and polish the thesis statement

To get to your final thesis, you’ll need to refine your draft thesis so that it’s specific and arguable.

• Ask if your draft thesis addresses the assignment
• Question each part of your draft thesis
• Clarify vague phrases and assertions
• Investigate alternatives to your draft thesis

Consult the example below for suggestions on how to refine your draft thesis statement.

Sample Assignment

Choose an activity and define it as a symbol of American culture. Your essay should cause the reader to think critically about the society which produces and enjoys that activity.

• Ask The phenomenon of drive-in facilities is an interesting symbol of american culture, and these facilities demonstrate significant characteristics of our society.This statement does not fulfill the assignment because it does not require the reader to think critically about society.

Drive-ins are an interesting symbol of American culture because they represent Americans’ significant creativity and business ingenuity.

Among the types of drive-in facilities familiar during the twentieth century, drive-in movie theaters best represent American creativity, not merely because they were the forerunner of later drive-ins and drive-throughs, but because of their impact on our culture: they changed our relationship to the automobile, changed the way people experienced movies, and changed movie-going into a family activity.

While drive-in facilities such as those at fast-food establishments, banks, pharmacies, and dry cleaners symbolize America’s economic ingenuity, they also have affected our personal standards.

While drive-in facilities such as those at fast- food restaurants, banks, pharmacies, and dry cleaners symbolize (1) Americans’ business ingenuity, they also have contributed (2) to an increasing homogenization of our culture, (3) a willingness to depersonalize relationships with others, and (4) a tendency to sacrifice quality for convenience.

This statement is now specific and fulfills all parts of the assignment. This version, like any good thesis, is not self-evident; its points, 1-4, will have to be proven with evidence in the body of the paper. The numbers in this statement indicate the order in which the points will be presented. Depending on the length of the paper, there could be one paragraph for each numbered item or there could be blocks of paragraph for even pages for each one.

Complete the final thesis statement

The bottom line.

As you move through the process of crafting a thesis, you’ll need to remember four things:

• Context matters! Think about your course materials and lectures. Try to relate your thesis to the ideas your instructor is discussing.
• As you go through the process described in this section, always keep your assignment in mind . You will be more successful when your thesis (and paper) responds to the assignment than if it argues a semi-related idea.
• Your thesis statement should be precise, focused, and contestable ; it should predict the sub-theses or blocks of information that you will use to prove your argument.
• Make sure that you keep the rest of your paper in mind at all times. Change your thesis as your paper evolves, because you do not want your thesis to promise more than your paper actually delivers.

In the beginning, the thesis statement was a tool to help you sharpen your focus, limit material and establish the paper’s purpose. When your paper is finished, however, the thesis statement becomes a tool for your reader. It tells the reader what you have learned about your topic and what evidence led you to your conclusion. It keeps the reader on track–well able to understand and appreciate your argument.

Writing Process and Structure

This is an accordion element with a series of buttons that open and close related content panels.

Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for

Creating an Argument

Thesis vs. Purpose Statements

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Generating Ideas for Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

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Writing Tutorial Services

How to write a thesis statement, what is a thesis statement.

Almost all of us—even if we don’t do it consciously—look early in an essay for a one- or two-sentence condensation of the argument or analysis that is to follow. We refer to that condensation as a thesis statement.

Why Should Your Essay Contain a Thesis Statement?

• to test your ideas by distilling them into a sentence or two
• to better organize and develop your argument
• to provide your reader with a “guide” to your argument

In general, your thesis statement will accomplish these goals if you think of the thesis as the answer to the question your paper explores.

How Can You Write a Good Thesis Statement?

Here are some helpful hints to get you started. You can either scroll down or select a link to a specific topic.

How to Generate a Thesis Statement if the Topic is Assigned How to Generate a Thesis Statement if the Topic is not Assigned How to Tell a Strong Thesis Statement from a Weak One

How to Generate a Thesis Statement if the Topic is Assigned

Almost all assignments, no matter how complicated, can be reduced to a single question. Your first step, then, is to distill the assignment into a specific question. For example, if your assignment is, “Write a report to the local school board explaining the potential benefits of using computers in a fourth-grade class,” turn the request into a question like, “What are the potential benefits of using computers in a fourth-grade class?” After you’ve chosen the question your essay will answer, compose one or two complete sentences answering that question.

Q: “What are the potential benefits of using computers in a fourth-grade class?” A: “The potential benefits of using computers in a fourth-grade class are . . .”

A: “Using computers in a fourth-grade class promises to improve . . .”

The answer to the question is the thesis statement for the essay.

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How to Generate a Thesis Statement if the Topic is not Assigned

Even if your assignment doesn’t ask a specific question, your thesis statement still needs to answer a question about the issue you’d like to explore. In this situation, your job is to figure out what question you’d like to write about.

A good thesis statement will usually include the following four attributes:

• take on a subject upon which reasonable people could disagree
• deal with a subject that can be adequately treated given the nature of the assignment
• express one main idea
• assert your conclusions about a subject

Let’s see how to generate a thesis statement for a social policy paper.

Brainstorm the topic . Let’s say that your class focuses upon the problems posed by changes in the dietary habits of Americans. You find that you are interested in the amount of sugar Americans consume.

You start out with a thesis statement like this:

Sugar consumption.

This fragment isn’t a thesis statement. Instead, it simply indicates a general subject. Furthermore, your reader doesn’t know what you want to say about sugar consumption.

Narrow the topic . Your readings about the topic, however, have led you to the conclusion that elementary school children are consuming far more sugar than is healthy.

You change your thesis to look like this:

Reducing sugar consumption by elementary school children.

This fragment not only announces your subject, but it focuses on one segment of the population: elementary school children. Furthermore, it raises a subject upon which reasonable people could disagree, because while most people might agree that children consume more sugar than they used to, not everyone would agree on what should be done or who should do it. You should note that this fragment is not a thesis statement because your reader doesn’t know your conclusions on the topic.

Take a position on the topic. After reflecting on the topic a little while longer, you decide that what you really want to say about this topic is that something should be done to reduce the amount of sugar these children consume.

You revise your thesis statement to look like this:

More attention should be paid to the food and beverage choices available to elementary school children.

This statement asserts your position, but the terms more attention and food and beverage choices are vague.

Use specific language . You decide to explain what you mean about food and beverage choices , so you write:

Experts estimate that half of elementary school children consume nine times the recommended daily allowance of sugar.

This statement is specific, but it isn’t a thesis. It merely reports a statistic instead of making an assertion.

Make an assertion based on clearly stated support. You finally revise your thesis statement one more time to look like this:

Because half of all American elementary school children consume nine times the recommended daily allowance of sugar, schools should be required to replace the beverages in soda machines with healthy alternatives.

Notice how the thesis answers the question, “What should be done to reduce sugar consumption by children, and who should do it?” When you started thinking about the paper, you may not have had a specific question in mind, but as you became more involved in the topic, your ideas became more specific. Your thesis changed to reflect your new insights.

How to Tell a Strong Thesis Statement from a Weak One

1. a strong thesis statement takes some sort of stand..

Remember that your thesis needs to show your conclusions about a subject. For example, if you are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss product to evaluate. Here are two thesis statements:

There are some negative and positive aspects to the Banana Herb Tea Supplement.

This is a weak thesis statement. First, it fails to take a stand. Second, the phrase negative and positive aspects is vague.

Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.

This is a strong thesis because it takes a stand, and because it's specific.

2. A strong thesis statement justifies discussion.

Your thesis should indicate the point of the discussion. If your assignment is to write a paper on kinship systems, using your own family as an example, you might come up with either of these two thesis statements:

My family is an extended family.

This is a weak thesis because it merely states an observation. Your reader won’t be able to tell the point of the statement, and will probably stop reading.

While most American families would view consanguineal marriage as a threat to the nuclear family structure, many Iranian families, like my own, believe that these marriages help reinforce kinship ties in an extended family.

This is a strong thesis because it shows how your experience contradicts a widely-accepted view. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.

3. A strong thesis statement expresses one main idea.

Readers need to be able to see that your paper has one main point. If your thesis statement expresses more than one idea, then you might confuse your readers about the subject of your paper. For example:

Companies need to exploit the marketing potential of the Internet, and Web pages can provide both advertising and customer support.

This is a weak thesis statement because the reader can’t decide whether the paper is about marketing on the Internet or Web pages. To revise the thesis, the relationship between the two ideas needs to become more clear. One way to revise the thesis would be to write:

Because the Internet is filled with tremendous marketing potential, companies should exploit this potential by using Web pages that offer both advertising and customer support.

This is a strong thesis because it shows that the two ideas are related. Hint: a great many clear and engaging thesis statements contain words like because , since , so , although , unless , and however .

4. A strong thesis statement is specific.

A thesis statement should show exactly what your paper will be about, and will help you keep your paper to a manageable topic. For example, if you're writing a seven-to-ten page paper on hunger, you might say:

World hunger has many causes and effects.

This is a weak thesis statement for two major reasons. First, world hunger can’t be discussed thoroughly in seven to ten pages. Second, many causes and effects is vague. You should be able to identify specific causes and effects. A revised thesis might look like this:

Hunger persists in Glandelinia because jobs are scarce and farming in the infertile soil is rarely profitable.

This is a strong thesis statement because it narrows the subject to a more specific and manageable topic, and it also identifies the specific causes for the existence of hunger.

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How To Write A Dissertation Or Thesis

8 straightforward steps to craft an a-grade dissertation.

