the help book thesis

by Kathryn Stockett

The help themes, race and racism.

Racism manifests in the lives of the black maids in a number of ways: they are denied opportunities for educational or professional advancement, they perform repetitive work for white families, they must curtail their speech to prevent violence, and they must use separate facilities. Perhaps most damaging of all, black people are constantly exposed to social messages telling them that they are dirty, lazy, and in all respects less than white people.

Even the way the book is written hearkens back to this central theme. When writing from the perspective of the black maids Aibileen and Minny, Stockett uses an antiquated form of speech. While this is meant to lend authenticity to their voices, it also makes them sound uneducated and makes it somewhat difficult to relate to them.

The Help also suggests that it is possible to cross this racial divide. In addition to anecdotes about rude or abusive employers, we hear stories of maids who have very close relationships with the white families for whom they work. Through her efforts to be a mouthpiece for the black maids of Jackson, Skeeter develops a close friendship with Aibileen and Minny. It's possible, through effort and understanding, to begin to heal the wounds of racism.

Mothers and Daughters

Mothers and daughters have difficult but deeply loving relationships. The Help examines several different types of mother-daughter relationships.

Elizabeth Leefolt has a strained relationship with her mother, who is aloof and demanding; she continues this unhealthy dynamic by being neglectful and critical of her own daughter, Mae Mobley . There's also an indication that mother-daughter relationships are not necessarily dependent on blood ties. For example, Aibileen acts as a mother to Mae Mobley, not only taking care of her day-to-day needs but also teaching her to be kind to others and to always have respect for herself.

Skeeter has a difficult but loving relationship with her mother, who is constantly pressuring her daughter to dress better and catch a man. Skeeter later discovers that this critical edge is tempered by love; her mother has cancer, and she wants to make sure her daughter has a good life after she is gone. Though Skeeter's mother often bosses her daughter, she also stands up for her at critical moments, such as during her conflicts with Hilly and Stuart.

Love and Friendship

The Help takes a close look at many types of love, some of them unlikely and fraught with difficulties. The close bond between black caretakers and white children (Aibileen and Mae Mobley, as well as Skeeter and Constantine) show that nurturing love is not limited to blood relationships. As we see later in the book, this bond is often unfairly complicated by the strictures of a racist society.

Because of her new consciousness regarding race, Skeeter causes a rupture in her friendships with Hilly and Elizabeth Leefolt. Through a series of events (the discovery of the Jim Crow materials, the toilet prank, Hilly's comment about Stuart), these lifelong friendships are torn apart. But we also see how new friendships can emerge out of the ashes of old ones: it is Aibileen and Minny with whom Skeeter celebrates her new job in New York City.

The novel also focuses on different types of romantic love. Despite his affection for Skeeter, Stuart cannot get over the betrayal of his fiancée, Patricia van Devender, and his attempts to build a new relationship with Skeeter continuously fail. On the other hand, Celia and Johnny have a deeply loving relationship, triumphing over class differences, infertility, and social disapproval.

A Writer's Life

What does it mean to be a writer? The journey to publish the book is not an easy one. After an initial stroke of luck in catching Elaine Stein 's attention, Skeeter struggles to develop her ideas, conduct interviews, write the book, and find a publisher. Each step is fraught with difficulties; for example, she must complete the book in only a few weeks in order to send it in for the annual editor's meeting. Skeeter spends many long nights typing until her hands are covered with ink and paper cuts, but she ultimately prevails.

Skeeter is not the only prospective writer in the book. Despite her academic excellence, Aibileen was forced to drop out of school to support her family. However, she writes down her prayers every day, continuing to build her skills in writing. Assisting Skeeter with the book about the maids gives her the chance to showcase her writing skills, and she eventually becomes the first black author of the Miss Myrna column. At the end of the novel, she thinks about developing her writing career even more.

Being a Woman

The varying difficulties faced by women constitute another major theme in the book. In the workplace, Minny struggles with the possibility of being fired due to her outspoken personality; at home, she is violently abused by her husband. Aibileen must cope with the sorrow of her son's untimely death at the same time that she tries to support the neglected Mae Mobley. Skeeter is struggling with a world that does not value her professional ambitions and tries to force her into the narrow roles of wife and mother. Celia Foote deals with a series of miscarriages and her social isolation, which is worsened by her desire to be a capable wife to her beloved husband. Each of these women struggle to overcome these difficulties, but they also forge close bonds with other women over shared problems.

