my thesis is too long

• Thesis Action Plan New
• Academic Project Planner
• Literature Navigator
• Thesis Dialogue Blueprint
• Writing Wizard's Template
• Research Proposal Compass
• Why students love us
• Why professors love us
• Why we are different
• All Products
• Coming Soon

How to Write a Master Thesis Introduction: A Comprehensive Guide

How to Structure Your Master Thesis for Maximum Impact

Understanding the Difference Between Research Objectives and Research Questions

How to Align Your Research Questions and Objectives for a Successful Study

Friends and Thesis Writing: Striking the Right Balance for Your Thesis

Mastering the Art of Communication: Effective Strategies for Voice Your Research in Interviews

Navigating ethical dilemmas: the morality of conducting interviews.

Data Anomalies: Strategies for Analyzing and Interpreting Outlier Data

The ideal length: unpacking how long your thesis statement should be.

In the academic realm, the thesis statement is the cornerstone of a strong essay or research paper. It serves as a compact reflection of the argument or analysis that follows, guiding both the writer and the reader through the text. Crafting the ideal thesis statement involves striking a balance between brevity and comprehensiveness, ensuring that it is concise yet encapsulates the essence of the research. This article delves into the nuances of thesis statement length and offers practical advice for developing a clear and effective thesis.

Key Takeaways

• A thesis statement should be concise, typically one sentence, and clearly present the main argument or claim of the paper.
• Effective thesis statements are specific and narrow the topic, providing a roadmap for the content that follows.
• The ideal length of a thesis statement balances brevity with the need to be comprehensive enough to guide the research.
• Structural techniques, such as the three-prong approach, can help in constructing a coherent and logically flowing thesis statement.
• The complexity and academic level of the paper may influence the length and depth of the thesis statement.

Defining the Thesis Statement: Scope and Function

The core purpose of a thesis statement.

At the heart of your academic writing lies the thesis statement , a pivotal element that articulates the central argument of your work. A thesis statement guides the reader by presenting the main argument and providing focus and direction. It is not merely a statement of fact, but rather a claim that requires evidence and rationale. The purpose of a thesis statement is to inform the reader of the topic to be discussed and to present the writer's stance or argument on that topic.

An effective thesis statement is succinct yet comprehensive, encapsulating the essence of your research in a single sentence. It should be specific enough to give a clear indication of your research scope, yet broad enough to encompass the various aspects that you will address. Here's a simple breakdown of what a thesis statement should include:

• Topic: The subject matter of your research.
• Claim: Your assertion or main argument about the topic.
• Supporting evidence: The key points that back up your claim.

Remember, the clarity and precision of your thesis statement will set the tone for the entire paper, guiding your research and writing efforts towards a coherent and impactful conclusion.

Characteristics of an Effective Thesis

An effective thesis statement is the backbone of a well-structured paper. It serves as a roadmap for your readers, guiding them through the arguments and evidence that you will present. Your thesis should make a clear assertion , reflecting your position on the topic. It's not merely a statement of fact, but a claim that requires evidence and reasoning to support it.

To ensure that your thesis is both manageable and significant, it should be narrow enough to be covered in the scope of your paper, yet broad enough to allow for a comprehensive discussion. Here are some key characteristics to aim for:

• Arguable : Your thesis should present a point that could be challenged or opposed by others.
• Specific : Avoid vague language by being as precise as possible about what you will discuss.
• Focused : Stay on topic and ensure that all parts of your thesis are relevant to the main argument.

Remember, the strength of your thesis is not just in its length, but in its ability to convey complex ideas succinctly and persuasively. As you engage in thesis writing , consider the challenges such as time management and staying motivated. Utilize tools for academic planning and ensure your research proposal adheres to ethical standards. By balancing these elements, you will craft a thesis that not only stands out but also provides a clear direction for your research.