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

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

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

How To Write A Dissertation: 8 Steps

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

Step 1: Understand exactly what a dissertation is

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

So, what is a dissertation?

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

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

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

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

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

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

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

Step 2: Find a unique, valuable research topic

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

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

Let’s take a closer look at these:

Attribute #1: Clear

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

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

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

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

Need a helping hand?

Attribute #2:   Unique

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

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

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

Attribute #3: Important

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

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

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

Step 3: Write a convincing research proposal

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

So, what’s in a research proposal?

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

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

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

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

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

Step 4: Craft a strong introduction chapter

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

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

What’s the introduction chapter all about?

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

What goes into the introduction chapter?

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

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

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

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

Step 5: Undertake an in-depth literature review

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

What’s the literature review all about?

There are two main stages in the literature review process:

Literature Review Step 1: Reading up

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

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

Literature Review Step 2: Writing up

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

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

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

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

Step 6: Carry out your own research

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

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

1 – Design your research strategy

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

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

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

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

2 – Execute: Collect and analyse your data

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

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

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

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

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

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

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

Step 7: Present your findings

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Key findings

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

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

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

Implications

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

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

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

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

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

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

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

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

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

Psst... there’s more!

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

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20 Comments

thankfull >>>this is very useful

Thank you, it was really helpful

unquestionably, this amazing simplified way of teaching. Really , I couldn’t find in the literature words that fully explicit my great thanks to you. However, I could only say thanks a-lot.

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

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

Very rich presentation. Thank you

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

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

It is an amazing comprehensive explanation

This was straightforward. Thank you!

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

Thanks for the feedback and suggestions 🙂

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

Very educating.

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

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

thank you so much, that was so useful

Hi. Where is the excel spread sheet ark?

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

my topic is “the impact of domestic revenue mobilization.

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Writing a Paper: Thesis Statements

Basics of thesis statements.

The thesis statement is the brief articulation of your paper's central argument and purpose. You might hear it referred to as simply a "thesis." Every scholarly paper should have a thesis statement, and strong thesis statements are concise, specific, and arguable. Concise means the thesis is short: perhaps one or two sentences for a shorter paper. Specific means the thesis deals with a narrow and focused topic, appropriate to the paper's length. Arguable means that a scholar in your field could disagree (or perhaps already has!).

Strong thesis statements address specific intellectual questions, have clear positions, and use a structure that reflects the overall structure of the paper. Read on to learn more about constructing a strong thesis statement.

Being Specific

This thesis statement has no specific argument:

Needs Improvement: In this essay, I will examine two scholarly articles to find similarities and differences.

This statement is concise, but it is neither specific nor arguable—a reader might wonder, "Which scholarly articles? What is the topic of this paper? What field is the author writing in?" Additionally, the purpose of the paper—to "examine…to find similarities and differences" is not of a scholarly level. Identifying similarities and differences is a good first step, but strong academic argument goes further, analyzing what those similarities and differences might mean or imply.

Better: In this essay, I will argue that Bowler's (2003) autocratic management style, when coupled with Smith's (2007) theory of social cognition, can reduce the expenses associated with employee turnover.

The new revision here is still concise, as well as specific and arguable.  We can see that it is specific because the writer is mentioning (a) concrete ideas and (b) exact authors.  We can also gather the field (business) and the topic (management and employee turnover). The statement is arguable because the student goes beyond merely comparing; he or she draws conclusions from that comparison ("can reduce the expenses associated with employee turnover").

Making a Unique Argument

This thesis draft repeats the language of the writing prompt without making a unique argument:

Needs Improvement: The purpose of this essay is to monitor, assess, and evaluate an educational program for its strengths and weaknesses. Then, I will provide suggestions for improvement.

You can see here that the student has simply stated the paper's assignment, without articulating specifically how he or she will address it. The student can correct this error simply by phrasing the thesis statement as a specific answer to the assignment prompt.

Better: Through a series of student interviews, I found that Kennedy High School's antibullying program was ineffective. In order to address issues of conflict between students, I argue that Kennedy High School should embrace policies outlined by the California Department of Education (2010).

Words like "ineffective" and "argue" show here that the student has clearly thought through the assignment and analyzed the material; he or she is putting forth a specific and debatable position. The concrete information ("student interviews," "antibullying") further prepares the reader for the body of the paper and demonstrates how the student has addressed the assignment prompt without just restating that language.

Creating a Debate

This thesis statement includes only obvious fact or plot summary instead of argument:

Needs Improvement: Leadership is an important quality in nurse educators.

A good strategy to determine if your thesis statement is too broad (and therefore, not arguable) is to ask yourself, "Would a scholar in my field disagree with this point?" Here, we can see easily that no scholar is likely to argue that leadership is an unimportant quality in nurse educators.  The student needs to come up with a more arguable claim, and probably a narrower one; remember that a short paper needs a more focused topic than a dissertation.

Better: Roderick's (2009) theory of participatory leadership  is particularly appropriate to nurse educators working within the emergency medicine field, where students benefit most from collegial and kinesthetic learning.

Here, the student has identified a particular type of leadership ("participatory leadership"), narrowing the topic, and has made an arguable claim (this type of leadership is "appropriate" to a specific type of nurse educator). Conceivably, a scholar in the nursing field might disagree with this approach. The student's paper can now proceed, providing specific pieces of evidence to support the arguable central claim.

Choosing the Right Words

This thesis statement uses large or scholarly-sounding words that have no real substance:

Needs Improvement: Scholars should work to seize metacognitive outcomes by harnessing discipline-based networks to empower collaborative infrastructures.

There are many words in this sentence that may be buzzwords in the student's field or key terms taken from other texts, but together they do not communicate a clear, specific meaning. Sometimes students think scholarly writing means constructing complex sentences using special language, but actually it's usually a stronger choice to write clear, simple sentences. When in doubt, remember that your ideas should be complex, not your sentence structure.

Better: Ecologists should work to educate the U.S. public on conservation methods by making use of local and national green organizations to create a widespread communication plan.

Notice in the revision that the field is now clear (ecology), and the language has been made much more field-specific ("conservation methods," "green organizations"), so the reader is able to see concretely the ideas the student is communicating.

Leaving Room for Discussion

This thesis statement is not capable of development or advancement in the paper:

Needs Improvement: There are always alternatives to illegal drug use.

This sample thesis statement makes a claim, but it is not a claim that will sustain extended discussion. This claim is the type of claim that might be appropriate for the conclusion of a paper, but in the beginning of the paper, the student is left with nowhere to go. What further points can be made? If there are "always alternatives" to the problem the student is identifying, then why bother developing a paper around that claim? Ideally, a thesis statement should be complex enough to explore over the length of the entire paper.

Better: The most effective treatment plan for methamphetamine addiction may be a combination of pharmacological and cognitive therapy, as argued by Baker (2008), Smith (2009), and Xavier (2011).

In the revised thesis, you can see the student make a specific, debatable claim that has the potential to generate several pages' worth of discussion. When drafting a thesis statement, think about the questions your thesis statement will generate: What follow-up inquiries might a reader have? In the first example, there are almost no additional questions implied, but the revised example allows for a good deal more exploration.

Thesis Mad Libs

If you are having trouble getting started, try using the models below to generate a rough model of a thesis statement! These models are intended for drafting purposes only and should not appear in your final work.

• In this essay, I argue ____, using ______ to assert _____.
• While scholars have often argued ______, I argue______, because_______.
• Through an analysis of ______, I argue ______, which is important because_______.

Words to Avoid and to Embrace

When drafting your thesis statement, avoid words like explore, investigate, learn, compile, summarize , and explain to describe the main purpose of your paper. These words imply a paper that summarizes or "reports," rather than synthesizing and analyzing.

Instead of the terms above, try words like argue, critique, question , and interrogate . These more analytical words may help you begin strongly, by articulating a specific, critical, scholarly position.

Read Kayla's blog post for tips on taking a stand in a well-crafted thesis statement.

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

Guide to writing your thesis/dissertation, definition of dissertation and thesis.

The dissertation or thesis is a scholarly treatise that substantiates a specific point of view as a result of original research that is conducted by students during their graduate study. At Cornell, the thesis is a requirement for the receipt of the M.A. and M.S. degrees and some professional master’s degrees. The dissertation is a requirement of the Ph.D. degree.

Formatting Requirement and Standards

The Graduate School sets the minimum format for your thesis or dissertation, while you, your special committee, and your advisor/chair decide upon the content and length. Grammar, punctuation, spelling, and other mechanical issues are your sole responsibility. Generally, the thesis and dissertation should conform to the standards of leading academic journals in your field. The Graduate School does not monitor the thesis or dissertation for mechanics, content, or style.

“Papers Option” Dissertation or Thesis

A “papers option” is available only to students in certain fields, which are listed on the Fields Permitting the Use of Papers Option page , or by approved petition. If you choose the papers option, your dissertation or thesis is organized as a series of relatively independent chapters or papers that you have submitted or will be submitting to journals in the field. You must be the only author or the first author of the papers to be used in the dissertation. The papers-option dissertation or thesis must meet all format and submission requirements, and a singular referencing convention must be used throughout.