Doing the Right Thing

Even when everything in the world is trying to tell you what to do and what to believe, you need to make your own path. The central protagonists recognize that the current state of race relations is wrong, and work to correct it. Aibileen strives to teach racial equality and acceptance to Mae Mobley. Minny persists in working on the book about the maids despite the danger it puts her in with her own husband and Hilly. Skeeter continues working towards racial justice despite the rift it causes between her and her two best friends.

Southern Values

The Help is a window onto the mid-century south, giving the reader vivid impressions of the beautiful landscapes and warm culture. This includes positive qualities such as friendliness and generosity; we see these close social ties in the ways that family members treat one another. Yet it also includes racism, segregation, and misogyny, which are evident in the violent enforcement of the separation between races, and the lack of professional options for white women.

The Help Questions and Answers

The Question and Answer section for The Help is a great resource to ask questions, find answers, and discuss the novel.

Back Home by Emma Stewart 

B-establish the setting of the story

What Page number is this quote on?

Page numbers differ depending on the copy you have.

What is the conclution of the drama?

In the final chapter, all three of the main characters (Skeeter, Minny, and Aibileen) are poised on the edge of a great change in their lives. Skeeter's new beginning is a bit more promising than that of the others; though she cannot publicly...

Study Guide for The Help

The Help study guide contains a biography of Kathryn Stockett, literature essays, quiz questions, major themes, characters, and a full summary and analysis.

• About The Help
• The Help Summary
• Character List

Essays for The Help

The Help essays are academic essays for citation. These papers were written primarily by students and provide critical analysis of The Help by Kathryn Stockett.

• Devastation Through Segregation
• Internalized language stereotypes within The Help
• The Problem of Female Identity: Restrictive Gender Constructs in 'The Help' and in Plath's Poetry
• Trauma and Racism: 'The Help' as Understood in Print, in Film, and in Scholarly Sources
• Challenging Behaviors and the Audience

Lesson Plan for The Help

• About the Author
• Study Objectives
• Common Core Standards
• Introduction to The Help
• Relationship to Other Books
• Bringing in Technology
• Notes to the Teacher
• Related Links
• The Help Bibliography

Wikipedia Entries for The Help

• Introduction
• Plot summary
• Film adaptation
• Awards and honors

Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

Make a Gift

How to Write a Better Thesis

• © 2014
• Latest edition
• David Evans 0 ,
• Paul Gruba 1 ,
• Justin Zobel 2

(deceased) University of Melbourne, Carlton, Australia

You can also search for this author in PubMed   Google Scholar

School of Languages and Linguistics, University of Melbourne, Carlton, Australia

Computing & Information Systems, University of Melbourne, Carlton, Australia

• Offers a step-by-step guide on the mechanics of thesis writing
• Illustrates the complete process of how to structure a thesis by providing specific examples
• Equips readers to understand how to conceptualize and approach the problems of producing a thesis
• Written by authors with over 20 years experience of supervising and advising students
• Includes supplementary material: sn.pub/extras

285k Accesses

14 Citations

740 Altmetric

This is a preview of subscription content, log in via an institution to check access.

Access this book

• Available as EPUB and PDF
• Read on any device
• Instant download
• Own it forever
• Compact, lightweight edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Other ways to access

Licence this eBook for your library

Institutional subscriptions

Table of contents (12 chapters)

Front matter, what is a thesis.

• David Evans†, Paul Gruba, Justin Zobel

Thesis Structure

Mechanics of writing, making a strong start, the introductory chapter, background chapters, establishing your contribution, outcomes and results, the discussion or interpretation, the conclusion, before you submit, beyond the thesis, back matter.

• Dissertation writing
• Mechanics of writing
• Research writing
• Thesis structure
• Thesis writing
• learning and instruction

About this book

From proposal to examination, producing a dissertation or thesis is a challenge. Grounded in decades of experience with research training and supervision, this fully updated and revised edition takes an integrated, down-to-earth approach drawing on case studies and examples to guide you step-by-step towards productive success.

Early chapters frame the tasks ahead and show you how to get started. From there, practical advice and illustrations take you through the elements of formulating research questions, working with software, and purposeful writing of each of the different kinds of chapters, and finishes with a focus on revision, dissemination and deadlines. How to Write a Better Thesis presents a cohesive approach to research that will help you succeed.