The Role of a Thesis Statement in Guiding Research

A thesis statement serves as a compass for your research journey, providing direction and boundaries for your scholarly exploration. It is the assertion of your study, the claim you set out to prove, and it should be crafted with precision to guide your research effectively. Your thesis statement is the anchor of your entire paper , ensuring that all subsequent research aligns with your central argument.

When you begin to how to find research question , the thesis statement becomes a critical tool. It narrows down the scope of your inquiry and sets clear objectives , which are essential for focused research. A well-defined thesis statement delineates the boundaries of your study, preventing you from veering off into unrelated territories. Consider the following points to ensure your thesis statement fulfills its role in guiding your research:

• It should clearly state the purpose of your research.
• It must be specific enough to provide a clear direction.
• It should be broad enough to allow for comprehensive exploration within the set boundaries.

By adhering to these guidelines, you can ensure that your thesis statement acts as a reliable guide throughout your research process, leading to a coherent and impactful scholarly work.

Crafting the Ideal Thesis Statement: Length and Clarity

Balancing brevity with comprehensiveness.

Striking the right balance between brevity and comprehensiveness in your thesis statement is crucial. Your thesis should be succinct yet sufficiently detailed to guide your research and inform your readers of the scope and direction of your paper. It's a delicate dance between being concise and including enough information to be clear and informative.

To achieve this balance, start by drafting a statement that encapsulates the main point of your research. Then, critically evaluate each word for its contribution to your statement's clarity and purpose. Precision is key; every term should add value and meaning. For instance, rather than saying 'various factors affect climate change,' specify which key factors you will explore.

Consider the following list to refine your thesis statement:

• Identify the core message of your research.
• Eliminate redundant or non-essential words.
• Ensure technical terms are necessary and well-defined.
• Revise for clarity and brevity , as suggested by the snippet: 'Refine your thesis to make it as clear and concise as possible.'

Remember, a well-balanced thesis statement serves as a beacon for your entire research project , providing a clear path for you and your readers to follow.

Achieving Precision in Your Thesis Statement

To achieve precision in your thesis statement, you must distill your argument to its essence. A precise thesis statement clearly expresses your position on the topic, whether you are supporting, refuting, or analyzing an idea. It is the compass that guides your research and writing, ensuring that every element of your paper aligns with your central claim. Avoid vague language and be as specific as possible without delving into the details reserved for the body of your work.

Consider the following steps to refine your thesis statement:

• Identify the core message you wish to convey.
• Eliminate any superfluous information that does not directly support your main point .
• Use active verbs and assertive language to articulate your stance.
• Test the specificity of your thesis by checking if it clearly outlines the scope of your paper.

Remember, a well-crafted thesis statement not only provides clarity on the subject but also makes the main point of your paper more impactful. By maintaining a formal and unbiased tone, you avoid emotional language that could detract from the academic rigor of your thesis.

The Impact of Thesis Length on Reader Comprehension

The length of your thesis statement can significantly influence reader comprehension. A statement that is too brief may fail to provide enough information, leaving readers with questions about your argument's scope and direction. Conversely, an overly long thesis can overwhelm readers with details, obscuring the main point. Striking a balance is key ; your thesis should be concise enough to maintain reader engagement while providing sufficient insight into your research focus.

To achieve this balance, consider the following points:

• Ensure your thesis is directly related to the research question .
• Include only the most pertinent information that supports your argument.
• Avoid unnecessary jargon or complex language that may confuse readers.

Remember, the goal is to guide your readers through your argument with clarity and precision. Websites that offer tools for thesis writing emphasize the importance of a clear thesis in academic research. They provide resources such as worksheets and guides to help you refine your thesis statement, ensuring it serves its purpose effectively.

Structural Elements of a Thesis Statement

The three-prong approach to thesis construction.

When you embark on the journey of crafting your thesis statement, the three-prong approach offers a structured method to ensure clarity and direction. This technique involves stating your main claim and outlining three supporting points that bolster your argument. Your thesis becomes a roadmap , guiding both your writing process and your reader's understanding.