ProQuest Electronic Submissions

The dissertation and thesis become permanent records of your original research, and in the case of doctoral research, the Graduate School requires publication of the dissertation and abstract in its original form. All Cornell master’s theses and doctoral dissertations require an electronic submission through ProQuest, which fills orders for paper or digital copies of the thesis and dissertation and makes a digital version available online via their subscription database, ProQuest Dissertations & Theses . For master’s theses, only the abstract is available. ProQuest provides worldwide distribution of your work from the master copy. You retain control over your dissertation and are free to grant publishing rights as you see fit. The formatting requirements contained in this guide meet all ProQuest specifications.

Copies of Dissertation and Thesis

Copies of Ph.D. dissertations and master’s theses are also uploaded in PDF format to the Cornell Library Repository, eCommons . A print copy of each master’s thesis and doctoral dissertation is submitted to Cornell University Library by ProQuest.

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• What Is a Thesis? | Ultimate Guide & Examples

What Is a Thesis? | Ultimate Guide & Examples

Published on 15 September 2022 by Tegan George . Revised on 5 December 2023.

A thesis is a type of research paper based on your original research. It is usually submitted as the final step of a PhD program in the UK.

Writing a thesis can be a daunting experience. Indeed, alongside a dissertation , it is the longest piece of writing students typically complete. It relies on your ability to conduct research from start to finish: designing your research , collecting data , developing a robust analysis, drawing strong conclusions , and writing concisely .

Thesis template

You can also download our full thesis template in the format of your choice below. Our template includes a ready-made table of contents , as well as guidance for what each chapter should include. It’s easy to make it your own, and can help you get started.

Download Word template Download Google Docs template

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Table of contents

Thesis vs. thesis statement, how to structure a thesis, acknowledgements or preface, list of figures and tables, list of abbreviations, introduction, literature review, methodology, reference list, proofreading and editing, defending your thesis, frequently asked questions about theses.

You may have heard the word thesis as a standalone term or as a component of academic writing called a thesis statement . Keep in mind that these are two very different things.

• A thesis statement is a very common component of an essay, particularly in the humanities. It usually comprises 1 or 2 sentences in the introduction of your essay , and should clearly and concisely summarise the central points of your academic essay .
• A thesis is a long-form piece of academic writing, often taking more than a full semester to complete. It is generally a degree requirement to complete a PhD program.
• In many countries, particularly the UK, a dissertation is generally written at the bachelor’s or master’s level.
• In the US, a dissertation is generally written as a final step toward obtaining a PhD.

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The final structure of your thesis depends on a variety of components, such as:

• Your discipline
• Your theoretical approach

Humanities theses are often structured more like a longer-form essay . Just like in an essay, you build an argument to support a central thesis.

In both hard and social sciences, theses typically include an introduction , literature review , methodology section ,  results section , discussion section , and conclusion section . These are each presented in their own dedicated section or chapter. In some cases, you might want to add an appendix .

Thesis examples

We’ve compiled a short list of thesis examples to help you get started.

• Example thesis #1:   ‘Abolition, Africans, and Abstraction: the Influence of the “Noble Savage” on British and French Antislavery Thought, 1787-1807’ by Suchait Kahlon.
• Example thesis #2: ‘”A Starving Man Helping Another Starving Man”: UNRRA, India, and the Genesis of Global Relief, 1943-1947’ by Julian Saint Reiman.

The very first page of your thesis contains all necessary identifying information, including:

• Your full title
• Your full name
• Your department
• Your institution and degree program
• Your submission date.

Sometimes the title page also includes your student ID, the name of your supervisor, or the university’s logo. Check out your university’s guidelines if you’re not sure.

Read more about title pages

The acknowledgements section is usually optional. Its main point is to allow you to thank everyone who helped you in your thesis journey, such as supervisors, friends, or family. You can also choose to write a preface , but it’s typically one or the other, not both.

Read more about acknowledgements Read more about prefaces

An abstract is a short summary of your thesis. Usually a maximum of 300 words long, it’s should include brief descriptions of your research objectives , methods, results, and conclusions. Though it may seem short, it introduces your work to your audience, serving as a first impression of your thesis.

Read more about abstracts

A table of contents lists all of your sections, plus their corresponding page numbers and subheadings if you have them. This helps your reader seamlessly navigate your document.

Your table of contents should include all the major parts of your thesis. In particular, don’t forget the the appendices. If you used heading styles, it’s easy to generate an automatic table Microsoft Word.

Read more about tables of contents

While not mandatory, if you used a lot of tables and/or figures, it’s nice to include a list of them to help guide your reader. It’s also easy to generate one of these in Word: just use the ‘Insert Caption’ feature.

Read more about lists of figures and tables

If you have used a lot of industry- or field-specific abbreviations in your thesis, you should include them in an alphabetised list of abbreviations . This way, your readers can easily look up any meanings they aren’t familiar with.

Read more about lists of abbreviations

Relatedly, if you find yourself using a lot of very specialised or field-specific terms that may not be familiar to your reader, consider including a glossary . Alphabetise the terms you want to include with a brief definition.

Read more about glossaries

An introduction sets up the topic, purpose, and relevance of your thesis, as well as expectations for your reader. This should:

• Ground your research topic , sharing any background information your reader may need
• Define the scope of your work
• Introduce any existing research on your topic, situating your work within a broader problem or debate
• State your research question(s)
• Outline (briefly) how the remainder of your work will proceed

In other words, your introduction should clearly and concisely show your reader the “what, why, and how” of your research.

Read more about introductions

A literature review helps you gain a robust understanding of any extant academic work on your topic, encompassing:

• Selecting relevant sources
• Determining the credibility of your sources
• Critically evaluating each of your sources
• Drawing connections between sources, including any themes, patterns, conflicts, or gaps

A literature review is not merely a summary of existing work. Rather, your literature review should ultimately lead to a clear justification for your own research, perhaps via:

• Addressing a gap in the literature
• Building on existing knowledge to draw new conclusions
• Exploring a new theoretical or methodological approach
• Introducing a new solution to an unresolved problem
• Definitively advocating for one side of a theoretical debate

Read more about literature reviews

Theoretical framework

Your literature review can often form the basis for your theoretical framework, but these are not the same thing. A theoretical framework defines and analyses the concepts and theories that your research hinges on.

Read more about theoretical frameworks

Your methodology chapter shows your reader how you conducted your research. It should be written clearly and methodically, easily allowing your reader to critically assess the credibility of your argument. Furthermore, your methods section should convince your reader that your method was the best way to answer your research question.

A methodology section should generally include:

• Your overall approach ( quantitative vs. qualitative )
• Your research methods (e.g., a longitudinal study )
• Your data collection methods (e.g., interviews or a controlled experiment
• Any tools or materials you used (e.g., computer software)
• The data analysis methods you chose (e.g., statistical analysis , discourse analysis )
• A strong, but not defensive justification of your methods

Read more about methodology sections

Your results section should highlight what your methodology discovered. These two sections work in tandem, but shouldn’t repeat each other. While your results section can include hypotheses or themes, don’t include any speculation or new arguments here.

Your results section should:

• State each (relevant) result with any (relevant) descriptive statistics (e.g., mean , standard deviation ) and inferential statistics (e.g., test statistics , p values )
• Explain how each result relates to the research question
• Determine whether the hypothesis was supported

Additional data (like raw numbers or interview transcripts ) can be included as an appendix . You can include tables and figures, but only if they help the reader better understand your results.

Read more about results sections

Your discussion section is where you can interpret your results in detail. Did they meet your expectations? How well do they fit within the framework that you built? You can refer back to any relevant source material to situate your results within your field, but leave most of that analysis in your literature review.

For any unexpected results, offer explanations or alternative interpretations of your data.

Read more about discussion sections

Your thesis conclusion should concisely answer your main research question. It should leave your reader with an ultra-clear understanding of your central argument, and emphasise what your research specifically has contributed to your field.

Why does your research matter? What recommendations for future research do you have? Lastly, wrap up your work with any concluding remarks.

Read more about conclusions

In order to avoid plagiarism , don’t forget to include a full reference list at the end of your thesis, citing the sources that you used. Choose one citation style and follow it consistently throughout your thesis, taking note of the formatting requirements of each style.

Which style you choose is often set by your department or your field, but common styles include MLA , Chicago , and APA.

Create APA citations Create MLA citations

In order to stay clear and concise, your thesis should include the most essential information needed to answer your research question. However, chances are you have many contributing documents, like interview transcripts or survey questions . These can be added as appendices , to save space in the main body.

Read more about appendices

Once you’re done writing, the next part of your editing process begins. Leave plenty of time for proofreading and editing prior to submission. Nothing looks worse than grammar mistakes or sloppy spelling errors!

Consider using a professional thesis editing service to make sure your final project is perfect.

Once you’ve submitted your final product, it’s common practice to have a thesis defense, an oral component of your finished work. This is scheduled by your advisor or committee, and usually entails a presentation and Q&A session.

After your defense, your committee will meet to determine if you deserve any departmental honors or accolades. However, keep in mind that defenses are usually just a formality. If there are any serious issues with your work, these should be resolved with your advisor way before a defense.

The conclusion of your thesis or dissertation shouldn’t take up more than 5-7% of your overall word count.

When you mention different chapters within your text, it’s considered best to use Roman numerals for most citation styles. However, the most important thing here is to remain consistent whenever using numbers in your dissertation .

If you only used a few abbreviations in your thesis or dissertation, you don’t necessarily need to include a list of abbreviations .

If your abbreviations are numerous, or if you think they won’t be known to your audience, it’s never a bad idea to add one. They can also improve readability, minimising confusion about abbreviations unfamiliar to your reader.