From the book reviews:

"I have been using this book whilst writing my thesis and I want to express my sincere thanks to the authors as it has provided me with an excellent source of guidance and has made my life a lot easier over the past five months. I've recommended this book to a number of other PhD students and hope you continue to publish further editions as I found it to be an extremely valuable resource." (Chris De Gruyter, PhD Candidate at Monash University, Australia, March 2015)

Authors and Affiliations

David Evans

Computing & Information Systems, University of Melbourne, Carlton, Australia

Justin Zobel

About the authors

David Evans was Reader and Associate Professor in the Faculty of Architecture Building and Planning, University of Melbourne.

Paul Gruba is Senior Lecturer in the School of Languages and Linguistics, University of Melbourne.

Justin Zobel is Professor in the Department of Computing and Information Systems, University of Melbourne.

Bibliographic Information

Book Title : How to Write a Better Thesis

Authors : David Evans, Paul Gruba, Justin Zobel

DOI : https://doi.org/10.1007/978-3-319-04286-2

Publisher : Springer Cham

eBook Packages : Computer Science , Computer Science (R0)

Copyright Information : Springer International Publishing Switzerland 2014

Softcover ISBN : 978-3-319-04285-5 Published: 08 April 2014

eBook ISBN : 978-3-319-04286-2 Published: 26 March 2014

Edition Number : 3

Number of Pages : XIV, 167

Number of Illustrations : 2 b/w illustrations

Topics : Computer Science, general , Learning & Instruction , Natural Language Processing (NLP) , Popular Science, general , Science, Humanities and Social Sciences, multidisciplinary

• Publish with us

Policies and ethics

• Find a journal
• Track your research

• Writing, Research & Publishing Guides

Enjoy fast, free delivery, exclusive deals, and award-winning movies & TV shows with Prime Try Prime and start saving today with fast, free delivery

Amazon Prime includes:

Fast, FREE Delivery is available to Prime members. To join, select "Try Amazon Prime and start saving today with Fast, FREE Delivery" below the Add to Cart button.

• Cardmembers earn 5% Back at Amazon.com with a Prime Credit Card.
• Unlimited Free Two-Day Delivery
• Streaming of thousands of movies and TV shows with limited ads on Prime Video.
• A Kindle book to borrow for free each month - with no due dates
• Listen to over 2 million songs and hundreds of playlists
• Unlimited photo storage with anywhere access

Important:  Your credit card will NOT be charged when you start your free trial or if you cancel during the trial period. If you're happy with Amazon Prime, do nothing. At the end of the free trial, your membership will automatically upgrade to a monthly membership.

Return this item for free

Free returns are available for the shipping address you chose. You can return the item for any reason in new and unused condition: no shipping charges

• Go to your orders and start the return
• Select your preferred free shipping option
• Drop off and leave!

Download the free Kindle app and start reading Kindle books instantly on your smartphone, tablet, or computer - no Kindle device required .

Read instantly on your browser with Kindle for Web.

Using your mobile phone camera - scan the code below and download the Kindle app.

Image Unavailable

• To view this video download Flash Player

Follow the author

The Thesis Writing Survival Guide: Research and Write an Academic Thesis or Disseration with Less Stress Paperback – May 2, 2023

Purchase options and add-ons, writing a thesis or dissertation can be a tough task—this practical guide will make it much easier.

Are you a student who’s just a thesis or dissertation away from completing your degree? Do you feel it’s a hugely daunting task and you’re not sure where to begin, or how to tackle all the reading, researching, and writing ahead of you? Don’t worry—you don’t have to do it alone! This concise guide will support you every step of the way on your journey from initial idea to completed thesis. In this practical guide, packed with tips, tricks, and tools, you will learn:

• How to find the right topic for your thesis or dissertation
• How to write a convincing research proposal
• How to conduct a literature review
• How to choose and correctly apply an appropriate qualitative or quantitative research method
• How to develop a mindset that will keep you writing
• How to write like an academic and build up convincing arguments