To construct a three-prong thesis, start with your central claim, then identify three key points that substantiate this claim. These points should be ordered logically, as they will correspond to the structure of your essay. Here's a simple breakdown:

• State your main claim (what you are trying to prove).
• Outline your first supporting point.
• Detail your second supporting point.
• Conclude with your third supporting point.

Remember, each supporting point will be explored in depth within the body of your work, so choose them wisely. By adhering to this approach, you create a thesis that not only presents your argument but also organizes the content to follow, making your writing more effective and comprehensible.

Utilizing Connecting Words for Coherence

To achieve coherence in your thesis statement, it is essential to use connecting words effectively. These linguistic tools serve as bridges between your claim and the supporting points, ensuring a smooth transition that guides the reader through your argument. Consider starting with an attention-grabbing sentence, perhaps using a surprising statistic or an intriguing example, to captivate your audience from the outset.

By employing connecting words such as 'because', 'due to', and 'as a result of', you create a logical structure that enhances the flow of your thesis statement. This technique not only clarifies the relationship between different components of your argument but also reinforces the central message of your research. Below is a list of connecting words that can be strategically placed to maintain coherence:

• as a result of
• demonstrated by
• in order to

Remember to repeat key terms throughout your essay, especially in the thesis and at the beginning of paragraphs, to remind readers of your core message and maintain lexical coherence.

Ordering Supporting Points for Logical Flow

When you construct your thesis statement, the ordering of your supporting points is crucial for establishing a clear and logical flow. Start by identifying all key points in your argument and then organize them in a manner that guides the reader through your reasoning. Typically, this order mirrors the structure of your essay: an introduction of the main argument, followed by the supporting points, and culminating in a strong conclusion.

Each supporting point should be linked to the next with the use of connecting words, ensuring coherence throughout your thesis. This not only strengthens the readability of your thesis but also provides a roadmap for your research, allowing you to analyze your data with precision. Consider the following list of connecting words to enhance the flow between points:

By meticulously structuring your thesis statement in this way, you set the stage for a compelling and persuasive essay that is easy for your readers to follow.

Practical Techniques for Thesis Development

Employing the three-prong formula.

When you embark on the journey of crafting your thesis statement, the three-prong formula offers a structured approach to ensure clarity and direction. Your thesis statement should encapsulate your main argument plus three supporting points , providing a clear roadmap for your essay. This formula not only asserts your central claim but also organizes the subsequent analysis into manageable segments.

To effectively employ this method, begin by identifying your primary conclusion. Then, determine the main issues you will analyze, which will serve as the supporting points. For instance, if your thesis is about the best film adaptations, your supporting points might explore critical response, box office success, and industry impact. Here's a simple breakdown:

• Main conclusion: The central argument or stance you are taking.
• Supporting point 1: The first aspect you will discuss in your essay.
• Supporting point 2: The second aspect, following the logical sequence.
• Supporting point 3: The final aspect, rounding out your argument.

As you develop your thesis, remember to consult various resources to strengthen your points. Utilizing how to find literature guides can be instrumental in gathering relevant information to back your claims. Websites offering thesis resources and academic tools can provide additional support, featuring worksheets, testimonials, and research guidance to aid in your thesis success.

Refining Your Thesis Through Revision

Revision is a critical step in honing your thesis statement to perfection. Initially, your thesis may start as a broad declaration of your study's intent. However, through revision, you can transform it into a sharp, focused argument that clearly conveys your position. An effective thesis should be argumentative and controversial , meaning it should invite plausible counterarguments, which in turn strengthens the discourse around your research.

When refining your thesis, consider its scope. If you're struggling to find sufficient information, your topic might be too narrow. Broaden it by exploring related issues or employing comparative analyses. Conversely, a thesis that is too broad may lack depth and specificity. Narrow it down by focusing on particular aspects or perspectives of your topic. This process of adjustment ensures that your thesis is neither too broad nor too narrow, but just right.