A thesis or dissertation outline is one of the most critical first steps in your writing process. It helps you to lay out and organise your ideas and can provide you with a roadmap for deciding what kind of research you’d like to undertake.

Generally, an outline contains information on the different sections included in your thesis or dissertation, such as:

• Your anticipated title
• Your abstract
• Your chapters (sometimes subdivided into further topics like literature review, research methods, avenues for future research, etc.)

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Writing the Thesis

Professor Martha C. Pennington

Elizabethtown college.

GENERAL ADVICE

The 5 most important things for all phd students.

AVOID ISOLATION.

INTERACT WITH YOUR SUPERVISOR.

TAKE RESPONSIBILITY.

COMMUNICATE � TALK AND WRITE � AS A MAJOR PART OF THE RESEARCH PROCESS.  

10 WAYS TO ACHIEVE THE 5 MOST IMPORTANT THINGS

BE CONNECTED ELECTRONICALLY.

Get on the internet and use the internet. There are vast resources of helpful advice for writing the thesis there, in addition to information resources specific to your field.

GET INVOLVED IN THE ACADEMIC COMMUNITY OF YOUR FIELD.

Read other theses. Take all opportunities to go to lectures and conferences.

MAKE A COMMUNITY WHERE YOU ARE.

Build thesis support relationships with one or more other students and meet regularly (at least monthly) to discuss ideas and problems, and to give mutual feedback on writing.

KNOW YOURSELF.

Make a list of own writing problems; work on these, and keep an eye out for them in drafts.

FOCUS YOUR SUPERVISOR�S ATTENTION ON YOUR NEEDS.

Ask your supervisor for specific feedback in the areas you want and need input on.

DEVELOP A DISCIPLINED APPROACH TO YOUR WORK.

Get into a routine pattern, with designated place, time of day, and minimum period of time for work on the thesis. Make sure people around you know not to disturb you during this work.

KEEP YOUR MOMENTUM; DON�T WASTE TIME.

Do not let a week pass without doing something on the thesis. Write regularly (at least weekly), to help develop ideas and create draft material for the thesis -  e.g. written summaries of sources, diary of problems and how they were handled. It is not a good idea to do research work for long periods without writing. Keep in mind that the whole point is to get a written work completed, so you might as well write through the whole process of your PhD study.

CREATE AN ONGOING DIALOGUE.

Ask questions as soon as they arise, and keep asking a question till you feel satisfied that you have a full answer which you understand. Students are often reluctant to pursue things they do not understand. Sometimes this is a matter of not feeling confident to approach the supervisor. Try out questions first on a thesis support �buddy� or other student. Discuss your question in detail, so you will have thought the question through in depth before meeting your supervisor.

ADOPT A SCHOLARLY ATTITUDE AND APPROACH TO YOUR WORK.

Work to a high standard. Be meticulous, avoiding the temptation to take shortcuts. Spend the time and effort needed to do a thorough and careful job of designing, researching and writing your thesis.

BE AWARE THAT YOU ARE A NOVICE AND AN APPRENTICE.

Avoid the common tendency of postgraduate students to think you are an expert in some aspect of research or writing a thesis. Never proceed with research before consulting your supervisor. PhD students always make mistakes when they carry out research without first clearing procedures with a knowledgeable researcher. Common problems are �fatal flaws� in questionnaire design (e.g. wrong type of scale), invalid interview procedure, wrong data type (not appropriate to theory or planned statistical procedures or method of analysis), inadequate sample size or composition.

SPECIFIC ADVICE FOR WRITING THE PhD THESIS

BE CONVENTIONAL IN ORGANISATION AND STYLE.

Follow the conventions of thesis research and writing in your field.

BE ORIGINAL IN WORDS AND CONTENT.

Originality is a key criterion on which a thesis is judged.

LEARN TECHNICAL TERMS AND USE THEM CORRECTLY.

A major part of learning a field is becoming proficient at its terminology.

BE EXPLICIT.

Leave nothing unsaid or implicit, and leave out no words. Bring ideas to the surface and put them into words. Introduce all abbreviations, terms, and new ideas clearly.

GIVE CLEAR INDICATIONS OF STRUCTURE AND RELATIONSHIPS.

Link ideas using markers (e.g. conjunctions) of their logical relationships. Use punctuation (especially comma) to show the structure of sentences and their component parts.

BE PRECISE.

Develop a precise idea and then write exactly what you intend. Avoid overgenerality, vagueness, ambiguity, or informality.

UNDERSTATE; NEVER OVERSTATE.

Avoid sweeping generalisations; generalise modestly and carefully. Never exaggerate.

BE CONSERVATIVE.

Do not propose anything without good evidence. Do not go �out on a limb� or make rash statements. Avoid definitive conclusions. Hedge your bets by considering multiple factors.

ARGUE YOUR POINT OF VIEW; DO NOT MERELY STATE IT.

It is not adequate to simply state a point of view. Nor is it adequate to simply make a claim prefaced by �As it is widely believed,�  �As it is well-known,� or simply �Clearly,��.

FAIRLY EVALUATE OTHER WORK AND POINTS OF VIEW.

Discuss other people�s work and points of view, and evaluate them differentially, i.e. assess them as more or less reasonable, more or less similar to your own. Avoid any tendency to �strike down the opposition� or dismiss other work or viewpoints as entirely wrong or unjustified. Remember, you are a novice with only an initial understanding of your field and the work which has preceded yours.

BE CONSISTENT.

Follow a specific convention of style or methodology consistently. Use words with consistent meanings.

BE UP-TO-DATE.

Make your work new and relevant to the present state of your field. Bring your references up to within one year of what you are writing. Do not rely on old notions or methodologies, unless you are explicitly arguing that they need to be revisited and reconsidered.

BE SCRUPULOUSLY HONEST.

Reference all ideas in a way which makes clear exactly where they came from and how you obtained all information from other sources. Avoid referencing sources you have not actually read yourself. State limitations and problems in the research.

USE WRITING AS A THINKING PROCESS.

Keep notes; write ideas as they come to you when reading or thinking.

WRITE CHAPTER DRAFTS IN STAGES.

Do not wait to the end of your research process to write any thesis chapter. Draft thesis chapters as the stages of the research are completed, e.g. 1-Lit Review and Bibliography, 2-Methodology, 3-Results, 4-Discussion, 5-Conclusion, 6-Introduction, Abstract, Contents. Write 3 drafts at a minimum. Draft 1 is a rough draft, for your eyes only; its purpose is to develop and organise your ideas. Draft 2 is to show others, including the supervisor, for comment. Draft 3 is to rewrite and polish the work, based on input from others and your own close and careful reading after at least a two-week gap, so that you will see it with �fresh� eyes and mind.

NEVER WORRY ABOUT LENGTH IN A FIRST DRAFT.

Worrying about length as you are writing will restrict the free flow and development of ideas in an early stage. Once ideas are fully developed, they can be written in a more compact form.

THE STRUCTURE OF A THESIS

A student working towards a higher degree has to function in an academic community as well as in a discipline community made up of those who work in and have knowledge of a particular field or discipline. Each community has its own rules, many of which are implicit not explicit, and ways of functioning which members need to learn and use if they are to be successful. Only by learning and following these community-specific rules and practices can the student become a successful member of an academic or discipline community.

Members of the general academic community have certain expectations about written work. A thesis or dissertation must conform to these to a certain extent, in order to be accepted as a work of the proper type, such as an academic essay. In addition, each academic discipline has certain expectations about written work, based on its own practices, beliefs, and written traditions.

A PhD thesis or dissertation is a longer, deeper, and more detailed work than one written at  Master�s level. More importantly, it is held up to much higher standards of originality and scholarship. Following the advice below will help you to succeed in the thesis writing process.

Below a common or �standard� thesis format is first provided, followed by variations found in recently completed theses from three different fields, none of which follow this format exactly.

COMMON (STANDARD) THESIS STRUCTURE

Title Page Abstract Acknowledgements Contents  Chapter 1:     Introduction to Thesis (usually a short chapter) Chapter 2:     Literature Review Chapter 3:     Methodology  Chapter 4:     Results  Chapter 5:     Discussion / Interpretation Chapter 6:     Recommendations / Future Research (sometimes included in Discussion / Interpretation or Conclusion) Chapter 7:     Conclusion References / Bibliography Appendices

COMPARISONS OF STRUCTURE OF 3 PhD THESES

Computing (A topic in the modeling and processing of a particular type of data)

Chapter Title                                                                         Type

Abstract                                                                                 Abstract

Ch 1    Introduction                                                                Thesis overview

Ch 2    Background and Lit Review                                       Conceptual background, Lit. review

Ch 3    Three Real Problems and Their Models                    Technical content, Problem posing

Ch 4    Theoretical Analysis and Algorithms                        Results

Ch 5    Applications and Experimental Design                     Results

Ch 7    Conclusions and Future Work                                   Conclusions, Summary, Prospect

Linguistics (A study of bilingualism in a particular country)

Abstract                                                                                  Abstract

Ch 1    Introduction                                                                Thesis overview

Ch 2    Background                                                                Historical, etc. background

Ch 3    Overview of conceptual frameworks                     Conceptual background, Lit. review

Ch 4    Language attitudes: Matched guise                           Results

Ch 5    Language diary study                                                 Results

Ch 6    Questionnaire study                                                   Results

Ch 7    Field experiment: Actual language                            Results

Ch 8    Concluding remarks                                                   Conclusions, summary, future research

Tourism (A study on a particular city [X] as portrayed through tourism literature)

Introduction                                                                            Conceptual etc. background, overview

Ch 1    Tourists, Travellers, Sightseers                                 Conceptual and historical background

Ch 2    The Tourist Destination                                             Conceptual background

Ch 3    Sound and Vision                                                       Conceptual background

Ch 4    As Seen On Television                                              Conceptual background, Case studies

Ch 5    Recognising the Recognisable                                   Conceptual background, Case studies

Ch 6    Views of [X]                                                              Results

Ch 7    [X] as The Vanishing Lady                                         Results

Ch 8    The Travel Show                                                        Results

Ch 9    Holiday                                                                       Results

Ch 10 Home Truths From Abroad                                         Conclusions, Summary

Academic Writing: Building a Construction of Ideas

Academic thinking and reasoning involve building a construction of related ideas . Thus, it is only to be expected that the expression of academic thinking and reasoning through language (whether spoken or written) will also involve building a construction of related ideas. The utility of written language for expressing complex thoughts and constructions of ideas resides in its resources for building logical relations , meaning relations , and abstraction .