With The Thesis Writing Survival Guide at your side, you will confidently overcome all the challenges that students typically encounter on their thesis or dissertation writing journey. The book is written with a focus on the typical needs of graduate students in the social sciences, although students from other disciplines and those who are writing a thesis as part of their undergraduate studies will also find plenty of useful advice in it. Learn the nuts and bolts of thesis writing—and successfully complete your degree! “This is a masterful guide! Concise but rich in wisdom and practical advice, the authors offer step-by-step advice on how to make the process of writing an academic thesis more of an adventure of discovery, and less of an onerous task—and do so with elegance, clarity, and even a bit of humor.” — Professor James J. Kennelly , Professor of International Business & Management, Skidmore College, New York (USA) “An engaging and very practical guide to the process of writing a thesis. It is full of practical, actionable tips which graduate students and doctoral candidates will find invaluable.” — Dr Jonathan Stoddart , Lecturer (Teaching), Academic Writing Centre, UCL Institute of Education, University College London (UK) “As a PhD student, I have found this book to be an excellent companion in own my thesis writing journey. It’s definitely my survival guide!” — Michela Bearzi , PhD student at the University of Udine (Italy) and the University of Jonkoping (Sweden) “The Thesis Writing Survival Guide provides many helpful guidelines and tips to guide and motivate the student.” — Dr Arona Dison , Coordinator of the UWC Writing Centre, University of the Western Cape (South Africa) “The perfect handbook to navigate the tumultuous process of writing a thesis. In this survival guide, the authors provide down to earth advice on how to avoid the pitfalls encountered by most students when writing their thesis.” — Professor Olivier Furrer , Chair of Marketing, University of Fribourg (Switzerland) About the authors: Dr Dietmar Sternad is an award-winning management professor with a passion for helping his students succeed. He is experienced in supervising thesis projects and enjoys helping students overcome the many hurdles they face when writing their theses. Harriet Power is an experienced editor who has spent over a decade editing and writing resources for leading educational publishers. She loves helping writers to express their ideas in a clear and engaging way.

• Print length 245 pages
• Language English
• Publication date May 2, 2023
• Dimensions 7 x 0.62 x 10 inches
• ISBN-10 3903386162
• ISBN-13 978-3903386167
• See all details

Frequently bought together

Similar items that may deliver to you quickly

From the Publisher

All you need to succeed in your thesis or dissertation project in one book, editorial reviews.

"This is a masterful guide! Concise but rich in wisdom and practical advice, the authors offer step-by-step advice on how to make the process of writing an academic thesis more of an adventure of discovery, and less of an onerous task-and do so with elegance, clarity, and even a bit of humor."

-Professor James J. Kennelly, Professor of International Business & Management, Skidmore College, New York (USA)

"An engaging and very practical guide to the process of writing a thesis. It is full of practical, actionable tips which graduate students and doctoral candidates will find invaluable."

-Dr Jonathan Stoddart, Lecturer (Teaching), Academic Writing Centre, UCL Institute of Education, University College London (UK)

"As a PhD student, I have found this book to be an excellent companion in own my thesis writing journey. It's definitely my survival guide!"

-Michela Bearzi, PhD student at the University of Udine (Italy) and the University of Jonkoping (Sweden)

"The Thesis Writing Survival Guide provides many helpful guidelines and tips to guide and motivate the student."

-Dr Arona Dison, Coordinator of the UWC Writing Centre, University of the Western Cape (South Africa)

"The perfect handbook to navigate the tumultuous process of writing a thesis. In this survival guide, the authors provide down to earth advice on how to avoid the pitfalls encountered by most students when writing their thesis."

-Professor Olivier Furrer, Chair of Marketing, University of Fribourg (Switzerland)

"Graduate students are often not explicitly taught how to write a thesis or dissertation, and this modern "how to" guide can provide actionable answers to the questions they have! This book conveys the scaffolded and iterative nature of thesis writing in digestible chapters and explains how graduate students can set themselves up for thesis success. As a graduate writing specialist, I definitely recommend this guide to all students working on their theses!"

-Samantha Demmerle, Assistant Director, Graduate Writing and Support, KU Writing Center, The University of Kansas (USA)

Product details

• Publisher ‏ : ‎ econcise (May 2, 2023)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 245 pages
• ISBN-10 ‏ : ‎ 3903386162
• ISBN-13 ‏ : ‎ 978-3903386167
• Item Weight ‏ : ‎ 15.2 ounces
• Dimensions ‏ : ‎ 7 x 0.62 x 10 inches
• #93 in Social Sciences Research
• #112 in Education Research (Books)
• #279 in Writing Skill Reference (Books)

About the author

Dietmar sternad.

Dr Dietmar Sternad is a passionate management educator. He aims to create highly engaging learning experiences and learning materials that help his students and other people to become better leaders who can make a difference in the world.