Here are some steps to guide you in the revision process:

• Evaluate the specificity of your thesis: Is it too vague or overly general?
• Ensure that your thesis makes an assertive claim and invites discussion.
• Check the logical flow of your supporting points; they should build upon each other coherently.
• Seek feedback from peers or mentors to gain different perspectives on your thesis's clarity and argumentative strength.

Remember, refining your thesis is an iterative process. It may require multiple drafts before you arrive at the ideal statement that encapsulates the essence of your research with precision and clarity.

Examples and Templates for Thesis Statements

As you embark on the journey of crafting your thesis statement, it's helpful to have concrete examples and templates at your disposal. These serve as guides to shape your own scholarly assertions, ensuring they are both robust and succinct. Sample thesis statements can illuminate the path from a broad topic to a focused argument, demonstrating how to encapsulate complex ideas into a single, compelling sentence.

To illustrate, consider the following template: "Despite [evidence that suggests otherwise], [aspect A] is [significant/important] because [reason 1], [reason 2], and [reason 3]." This structure aids in achieving clarity and precision, while also providing a logical flow for your argument. The use of connecting words such as 'despite' and 'because' adds coherence, guiding the reader through your line of reasoning.

In addition to templates, online resources like the Purdue University Online Writing Lab offer invaluable tips and further examples for writing thesis statements. Universities often provide structured formats to help you develop a thesis that stands firm on its scholarly merits. By utilizing these resources, you can refine your thesis to effectively map out the content of your research, making it a powerful anchor for your academic work.

Advanced Considerations for Thesis Statements

Adapting thesis length to academic levels.

As you progress through your academic career, the expectations for your thesis statement—and indeed, the thesis itself—will evolve. At the undergraduate level, a thesis statement may be a concise sentence that clearly states the argument or premise of your paper. However, as you move into graduate studies, the complexity of your research will likely increase, necessitating a more detailed thesis statement that can span several sentences or even a full paragraph.

The length of your thesis statement should be commensurate with the depth of your research and the academic rigor of your program. For instance, a master's thesis may require a more nuanced thesis statement that addresses multiple facets of the research question, while a doctoral dissertation could demand an even more comprehensive and intricate statement to encapsulate the breadth of the inquiry.

To illustrate, consider the following academic levels and their corresponding thesis statement lengths:

• Undergraduate: 1-2 sentences
• Master's: 2-3 sentences
• Doctoral: A full paragraph or more

Remember, the goal is to convey your research's scope and significance without sacrificing clarity for brevity. Striking this balance is key to crafting an effective thesis statement that resonates with your audience and provides a clear roadmap for your research.

Navigating Complex Arguments in Thesis Statements

When you're tasked with crafting a thesis statement that encapsulates complex arguments, it's natural to feel a surge of thesis anxiety . However, the key to navigating this challenge lies in structuring your statement to convey intricate ideas with clarity and precision. Start by breaking down your argument into its core components ; this will help you to maintain focus and avoid becoming overwhelmed.

To ensure that your thesis remains coherent despite its complexity, consider the following points:

• Identify the main claim and its significance.
• Outline the supporting arguments or evidence.
• Clarify the relationships between the different parts of the argument.

By methodically organizing your thoughts and articulating the connections between them, you can create a thesis statement that is both comprehensive and comprehensible. Websites that offer tools for thesis writing, such as worksheets, templates, and guides , can be invaluable in this process. They provide structured support to help you refine your thesis, ensuring that your complex arguments are presented in a way that is accessible to your readers.

The Evolution of Thesis Statements in Scholarly Writing

As you delve into the realm of scholarly writing, you'll notice that thesis statements have undergone a significant transformation over time. Initially, theses were often straightforward assertions , but as academic discourse has evolved, so has the complexity of thesis statements. They now encapsulate not only the central argument but also the nuances and subtleties of the writer's stance.