A clause is the minimal component of a written sentence, said to express one complete idea. Frequently, two clauses or more will be joined together or merged in order to express relationships between ideas.

E.g., The point can be debated; it is not universally agreed.

The point is not universally agreed and thus can be debated.

Not all writers share that point of view; nevertheless, it is a common position.

Not all writers share that point of view, although it is a common position. 

         The rebels were infiltrating the government; this occurred before fighting began

          Long before the fighting had begun, the rebels were infiltrating the government. 

Most commonly, the relationships between ideas are shown with the aid of punctuation and specific markers of the meaning and type of relationship intended. The first type of example below is uncommon in a thesis because there are no explicit connections made between the ideas. This makes possible several somewhat different interpretations as to what the writer wishes to emphasise or to argue. In the second of the two examples, the writer makes explicit connections between ideas.

E.g.      The news spread quickly. It was disseminated in a series of pamphlets. These received a wide audience. The public responded by calling for the overthrow of the government.

The news spread quickly , disseminated in a series of widely read pamphlets, which resulted in a call from the public for the overthrow of the government.  

Meaning relations and logical relations can be shown by specific words and order of information.

E.g.      The news spread quickly through a series of widely read pamphlets, which resulted in a call from the public for the overthrow of the government.  

A complex chain of reasoning or cause-and-effect can also be built with the aid of abstraction.

E.g.   The rapid dissemination of the news in a series of widely read pamphlets resulted in a call from the public for the overthrow of the government.

A key aspect of academic writing is the use of complex noun phrases to express complex ideas, discipline-specific concepts and constructs, and technical terms. The latter often consist of complex combinations of three or more words.

Computing         the network node frequency list algorithm

Education          computer-managed learning environments

Nursing              nursing home emergency service personnel

Sociology          regional survey sampling methodology

Some of the types of problems students have in English academic writing are reviewed in the next sections, with reference to published sources. Many of these make references to students coming from certain language backgrounds, and this information is included here though only a few languages are included.

MAKING CONNECTIONS

Student writers tend to overuse coordinating conjunctions compared to experienced native writers.

Coordinating Conjunctions - Frequency (% of words) (after Ringbom, 1998, pp. 45-46)

__________________________________________________________________________

                        Native         French             Spanish           Finish              Swedish              Dutch              German

but                     .36                   .66                   .70                   .57                   .58                   .64                     .67     

so                       .16                   .27                   .33                   .30                   .26                   .31                     .31

Alternatives to but : [same clause] yet , however , nevertheless , in contrast ;

[preceding clause] although, even though

Alternatives to so : [same clause] therefore , thus , hence , consequently , as a consequence , as a result ; [preceding clause] since , because

Adverbial Connectors � Overuse and Underuse by Swedish and French Learners of English (as contrasted with native English speakers) (after Altenberg and Tapper, 1998, p. 91)

OVERUSE                                                                             UNDERUSE

Additive                                 moreover                                           

                                                                                                          Resultative                  hence  

                                                                     therefore

                                                                                                                                                            thus

Appositive                              for instance

                                                namely

Contrastive                on the contrary                                   Contrastive                however

                                                                     though

                                                                                                                                                            yet

Corroborative                        of course        

NOTES: 1- Student writers often use moreover as equivalent to simple and . Moreover is properly used to add one reason or step in an argument to another, with the most important reason or step coming last and preceded by moreover . E.g. The method was chosen as that most commonly used in other investigations of similar type. It was, moreover , considered the most effective means of achieving the desired result. The correct meaning would not be given by and or in addition .

    2-      For instance and namely are less commonly used in academic writing than other alternatives. Instead of for instance , use for example and e.g. (which is the Latin abbreviation for �for example�). Instead of namely , use that is or i.e. (which is the Latin abbreviation for �that is�.)

    3-Student writers often use on the contrary as a simple marker of contrast equivalent to but or however . On the contrary has a more specific usage, however, that makes it rare in a thesis. It is to mark a contradiction, i.e., a statement of a  difference of opinion or belief. This usage has been stereotyped in the old Basil Rathbone Sherlock Holmes films, as the bumbling Dr. Watson would often make a statement which the much cleverer Holmes would contradict and set right beginning with, �On the contrary, my dear Watson, ��. E.g. Watson: The thief obviously escaped through the window. Holmes: On the contrary, my dear Watson. Clearly, he could not have escaped that way, as the window has obviously not been opened for quite some time, �

    4- Of course suggests obviousness and thus that there is no need to argue one�s case. It is therefore not a very useful word for a thesis.

Pilot Study of Four Fields

In a pilot study on the current project, our project partner, Dr Ylva Berglund (University of Oxford) carried out lexical analysis on theses from four fields (Computing, Film Studies, Linguistics, and Tourism) as well as PhD student writing samples from each of them. One of the things she looked at was conjunctive adverbs:

additionally, also, consequently, conversely, finally, furthermore, hence, however, indeed, likewise, moreover, nevertheless, nonetheless, otherwise, similarly, then, therefore, thus

The following charts summarise her findings:

Frequency in Different Texts

TTII � Tourism thesis II (Canadian)

TT    � Tourism thesis (British)

TSD � Tourism student draft chapters

TS    � Tourism student samples1+2

LT    � Linguistics Thesis

LS    � Linguistics student samples 1+2

FT    � Film thesis

FS     � Film student sample 1

CT    � Computing thesis (with formulas removed)

CS    � Computing student samples 1+ 2

Proportions in Different Texts 

Evaluation/precision.

Non-expert writers often attempt to win readers to their point of view by strengthening their statements through use of intensifiers such as completely or very :

E.g.      The voyage of the Bounty was a completely misguided adventure.

This is a very difficult question to answer.

Given the conservatism of academic writing, intensifiers should be used sparingly, to avoid overstatement or imprecision.

SCALAR INTENSIFIER CATEGORIES              German learner overuse (%)

( after Lorenz, 1998)

Amplifiers:                 Maximizers ( completely , absolutely , etc.)                28.7

               Boosters ( very , highly , immensely , etc.)                                48.0

Downtoners:   Approximators ( nearly , virtually etc.)                                  20.8

                                    Compromisers ( fairly , pretty , rather etc.)                             35.6

                                    Diminishers ( slightly , a little etc.)                                        64.1

                                    Minimizers ( hardly , scarcely etc.)                                        21.3

___________________________________________________________________

PERSONAL REFERENCE 

Academic style is often impersonal, in the attempt to achieve objectivity and a focus on ideas and information rather than on the writer. Inexperienced writers are prone to overuse first and second person pronouns ( I , we , and you ). In some fields, it is normal for the writer of the thesis to refer to him/herself as I , though it is more common to refer to the writer of the thesis as the researcher and s/he . In disciplines where I may be used to refer to the writer of the thesis, you may also be acceptable to refer to the reader of the thesis. In disciplines where third person reference is the norm, there might be occasions to refer to the reader or the audience for this thesis . However, it is common in the formal style of academic writing for the reader to remain implicit and unmentioned.

The use of plural first person reference we can have many meanings:

E.g.      We can see that �                  we = �the writer and anyone else�, i.e. we = �everyone�

We will see that�                     we = �the writer and the reader�

            We have a tradition of�        we = �the writer and others in the same field�

We showed in this work..          we = �the writer together with other researchers�

We will show that�                  we = �the writer alone�

In the last case, the researcher him/herself is euphemistically referred to as we ; this usage is called the �royal we �, as it is commonly used by royalty to refer to themselves (�We are not amused�). In sum, we can be considered to introduce a degree of ambiguity or imprecision in the thesis and should generally be avoided.

Third person reference ( it , s/he and they ) is by far the most common type in the thesis.

Pronouns - Frequency (% of words)          (after Ringbom, 1998, pp. 45-47)

                        Native             French             Spanish           Finish              Swedish          Dutch              German

1                        .25                   .45                   .36                   .52                   .88                   .41                   1.36

we                      .34                   .81                   .98                   .65                 1.20                   .34                     .41

you                    .08                   .33                   .34                   .34                   .31                   .46                     .72

he                      .26                   .20                   .24                   .24                   .14                   .42                     .38

they                    .66                   .77                   .86                   .63                   .65                 1.07                   .75

it                      . 97                 1.16                 1.26                 1.42                 1.22                 1.14                 1.15

Altenberg, B., and Tapper, M. (1998). The use of adverbial connectors in advanced Swedish learners� written English. In S. Granger (ed.), Learner English on computer (pp. 80-93). London: Longman.