Dietmar is a Professor of International Management at CUAS/FH Kärnten (Austria) and has extensive experience as a CEO of publishing companies as well as in teaching, consulting, and coaching top managers. He holds degrees from universities in Austria, Slovenia, and the UK, is an alumnus of the GLOCOLL (Harvard Business School) and IMTA (CEEMAN) management teachers programs and has received several national and international awards (e.g. from the Academy of Management or the Austrian State Prize for Teaching Excellence).

Dietmar is also the founder and CEO of econcise, an internationally active publisher of concise, approachable, and affordable management and leadership textbooks and ebooks.

Customer reviews

Customer Reviews, including Product Star Ratings help customers to learn more about the product and decide whether it is the right product for them.

To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzed reviews to verify trustworthiness.

• Sort reviews by Top reviews Most recent Top reviews

Top reviews from the United States

There was a problem filtering reviews right now. please try again later..

You are here

How to Write a Master's Thesis

• Yvonne N. Bui - San Francisco State University, USA
• Description

See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .

For assistance with your order: Please email us at [email protected] or connect with your SAGE representative.

SAGE 2455 Teller Road Thousand Oaks, CA 91320 www.sagepub.com

“Yvonne Bui’s How to Write a Master’s Thesis should be mandatory for all thesis track master’s students.  It steers students away from the shortcuts students may be tempted to use that would be costly in the long run. The step by step intentional approach is what I like best about this book.”

“This is the best textbook about writing an M.A. thesis available in the market.” 

“This is the type of textbook that students keep and refer to after the class.”

Excellent book. Thorough, yet concise, information for students writing their Master's Thesis who may not have had a strong background in research.

Clear, Concise, easy for students to access and understand. Contains all the elements for a successful thesis.

I loved the ease of this book. It was clear without extra nonsense that would just confuse the students.

Clear, concise, easily accessible. Students find it of great value.

NEW TO THIS EDITION:             

• Concrete instruction and guides for conceptualizing the literature review help students navigate through the most challenging topics.        
• Step-by-step instructions and more screenshots give students the guidance they need to write the foundational chapter, along with the latest online resources and general library information.          
• Additional coverage of single case designs and mixed methods help students gain a more comprehensive understanding of research methods.           
• Expanded explanation of unintentional plagiarism within the ethics chapter shows students the path to successful and professional writing.       
• Detailed information on conference presentation as a way to disseminate research , in addition to getting published, help students understand all of the tools needed to write a master’s thesis.    

KEY FEATURES:  

• An advanced chapter organizer provides an up-front checklist of what to expect in the chapter and serves as a project planner, so that students can immediately prepare and work alongside the chapter as they begin to develop their thesis.
• Full guidance on conducting successful literature reviews includes up-to-date information on electronic databases and Internet tools complete with numerous figures and captured screen shots from relevant web sites, electronic databases, and SPSS software, all integrated with the text.
• Excerpts from research articles and samples from exemplary students' master's theses relate specifically to the content of each chapter and provide the reader with a real-world context.
• Detailed explanations of the various components of the master's thesis and concrete strategies on how to conduct a literature review help students write each chapter of the master's thesis, and apply the American Psychological Association (APA) editorial style.
• A comprehensive Resources section features "Try It!" boxes which lead students through a sample problem or writing exercise based on a piece of the thesis to reinforce prior course learning and the writing objectives at hand. Reflection/discussion questions in the same section are designed to help students work through the thesis process.

Sample Materials & Chapters

1: Overview of the Master's Degree and Thesis

3: Using the Literature to Research Your Problem

For instructors

Select a purchasing option, related products.

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 ...

You Might Also Like:

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.

Submit a Comment Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

• Print Friendly

50 The Help (2011)

Discrimination in ​ the help.