In contemporary scholarship, a thesis statement is expected to be a dynamic entity, adapting to the depth and breadth of the research it represents. It's not uncommon for a thesis to be a multi-sentence construct, especially in works that tackle intricate subjects or extensive research projects. The key is to maintain clarity and direction, regardless of length , ensuring that your thesis acts as a reliable compass for your readers.

To illustrate this evolution, consider the following points:

• Thesis statements have transitioned from simple claims to complex, argumentative constructs.
• The expectation for precision and specificity in a thesis has increased.
• Academic disciplines now often dictate the form and function of a thesis, with variations across fields.

Embrace this progression by crafting a thesis that is not only informative but also reflective of the scholarly maturity expected in your field of study.

Delving into the realm of thesis writing can be daunting, but with the right guidance, it becomes an enlightening journey. Our 'Advanced Considerations for Thesis Statements' section is designed to equip you with the nuanced understanding necessary to craft compelling and sophisticated thesis statements. Don't let anxiety and uncertainty hinder your academic progress. Visit our website now to explore our comprehensive Thesis Action Plan and take the first step towards thesis mastery. Transform your sleepless nights into a celebration of knowledge with Research Rebels.

In conclusion, the ideal length of a thesis statement is a nuanced matter, contingent upon the scope and complexity of the research topic. While brevity is essential, with high school essays typically requiring a single sentence, more extensive research endeavors may necessitate a longer, multi-sentence thesis. The thesis statement must be concise yet comprehensive, providing a clear claim and a roadmap for the essay. It should not merely announce the topic but take a definitive stand, guiding the reader through the argument with a logical sequence of supporting points. Ultimately, the thesis statement is the anchor of the essay, and its precision and clarity are paramount to effectively communicating the essence of the research and the writer's stance.

Frequently Asked Questions

What is a thesis statement and why is it important.

A thesis statement is a concise summary of the main point or claim of an essay or research paper. It is important because it guides the direction of your research and outlines the scope of the essay for the reader.

How long should a thesis statement be?

A thesis statement should be concise and usually one sentence long. It should be long enough to cover the main points but short enough to remain clear and focused.

Can a thesis statement be more than one sentence?

Typically, a thesis statement should be one sentence. However, for complex papers or detailed arguments, it may extend to two sentences to include all relevant points.

What is the three-prong approach to thesis construction?

The three-prong approach is a method of structuring a thesis statement by presenting three supporting points that outline the main arguments of the paper.

How does the length of a thesis statement affect reader comprehension?

The length of a thesis statement can impact reader comprehension by providing clarity and focus. Too long and it may confuse the reader; too short and it may not convey enough information.

Should the complexity of a thesis statement vary with academic levels?

Yes, the complexity of a thesis statement may increase with higher academic levels to reflect the depth of analysis and research required for advanced scholarly writing.

• Rebels Blog
• Blog Articles
• Terms and Conditions
• Payment and Shipping Terms
• Privacy Policy
• Return Policy

© 2024 Research Rebels, All rights reserved.

Your cart is currently empty.

How To Reduce Word Count In Your Dissertation, Thesis Or Academics Assignments

(without losing those precious marks).

If you follow some of the advice on this blog, chances are one of your biggest challenges is keeping your academic writing projects within the specified word count limits. It’s a good problem to have (at least compared to having not enough to say), and in this post, I’ll discuss 4 steps to reduce word count without risking losing marks.

First things first – write to think.

Before I get started, it’s worth making an important point regarding writing in general. There are essentially two ways to think about the process of writing :

• Writing as the outcome of thinking – in other words, you think deeply first, construct your argument, and then simply transfer it to paper by way of writing. You do little revising.
• Writing as a form of thinking – in other words, writing helps you flesh out your thinking and develop your arguments. Writing is an iterative process, wherein you might revise numerous times and even rewrite altogether, but this all contributes to a better quality of thinking.