Lorenz, G. (1998). Overstatement in advanced learners� writing: stylistic aspects of adjective intensification. In S. Granger (ed.), Learner English on computer (pp. 53-66). London: Longman.

Ringbom, H. (1998). Vocabulary frequencies in advanced learner English: a cross-linguistic approach. In S. Granger (ed.), Learner English on computer (pp. 41-52). London: Longman.

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• Advising Senior Theses

Every thesis writer and thesis project is unique, and arguably the single most important thing that you can do as a thesis adviser is to get to know your student well and to be supportive and attentive as they work towards their spring deadline. The amount of structure that different concentrations offer their students can also have a significant impact on how you think about your role as an adviser. In some cases you may feel like an extension of the department’s undergraduate office, encouraging your student to follow its well-articulated pathway towards completion and nudging your student to heed (albeit perhaps with some discretion) its recommended proposal or draft deadlines. In other cases you may be the one responsible for translating the concentration’s somewhat vague guidelines into an actionable roadmap of recommended thresholds and dates. It’s well worth establishing a healthy line of communication with the concentration’s undergraduate office (and with anyone else involved in advising your student’s academic work) from the start of your advising relationship.

Regardless of the precise structure and obligations surrounding your position as an adviser, there are a number of things which you can do to help just about any student have a meaningful, and successful, experience with the senior thesis. Here are five key contributions which you can make:

Manage expectations

In an ideal world, every student would enter the thesis process fully prepared for every aspect of scholarly work. They all would know how to ask an analytical question suitable for a 60- or 100-page paper, how to find relevant data, how to draw lucid figures, how to format every footnote or methods section, … . Likewise, we might wish that every thesis topic lent itself equally well to the particular constraints of Harvard’s resources and academic calendar. If only that essential cache of Russian manuscripts existed in a published English translation in Widener! If only this experimental protocol took two weeks rather than four months! In reality, however, every thesis involves some compromise—perhaps significant compromise. One of your most important jobs as a thesis adviser is to roleplay your student’s future audience, and to help your student understand that the most successful theses ask questions that are not only meaningful, but that can be answered at least somewhat plausibly by the set of skills, resources, and time that is available to a Harvard undergraduate. Insofar as a student is determined to tackle a dissertation-sized question, the adviser can at least remind the student that it will be important to frame the results as a “partial” answer or a “contribution towards” an answer in the introduction.

Encourage self-knowledge

As with the previous point about managing expectations, it is important that an adviser be able to remind their student that the senior thesis is not, and will not be, the moment when students magically become “better” people than they already are. Students who have been night owls during their first three years of college are unlikely to transform miraculously into the type of scholars who rise at 6am and write 1000 words before breakfast—no matter how much they yearn to emulate some academic role model. Students who have participated actively in a sport or other extracurricular are unlikely to be able to simply recoup those hours for thesis work—cutting back three hours/week at The Crimson is at least as likely to translate into three more hours spent bantering in the dining hall as it is into three hours spent poring over the administrative structure of the Byzantine Empire. The point is that students can benefit from being reminded that they already know how to do the kind of work expected of them on the thesis, and that it may be counterproductive—if not downright unhealthy—to hold themselves to new or arbitrary standards.

Motivate to start writing early

With relatively few exceptions, most of the writing projects assigned in college are sufficiently modest that students can wait to start writing until they have figured out the full arc of what they want to say and how they want to say it. It’s possible, in other words, to plan and hold the entirety of a five-page essay in one’s head. This is simply not true of a senior thesis. Theses require the author to take a leap of faith—to start writing before the research is done and long before they know exactly what they want to say. Students may be reluctant to do this, fearing that they might “waste” precious time drafting a section of a chapter that ultimately doesn’t fit in the final thesis. You can do your student a world of good by reminding them that there is no such thing as wasted writing. In a project as large as a thesis, writing is not merely about reporting one’s conclusions—it is the process through which students come to figure out what their conclusions might be, and which lines of research they will need to pursue to get there.

Model strategies

While academic research and writing can and should be a creative endeavor, it is also undeniably true that even professional scholars draw upon a relatively constrained set of well-known strategies when framing their work. How many different ways, after all, are there to say that the conventional wisdom on a topic has ignored a certain genre of evidence? Or that two competing schools of thought actually agree more than they disagree? Or that fiddling with one variable has the power to reframe an entire discussion? Students may struggle to see how to plug their research into the existing scholarly conversation around their topic. Showing them models or templates that demystify the ways in which scholars frame their interventions can be enormously powerful.

Keep contact and avoid the "shame spiral"

As noted above, the senior thesis is a long process, and while it’s rarely a good idea for students to change their work habits in an effort to complete it, it is important that they be working early and often. Occasionally students do become overwhelmed by the scope of the project, and begin to feel defeated by the incremental nature of progress they are making. Even a good week of work may yield only a couple of pages of passable writing. Ideally a student feeling overwhelmed would come to their adviser for some help putting things into perspective. But for a student used to having a fair amount of success, the struggles involved in a senior thesis may be disorienting, and they may worry that they are “disappointing” you. For some, this will manifest as a retreat from your deadlines and oversight—even as they outwardly project confidence. They may begin bargaining with themselves in ways that only serve to sink them deeper into a sense of panic or shame. (“I’m long past the deadline for my first ten pages—but if I give my adviser a really brilliant fifteen-page section, he won’t mind! Surely I can turn these four pages into fifteen if I stay up all night!”) One of the best things that you can do as an adviser is keep contact with your student and make sure to remind them that your dynamic is not one of “approval” or “disapproval.” It is important that they maintain a healthy and realistic approach to the incremental process of completing the thesis over several months.

For more information...

The Art of Thesis Writing: A handout for students

Harvard's Academic Resource Center on Senior Theses

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The thesis statement or main claim must be debatable

An argumentative or persuasive piece of writing must begin with a debatable thesis or claim. In other words, the thesis must be something that people could reasonably have differing opinions on. If your thesis is something that is generally agreed upon or accepted as fact then there is no reason to try to persuade people.

Example of a non-debatable thesis statement:

This thesis statement is not debatable. First, the word pollution implies that something is bad or negative in some way. Furthermore, all studies agree that pollution is a problem; they simply disagree on the impact it will have or the scope of the problem. No one could reasonably argue that pollution is unambiguously good.

Example of a debatable thesis statement:

This is an example of a debatable thesis because reasonable people could disagree with it. Some people might think that this is how we should spend the nation's money. Others might feel that we should be spending more money on education. Still others could argue that corporations, not the government, should be paying to limit pollution.

Another example of a debatable thesis statement:

In this example there is also room for disagreement between rational individuals. Some citizens might think focusing on recycling programs rather than private automobiles is the most effective strategy.

The thesis needs to be narrow

Although the scope of your paper might seem overwhelming at the start, generally the narrower the thesis the more effective your argument will be. Your thesis or claim must be supported by evidence. The broader your claim is, the more evidence you will need to convince readers that your position is right.

Example of a thesis that is too broad:

There are several reasons this statement is too broad to argue. First, what is included in the category "drugs"? Is the author talking about illegal drug use, recreational drug use (which might include alcohol and cigarettes), or all uses of medication in general? Second, in what ways are drugs detrimental? Is drug use causing deaths (and is the author equating deaths from overdoses and deaths from drug related violence)? Is drug use changing the moral climate or causing the economy to decline? Finally, what does the author mean by "society"? Is the author referring only to America or to the global population? Does the author make any distinction between the effects on children and adults? There are just too many questions that the claim leaves open. The author could not cover all of the topics listed above, yet the generality of the claim leaves all of these possibilities open to debate.

Example of a narrow or focused thesis:

In this example the topic of drugs has been narrowed down to illegal drugs and the detriment has been narrowed down to gang violence. This is a much more manageable topic.

We could narrow each debatable thesis from the previous examples in the following way:

Narrowed debatable thesis 1:

This thesis narrows the scope of the argument by specifying not just the amount of money used but also how the money could actually help to control pollution.

Narrowed debatable thesis 2:

This thesis narrows the scope of the argument by specifying not just what the focus of a national anti-pollution campaign should be but also why this is the appropriate focus.

Qualifiers such as " typically ," " generally ," " usually ," or " on average " also help to limit the scope of your claim by allowing for the almost inevitable exception to the rule.

Types of claims

Claims typically fall into one of four categories. Thinking about how you want to approach your topic, or, in other words, what type of claim you want to make, is one way to focus your thesis on one particular aspect of your broader topic.

Claims of fact or definition: These claims argue about what the definition of something is or whether something is a settled fact. Example:

Claims of cause and effect: These claims argue that one person, thing, or event caused another thing or event to occur. Example:

Claims about value: These are claims made of what something is worth, whether we value it or not, how we would rate or categorize something. Example:

Claims about solutions or policies: These are claims that argue for or against a certain solution or policy approach to a problem. Example:

Which type of claim is right for your argument? Which type of thesis or claim you use for your argument will depend on your position and knowledge of the topic, your audience, and the context of your paper. You might want to think about where you imagine your audience to be on this topic and pinpoint where you think the biggest difference in viewpoints might be. Even if you start with one type of claim you probably will be using several within the paper. Regardless of the type of claim you choose to utilize it is key to identify the controversy or debate you are addressing and to define your position early on in the paper.