By Alexia Privratsky

Imagine washing dishes and caring for another woman’s children all day, every day, with little to no appreciation or recognition; feeling like the children are your own, due to the fact that you practically raised them. Imagine being an African American woman in Jackson, Mississippi in the 1960s, working as a housemaid, when the civil rights movement was in full motion. Jim Crow laws prohibit you from entering the same stores as white people, sitting in the same bus seats, using the same restroom, and even going to the same schools. You live a life entirely separate from that of white people, yet they still allow you in their home to work for them. This depiction of the lifestyle of African American housemaids in the 1960s is portrayed in the movie, ​ The Help . This movie is about a young woman, named Skeeter, who recently graduated college and has returned to her hometown, Jackson, Mississippi, to work on a project for her career as a journalist. The other white women that are the same age as Skeeter refer to their housemaids as “the help,” who are predominantly African American women. The treatment that the maids receive from the white women sparks unsettlement in Skeeter’s gut, giving her the idea to write a book about the relationship between housemaids and Southern white women. Skeeter eventually has numerous of the housemaids agree to tell her their stories, from which eventually Skeeter is able to publish a book. The main purpose of this movie is to portray the reality of racial discrimination in the 1960s. ​ The Help ​, overall, effectively portrays the magnitude to which racial discrimination impacted the lives of many African Americans in the 1960s through the use of specific visual and audio techniques, including editing, sound design, mise en scene, cinematography, and visual design.

During the 1960s, when ​The Help is set, the civil rights movement had begun to run full force. At this time, people were protesting, sit-ins were taking place at restaurants, the Little Rock Nine made a bold move attending an all-white high school, Rosa Parks got arrested for not giving up her seat, and so on. African American people were pursuing change in the world and were tired of the consistent discrimination that they faced. The director, Tate Taylor, and the producers of ​The Help​wanted to portray the racial discrimination that many African American women faced on an everyday basis, that was not always talked about in the media. The Associate professor of Theater at Tufts University, Monica Ndounou, states the filmmakers’ purpose as well when she states in her book, ​ Shaping the Future of African American Film ​, that “the black female protagonists in each film are intended to appeal to female audiences across color and class lines on the basis of women’s issues.” This shows that not only were the filmmakers of​ The Help ​seeking to portray issues of race, they also included issues regarding women’s rights. The filmmakers were able to convey the importance of the historical component of the movie through using film elements as well, such as mise en scene. The filmmakers created each set to include specific details, such as in the white womens’ homes the scenes had expensive decorations and looked virtually perfect while when the scene shows one of the black womens’ homes, it is not as nice nor particular (12:06 and 41:01). This detail that the filmmakers included also entails the historical importance of the impact that racial discrimination had on class standing. Since black families were not able to pursue the same careers or education that white people had the opportunity to, they often lived very simplistic and poor lives. Overall, this film portrays a very important time in history when minorities were finally embarking upon freedom and independence.

Through the historical component of this film, viewers are also able to determine instances of difference portrayed. The filmmakers were trying to exhibit the large social gap between African Americans and white people during this time period; they accomplished this through including scenes that show the difference in housing, clothing, lifestyles, and careers that different racial groups had. For example, at 8:21 in the film, Hilly, her mother Missus Walters, and Minny are walking down the sidewalk. In this scene, the camera makes a following shot, meaning the camera follows the characters’ movement to keep them in the frame.

This technique accentuates the clothing that each character is wearing: Hilly and her mother are wearing nice dresses and heels while Minny is wearing a maid’s uniform. This technique peaks the attention of viewers at each character’s outfit, and shows the drastic difference that their social classes are through the things they are wearing. Another instance of how the filmmakers portray examples of difference in the film is seen through Skeeter’s character. Although Skeeter is a white woman, she is still widely different from her peers. Exactly like Carol Miles, a professor at the University of Nebraska Omaha, states, “from [Skeeter’s] untamed curly locks to her practical shoes, and seeming lack of interest in marriage and starting a family, she is unconventional by the standards of the day and among her peers.” The filmmakers purposefully create Skeeter’s character to be an outsider to justify her decision of completing illegal acts, such as when she listens to the black womens’ testimonies regarding the treatment they receive from white people (56:26). Due to the time period exemplified in ​ The Help , the filmmakers worked very hard to distinctively portray differences among the black and white characters. Without these differences, the stark laws regarding interracial friendships would not be as understood by the audience. Not only was it dangerous for black and white people to become friends in the 1960s in Mississippi, like Skeeter did with the maids, “it was dangerous in Mississippi for whites and blacks [to even] talk about racial oppression” (Denby). The portrayal of difference in this film has such a heavy importance that without it, the civil rights movement of the 1960s would be inaccurately represented.