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• Your Health
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• Health Inc.
• Public Health

California's $12 billion Medicaid experiment stretches the definition of health care

Angela Hart

Alondra Mercado, a community health worker with the Central California Asthma Collaborative, helps provide services through an ambitious California Medicaid initiative. On a recent morning in March, she visited a family in Turlock to teach a mother how to control in-home asthma triggers that cause flare-ups in her young son. Angela Hart/KFF Health News hide caption

Alondra Mercado, a community health worker with the Central California Asthma Collaborative, helps provide services through an ambitious California Medicaid initiative. On a recent morning in March, she visited a family in Turlock to teach a mother how to control in-home asthma triggers that cause flare-ups in her young son.

TURLOCK, Calif. — For much of his young life, Jorge Sanchez regularly gasped for air, at times coughing so violently that he'd almost throw up. His mother whisked him to the emergency room late at night and slept with him to make sure he didn't stop breathing.

"He's had these problems since he was born, and I couldn't figure out what was triggering his asthma," Fabiola Sandoval said of her son, Jorge, now 4. "It's so hard when your child is hurting. I was willing to try anything."

In January, community health workers visited Sandoval's home in Turlock, a city in California's Central Valley where dust from fruit and nut orchards billows through the air. They scoured Sandoval's home for hazards and explained that harsh cleaning products, air fresheners, and airborne dust and pesticides can trigger an asthma attack.

The team also provided Sandoval with air purifiers, a special vacuum cleaner that can suck dust out of the air, hypoallergenic mattress covers, and a humidity sensor — goods that retail for hundreds of dollars. Within a few months, Jorge was breathing easier and was able to run and play outside.

The in-home consultation and supplies were paid for by Medi-Cal, California's Medicaid health insurance program for low-income residents.

Gov. Gavin Newsom is spearheading an ambitious $12 billion experiment to transform Medi-Cal into both a health insurer and a social services provider, one that relies not only on doctors and nurses, but also community health workers and nonprofit groups that offer dozens of services, including delivering healthy meals and helping homeless people pay for housing .

Shots - Health News

She has medicare and medicaid. so why should it take 18 months to get a wheelchair.

Should Medicaid pay to help someone find a home? California is trying it

These groups are redefining health care in California as they compete with businesses for a share of the money, and become a new arm of the sprawling Medi-Cal bureaucracy that serves nearly 15 million low-income residents on an annual budget of $158 billion .

But worker shortages, negotiations with health insurance companies, and complex billing and technology systems have hamstrung the community groups' ability to deliver the new services: Now into the third year of the ambitious five-year experiment, only a small fraction of eligible patients have received benefits.

"This is still so new, and everyone is just overwhelmed at this point, so it's slow-going," said Kevin Hamilton, a senior director at the Central California Asthma Collaborative.

Fabiola Sandoval's son, Jorge Sanchez, got a relief from his asthma thanks to Medi-Cal's new funding for social services. Angela Hart/KFF Health News hide caption

The collaborative has served about 3,650 patients, including Sandoval's son Jorge, in eight counties since early 2022, he said. It has years of experience with Medi-Cal patients in the Central Valley and has received about $1.5 million of the new initiative's money.

By contrast, CalOptima Health, Orange County's primary Medi-Cal insurer, is new to offering asthma benefits and has signed up 58 patients so far.

"Asthma services are so difficult to get going" because the nonprofit infrastructure for these services is virtually nonexistent, said Kelly Bruno-Nelson, CalOptima's executive director for Medi-Cal. "We need more community-based organizations on board because they're the ones who can serve a population that nobody wants to deal with."

Meet basic needs, reduce health care costs down the line

Newsom, a Democrat in his second term, says his signature health care initiative, known as CalAIM , seeks to reduce the cost of caring for the state's sickest and most vulnerable patients, including homeless Californians, foster children, former inmates, and people battling addiction disorders.

In addition to in-home asthma remediation, CalAIM offers 13 broad categories of social services, plus a benefit connecting eligible patients with one-on-one care managers to help them obtain anything they need to get healthier, from grocery shopping to finding a job.

The goal, Newsom says, is to keep people healthier and avoid costly care such as emergency room visits, ultimately saving taxpayer money.

The 25 managed-care insurance companies participating in Medi-Cal can choose which services they offer, and contract with community groups to provide them. Insurers have hammered out about 4,300 large and small contracts with nonprofits and businesses.

So far, about 103,000 Medi-Cal patients have received CalAIM services and roughly 160,000 have been assigned personal care managers, according to state data , a sliver of the hundreds of thousands of patients who likely qualify.

"We're all new to health care" and learning to navigate the bureaucracy "is such a foreign concept," said Helena Lopez, executive director of A Greater Hope , a nonprofit organization providing social services in Riverside and San Bernardino counties, such as handing out baseball cleats to children to help them be active.

Fabiola Sandoval (left) has struggled to help her son, Jorge Sanchez, control his asthma since he was an infant. Alondra Mercado (right), a community health worker, secured several items for her including air filters, cleaning products, pillow and mattress covers, and a specialized vacuum that can suck dust out of the air. These items were covered by California's Medicaid. Angela Hart/KFF Health News hide caption

Fabiola Sandoval (left) has struggled to help her son, Jorge Sanchez, control his asthma since he was an infant. Alondra Mercado (right), a community health worker, secured several items for her including air filters, cleaning products, pillow and mattress covers, and a specialized vacuum that can suck dust out of the air. These items were covered by California's Medicaid.

Small nonprofits, big start-up costs to get paid by Medicaid

Tiffany Sickler runs Koinonia Family Services , which offers California foster children mental health and other types of care, and even helped a patient pay off parking tickets. But the program is struggling on a shoestring budget.

"If you want to do this, you have to learn all these new systems," for getting paid through CalAIM, she said. "It's been a huge learning curve, and very time-consuming and frustrating, especially without adequate funding."

Brandon Richards, a Newsom spokesperson, defended CalAIM, saying that it was "on the cutting edge of health care" and that the state was working to increase "awareness of these new services and support."

For nonprofits and businesses, CalAIM is a money-making opportunity — one that top state health officials hope to make permanent. Health insurers, which receive hefty payments from the state to serve more people and offer new services, share a portion with service providers.

In some places, community groups are competing with national corporations for the new funding, such as Mom's Meals, an Iowa-based company that delivers prepared meals across the United States.

Mom's Meals has an advantage over neighborhood nonprofit groups because it has long served seniors on Medicare and was able to immediately start offering the CalAIM benefit of home-delivered meals for patients with chronic diseases. But even Mom's Meals isn't reaching everyone who qualifies because doctors and patients don't always know it's an option, said Catherine Macpherson, the company's chief nutrition officer.

"Utilization is not as high as it should be yet," she said. "But we were well positioned because we already had departments to do billing and contracting with health care."

Middleman companies also have their eye on the billions of CalAIM dollars and are popping up to assist small organizations go up against established ones like Mom's Meals. For instance, the New York-based Nonprofit Finance Fund is advising homeless service providers how to get more contracts and expand benefits.

Full Circle Health Network , with 70 member organizations, is helping smaller nonprofit groups develop and deliver services primarily for families and foster children. Full Circle has signed a deal with Kaiser Permanente, allowing the health care giant to access its network of community groups.

"We're allowing organizations to launch these benefits much faster than they've been able to do and to reach more vulnerable people," said Camille Schraeder, chief executive of Full Circle. "Many of these are grassroots organizations that have the trust and expertise on the ground, but they're new to health care."

One of the biggest challenges community groups face is hiring workers, who are key to finding eligible patients and persuading them to participate.

Kathryn Phillips, a workforce expert at the California Health Care Foundation, said there isn't enough seed money for community groups to hire workers and pay for new technology platforms. "They bring the trust that is needed, the cultural competency, the diversity of languages," she said. "But there needs to be more funding and reimbursement to build this workforce."

Health insurers say they are trying to increase the workforce. For instance, L.A. Care Health Plan, the largest Medi-Cal insurer in California, has given $66 million to community organizations for hiring and other CalAIM needs, said Sameer Amin, the group's chief medical officer.

"They don't have the staffing to do all this stuff, so we're helping with that all while teaching them how to build up their health care infrastructure," he said. "Everyone wants a win, but this isn't going to be successful overnight."

In the Central Valley, Jorge Sanchez is one of the lucky early beneficiaries of CalAIM.

His mother credits the trust she established with community health workers, who spent many hours over multiple visits to teach her how to control her son's asthma.

"I used to love cleaning with bleach" but learned it can trigger breathing problems, Sandoval said.

Since she implemented the health workers' recommendations, Sandoval has been able to let Jorge sleep alone at night for the first time in four years.

"Having this program and all the things available is amazing," said Sandoval, as she pointed to the dirty dust cup in her new vacuum cleaner. "Now my son doesn't have as many asthma attacks and he can run around and be a normal kid."

This article was produced by KFF Health News, a national newsroom that produces in-depth journalism about health issues and is one of the core operating programs at KFF . KFF Health News is the publisher of California Healthline , an editorially independent service of the California Health Care Foundation .

• social determinants of health

Statue weeping blood? Visions of the Virgin Mary? Vatican has new advice on supernatural phenomena

R OME — Supernatural events like visions of the Virgin Mary and statues weeping tears of blood have for centuries stirred the faithful — and controversy for the Catholic Church .

In the age of social media , unverified claims can spread rapidly around the globe, so on Friday the Vatican 's Dicastery for the Doctrine of the Faith issued new guidelines radically reforming its process for evaluating faith-based phenomena.

The document offers detailed instructions and six “prudential conclusions” for bishops who look into such claims. While incredibly rare, some might allow for devotion, while others will be rejected outright.

Stressing that such incidents should be assessed very cautiously, in a document replacing rules issued in 1978, the Vatican’s doctrinal office said that bishops can completely reject an event as supernatural and take steps to ban or limit worship of fake or controversial phenomena. 

“It is important not to overlook that sometimes the discernment may also deal with problems, such as delicts, manipulation, damage to the unity of the Church, undue financial gain, and serious doctrinal errors that could cause scandals and undermine the credibility of the Church,” the document says. 

While it says “clear procedures” are needed, it also says they are “not intended to control or (even less) stifle” the Holy Spirit.

Approved earlier this month by Pope Francis , the most favorable of the six outcomes would see the church issue a “nihil obstat,” which means a supernatural event would not be contrary to the faith and Catholics could express devotion to it. 

While extremely rare, this would leave open the issue of whether the Vatican would formally recognize a phenomenon as “supernatural” while allowing the pontiff to intervene in the process. 

But “as a rule” the document states that “potential conclusions do not include the possibility of declaring that the phenomenon under discernment is of supernatural origin — that is, affirming with moral certainty that it originates from a decision willed by God in a direct way,” meaning church authorities will no longer declare whether a vision or stigmata is divinely inspired. 

Although it acknowledges the rules issued in 1978 were “no longer adequate,” the document does not say what prompted them to be reviewed. 

However, Francis has expressed skepticism about supernatural phenomena, particularly more recent events, including the claims of repeated messages from the Virgin Mary to “seers” at the shrine of Medjugorje, in Bosnia-Herzegovina.

“I prefer the Madonna as mother, our mother, and not a woman who’s the head of a telegraphic office, who sends a message every day at a certain time,” he told reporters in 2017.

Last year he told Italian broadcaster Rai that apparitions of Mary were “not always real” and that he liked to see her as “pointing to Jesus” rather than drawing attention to herself.

However, he has made it clear that he is devoted to older Marian apparitions approved by the church like Our Lady of Guadalupe, who believers say appeared to an Indigenous man in Mexico in 1531.

When confirmed by church authorities, divine signs can lead to a flourishing of the faith, as was the case for purported apparitions of Mary in the French city of Lourdes and the Portuguese town of Fatima, both of which are incredibly popular pilgrimage destinations.  

Other phenomena have nonetheless become sources of scandal.

After the founder of the Army of Mary declared herself the reincarnation of the mother of Christ, the Vatican excommunicated members of the group based in the Canadian province of Quebec. 

Elsewhere, in the Philippines, bishops glossed over a 1951 Vatican ruling that purported visions of the Madonna at a Carmelite convent in Lipa, which were said to have been accompanied by a shower of rose petals, had “no sign of supernatural character or origin.”

It came to the decision after the convent prioress confessed to having participated in a “deception” and some of her nuns testified that they had seen deliveries of roses to the convent. 

However, the bishops continued to suggest to the faithful that the jury was still out on whether the phenomena were authentic or not, according to documentation made public last year by the Filipino bishops conference.

This article was originally published on NBCNews.com

What we know about the cyberattack on Ascension hospitals and clinics in Wisconsin, across the U.S.

There is no timeline for restoring computer systems disabled by a cyberattack on the national health system Ascension that has resulted in canceled appointments, delays in care and other major disruptions.

The cyberattack has had major repercussions for patients across the 18 states where Ascension operates. The health system has 17 hospitals in Wisconsin, in addition to many clinics and other health care sites, where health care workers still cannot access the medical records system critical for documenting patients' medical history and managing their care.

Here's what we know about the cyberattack that launched Ascension's hospitals and other health care sites into a crisis.

What kind of cyberattack hit Ascension?

The ransomware attack was first detected on May 8, the health system has disclosed. A ransomware attack typically involves cybercriminals locking their target out of computer systems and demanding payment in exchange for returning access. They often steal sensitive information that they then threaten to release as an extortion tactic.

Ascension has not disclosed whether a ransom was paid.

Citing four anonymous sources briefed on the incident, CNN reported Friday that the type of ransomware involved in the attack is called Black Basta, also the name of a group of cybercriminals notorious for using ransomware.

How widespread was the cyberattack on Ascension?

The effects of the cyberattack are systemwide, affecting Ascension facilities in Wisconsin and across the country. Ascension has hospitals and other health care facilities in 18 states.

It is unclear how many people's sensitive information may have been compromised in the attack. The scope of the attack is under investigation.

How has the cyberattack affected Ascension locations?

Health care workers at Ascension hospitals and other facilities do not have access to the electronic medical records system , known as Epic, used to document patients' medical histories and keep track of their conditions, prescriptions, allergies and other important medical information. They generally do not have access to prior lab or test results, health care workers have reported.

Systems used to order certain tests, procedures and medications also are not working, according to Ascension .

Health care workers are using paper records to track patient conditions, write prescriptions and order tests and procedures.

A physician who works at Ascension Wisconsin and spoke on the condition of anonymity for fear of repercussions said doctors are "flying blind" without the medical records system.

"You have no backstory of the person. You don't know what the chief complaint is. You don't know the history of the patient," the physician said. "You’re completely blind."

Some patients' appointments have been cancelled in light of the situation. Ascension has temporarily paused some non-emergent procedures, tests and appointments while the health system works to bring computer systems back online, according to a recent statement .

Some Ascension hospitals are diverting ambulances to other hospitals "to ensure that emergency cases are triaged immediately." Ascension has not specified which hospitals are diverting emergency patients.

Health care workers at Ascension Wisconsin hospitals have reported longer wait times in emergency rooms and long delays in completing scans and imaging.

Also, Ascension retail pharmacies in Wisconsin are not filling prescriptions now, according to a statement late Monday.

When will systems at Ascension be back up and running?

Ascension has not disclosed a timeline for getting its systems back up and running again. In a recent statement, Ascension said "this process will take time to complete" and that it would continue to share updates.

In an email sent to Ascension health care workers on May 9, Ascension CEO Joseph Impicciche said it was "unclear how long it will take to get all systems back on track."

"We are working diligently to resolve the issues as quickly as possible," he wrote in the message.

Another physician who works at Ascension Wisconsin hospitals and who spoke with the Milwaukee Journal Sentinel on the condition of anonymity said health care workers are preparing for the situation to last weeks or even months.

What is Ascension doing in response to the cyberattack?

Ascension is working with cybersecurity experts with the firm Mandiant and others to investigate the attack, contain it and help determine what information, if any, was compromised in the attack.

Once the cyberattack was detected, Ascension took steps to contain the damage and urged its business partners to temporarily sever online connections to its system . The health system is working to restore its systems "following a thorough validation and screening process," it said in a statement .

Following the attack, Ascension notified the FBI, the Cybersecurity and Infrastructure Security Agency and the Department of Health and Human Services, according to a recent statement .

The health system also has shared information about the attack with the Health Information Sharing and Analysis Center , a group of health care providers that shares information about cyber threats and physical threats to the health sector.

What advice does Ascension have for patients?

Ascension advised patients with appointments to still go to them unless they hear otherwise from their health care providers. The health system also is encouraging patients to contact their provider before their appointment.

Ascension encourages patients to bring notes on their symptoms and a list of current medications and prescription numbers or prescription bottles so that health care providers can call pharmacies for patients' medications.

The health system noted that patients may experience longer than usual wait times and delays at hospitals, urgent cares and clinics.

How common are cyberattacks on health care institutions?

Cyberattacks are becoming increasingly common in health care, often affecting protected health information along with other data, such as account numbers, Social Security numbers, phone numbers and addresses.

The Health Information Sharing and Analysis Center published an advisory Friday warning that hackers with Black Basta had recently ramped up attacks against the health care sector.

Another, joint advisory was issued Friday by the FBI, the Cybersecurity and Infrastructure Security Agency and others, to provide information on Black Basta and urge health care providers to take recommended steps to prevent ransomware attacks.

The advisory that ransom notes do not generally include an initial ransom demand or payment instructions. Instead, the notes give victims a unique code and tell them to contact the ransomware group on the dark web, a part of the Internet only accessible by a specialized web browser that allows users to remain anonymous and untraceable.

"Typically, the ransom notes give victims between 10 and 12 days to pay the ransom before the ransomware group publishes their data" on the dark web, the advisory says.

The advisory says health care organizations are attractive targets because of their size, their heavy reliance on technology, their access to personal health information and the "unique impacts from patient care disruptions."

In August, hospitals and clinics in the Prevea and the Hospital Sisters Health System in Wisconsin and Illinois were hit by a cyberattack that resulted in systemwide outages and disruptions in care for patients.

Earlier this year, Change Healthcare, part of the health giant UnitedHealth Group, was hit by a cyberattack — one of the worst hacks to hit U.S. health care — that caused widespread disruptions in payments to doctors and health facilities. UnitedHealth ended up paying a ransom of $22 million in cryptocurrency, its CEO told a Congressional committee earlier this month .

UnitedHealth was lambasted in Congressional hearings for the cyberattack and a lack of security measures to keep hackers from compromising sensitive patient data. The incident raised questions about the vulnerability of the health care sector to cyberattacks.