Not only are instances of difference among the characters important in the film, instances of the amount of power that different characters have is as well. The filmmakers of ​The Help crafted each character’s socioeconomic standing to represent the amount of power that they had in society. For example, due to the fact that the maids worked for the white women, they were often treated as if they did not have any power in society at all. At 32:24 in the movie, Hilly and Minny have an argument about Minny using Hilly’s restroom, which leads to Minny getting fired. In this scene, the amount of power that Hilly has is seen through the sound design in the film; when Hilly screams at Minny when she hears the toilet flush, she immediately uses her power to fire Minny. This scene directly correlates to the power that black people had in society in the 1960s as well. Manohla Dargis illustrates the degree to which white people had power over their maids when she states that the filmmakers included scenes of Aibileen and Minny “cleaning white houses and polishing the silver — and cooking meals and tending children and smiling, always smiling, even as they pretend not to hear the insults — to remind you that this is at least partly about backbreaking, soul-killing black labor.” Another instance of the portrayal of white power in this movie is when Hilly states that as a Christian, she is doing Yule Mae Davis a favor by not loaning her the money to pay for her sons’ college. This scene uses a medium close-up on Yule’s facial reaction to show the disappointment that she has in Hilly after she says that she would not loan her the money. Overall, the portrayal of power in this film is crucial to the central purpose of the movie, which is to accurately depict the lifestyle of African American women in the 1960s in the South.

Similarly to how difference and power are portrayed in the movie, discrimination is also depicted. In the Southern states amid the civil rights movement, white people were incredibly discriminatory towards African Americans. Due to the fact that the movie, ​The Help, takes place during this time period and the main characters are African American women, discrimination is central to the development of the plot. An example of when discrimination is portrayed is when Hilly finds it unacceptable that the black maids use the white women’s restrooms (14:52). In fact, due to Hilly’s disgust, she refuses to use the restroom despite how badly she has to go. This scene directly illustrates the degree to which black women faced discrimination during this time period; due to their color of skin, they were not allowed to use the same restroom as white people. The filmmakers of the movie were able to use frontality shots and still focus of the camera to isolate Aibileen’s reaction to Hilly’s statement regarding the bathroom, which provides a detailed explanation of the emotions that the black women felt from the discrimination they faced.

Another example of discrimination that is portrayed in the film is when Aibileen and Henry are riding the public bus home when the bus stops at a traffic block and the driver tells the “colored people” to get off the bus so that he can take the white people home (1:21:07). This scene contains numerous different forms of discrimination, from the fact that Aibileen and Henry were riding in the very back of the bus, entirely separate from the white people to the fact that they were forced to walk home. The filmmakers use a medium close-up on Aibileen and Henry before they are forced to get off the bus, to subtly show that they are in the very back of the bus, which is seen ever so slightly to the left of the camera’s focus. This technique enhances the portrayal of discrimination in the film because it adds another aspect of African Americans’ daily lifestyle that was affected by racism. This distinct illustration of racism also contributes to the film’s sole purpose, which is to show​“the​ injustice of black-white race relations in the South at the dawn of the civil rights movement” (Rainer).

Even though the filmmakers of ​The Help ​carefully crafted the film in order to ensure that every detail was accurately portrayed regarding the real-life events during the civil rights movement, there was still a minute amount of criticism. Tiyi Morris, a professor of African American studies at Ohio State University, states that the filmmakers of movies, including those of ​ The Help ​, “continue to ignore or deny the ugliness of racism and race relations throughout our nation’s history, instead opting for a sanitized and ultimately fictitious version of the past.” This was a common criticism of this film, due to the fact that it glazes over the harsh realities of racism and discrimination in the South, such as in lynching and violence. While this statement does contain some truth since ​The Help ​does not portray instances of the true violence that many black people faced during this time, there is valid reasoning as to why the filmmakers did not include such scenes. Since the film is rated PG-13, there are certain requirements that it must fulfill; if the movie were to portray the degree to which black people faced violence, the movie would need to be rated R. Also, the filmmakers made a decent effort in trying to depict the violence that African Americans faced, such as at 1:22:37 in the film, when Minny and Aibileen hear on the radio that a black man was killed by the KKK. Even though the film never shows the instance of the man being killed, the impact that it has on Minny and Aibileen shows enough. The filmmakers implicitly show their audience the violence that black people faced without graphically showing it on screen. So while criticisms of the movie state that the film shows a “fictitious version of the past,” others could counter the argument by showing scenes in the movie where the filmmakers allude to such violence black people faced amidst the civil rights movement (Morris).

The movie, ​ The Help , portrays such a realistic and appalling version of the past that draws viewers in instantaneously. It is because of this reason that I decided to analyze this film. When I first watched ​ The Help , I was astounded to see how white people treated such kind-hearted and hard-working African Americans. It truly broke my heart to see the amount of discrimination and power that white people had over innocent black people. I felt a deep connection to this movie in my heart because of the way that it portrayed white and black people. I found it interesting that while the white women were always trying so hard to look “perfect,” they often had more flaws than their maids. This shows the amount of humor that the filmmakers tried to include into The Help ​, they have a better interpretation of what it was truly like to be an African American in the 1960s. It is through films such as this that the issue of racial discrimination is brought to people’s attention in an urgent matter.

Due to the urgency of the issue regarding racial discrimination, it is important that people place themselves in the shoes of those who are part of racial minorities in order to understand the struggles that they have gone through. For example, imagining you were an African American maid in the South in the 1960s can directly show the treatment that black women received during this time period; not receiving appreciation, being paid incredibly low wages, not being able to use the restroom in the house, and raising another woman’s children as if they were their own are all hardships that these maids faced during this time. The movie, ​ The Help ​, portrays the relationship between black maids and white women to show viewers how influential the civil rights movement was to today’s society; without the civil rights movement, society would not be as progressive as it is today, meaning that even more racial discrimination would exist than what already does. Overall, this film discusses such important topics regarding racial discrimination that everyone should watch it. If we want society to continue to progress towards racial equality, we must first become educated on what initially caused racial tension to understand the pain that many white people have caused other races.

Baek, Su Bin. “Minny Is Using the Guest’s Bathroom Not Maid’s Bathroom | © DreamWorks.” Medium.com,​18 Dec. 2017, medium.com/@subinbaek/the-help-2011-you-is-kind-you-is-smart-you-is-important-5c04de42d28d.

Dargis, Manohla. “‘The Maids’ Now Have Their Say.” New York Times, 10 Aug. 2011, p. C1(L). Gale Academic OneFile, https://link.gale.com/apps/doc/A263841461/AONE?u=lbcc&sid=AONE&xid=2f46ca21. Accessed 16 Nov. 2020.

Davis, Sharen. “Skeeter Phelan (Emma Stone, Back to Camera) Plays Bridge with Friends Elizabeth Leefolt (Ahna OReilly, from Right), Hilly Holbrook (Bryce Dallas Howard and Jolene French (Anna Camp), While Aibileen Clark (Viola Davis) Looks On.” Latimesblogs.latimes.com,​10 Aug. 2011, latimesblogs.latimes.com/alltherage/2011/08/sharen-davis-dressing-southern-belles-maid s-for-the-help.html.

Denby, David. “Maids of Honor.” The New Yorker, vol. 87, no. 24, 15 Aug. 2011, p. 96. Gale Academic OneFile, https://link.gale.com/apps/doc/A265027401/AONE?u=lbcc&sid=AONE&xid=31ab6a75. Accessed 16 Nov. 2020.

Miles, Carol. “The Help.” ​Journal of Religion and Film,vol. 15, no. 2, 2011. ​Gale Academic OneFile​, https://link.gale.com/apps/doc/A271665744/AONE?u=lbcc&sid=AONE&xid=d95a6eda. Accessed 16 Nov. 2020.

Morris, Tiyi M. “(Un)Learning Hollywood’s Civil Rights Movement: a Scholar’s Critique.” Journal of African American Studies, vol. 22, no. 4, 2018, p. 407+. Gale Academic OneFile, https://link.gale.com/apps/doc/A573714537/AONE?u=lbcc&sid=AONE&xid=613252ff. Accessed 16 Nov. 2020.

Ndounou, Monica White. ​Shaping the future of African American film​. Rutgers University Press, ebookcentral.proquest.com​,​ https://ebookcentral.proquest.com/lib/linnbenton-ebooks/reader.action?docID=1687285. Accessed 17 11 2020.

Rainer, Peter. “The Help: Movie Review.” Christian Science Monitor, 9 Aug. 2011, p. N.PAG. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=63993388&site=ehost-live.

Robinette, Dale. “Heavy Handed Help Saved by Great Acting,” www.npr.org​,2011, www.npr.org/2011/08/10/139086532/heavy-handed-help-saved-by-great-acting.

Difference, Power, and Discrimination in Film and Media: Student Essays Copyright © by Students at Linn-Benton Community College is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

Share This Book