Which side of the fence do you sit on? I’m an avid advocate of the latter perspective and approach – and I’m not alone. Numerous books and journal articles have covered the topic of “writing as thinking”. If the idea interests you, have a look at Henning’s “Finding your way in academic writing.”

In short, putting pen to paper as early as possible (i.e. before you feel “ready”) and then revising as your thoughts develop (as a result of writing) is an excellent way to improve the overall quality of your arguments and academic work. To do this, you cannot constantly fret over word count (at least not while you’re writing). Instead, you need to let the words flow onto paper, and then sort the wheat from the chaff at a later stage. Sure, you need some constraints, but forcing yourself to apply X model within 350 words is going to stifle your flow and limit your depth. Rather let your thoughts flow onto paper, and then trim them down once your thinking is fully fleshed out.

What does this have to do with reducing your word count? It means that word count reduction (particularly, the techniques I’ll cover below) is something you do once you’ve wrapped up your writing, not while you write . Accordingly, all the steps I’ll propose here are to be applied after the fact.

Right, let’s get into it. Follow these 4 steps (in this order) to strategically reduce your word count without losing the “meat” of your assignment/dissertation.

Step 1: Audit for purely descriptive content.

Broadly speaking, content can fall into one of two categories – descriptive or analytical.  Simply put, descriptive content eludes to the “what”, whereas analytical content describes the impact and consequence of the event/factor/situation – in other words, the “so what”. The table below highlights some of the differences between the two:

Ideally, you should try to keep your discussion analytical, rather than descriptive ( read more about this here ). There’s always be a need for some descriptive content, but ideally, this should be limited to only that content which forms the foundation for analytical content. Therefore, the first step of word count reduction is to audit for descriptive content which does not lead to analytical content . In other words, content which is purely descriptive, and is not required to get to the “so what?” content.

Read through your dissertation/thesis/assignment and trim out all content that doesn’t make the analytical cut , or doesn’t form a foundation for analysis. This is your first target – be aggressive with your trimming. Descriptive writing is pure fat and will not earn you marks – kill it!

Step 2: Audit for content which does not contribute towards answering your research question(s).

One of the reasons that it’s so important to set unambiguous research questions in your introduction is that this practice allows you to ringfence the focus of your work. In other words, it helps you to narrow the discussion to only that which is most relevant.

That said, as you write, you will invariably produce a fair deal of content that does not contribute towards your research questions . You’ll naturally digress into an interesting but irrelevant discussion about A, B and C – this might be very intellectually satisfying, but it doesn’t contribute to answering your research question. Therefore, this sort of content is your next target. Re-read your document from start to finish through the lens of your research questions or objectives. That which does not in some way contribute to answering the research question(s) or achieving the objective(s) must go .

Step 3: Audit for overly-detailed section summaries.

A good piece of academic writing should always feature summary paragraphs that link the end of one section/chapter to the beginning of the next. They should do this by summarising the key points of the former to the direction and purpose of the latter. For example:

“In this section, the analysis revealed that the key contributors to the issue included A, B and C. Accordingly, these factors will be analysed in the next chapter.”

By stating this link very clearly, you help the reader (marker) to understand your argument (which is, after all, completely new to them), which in turn helps you earn marks. Therefore, these summary sections are important. However, they can become wordy and repetitive, and you should, therefore, audit them.

Make sure that they are summarising only the absolute highlights of your argument and providing a clear, well-justified link to the next section. Don’t restate your entire chapter. The example above is what you should aim for, namely:

• Key observations/insights/highlights – followed by
• Logical link to next section

If you are extremely over word count, you may even consider removing these sections altogether. After all, it is better to remove summary content than core content. This should, however, be an absolute last resort as doing so can seriously reduce the overall flow of your document and blur the “golden thread” of your argument(s).

Step 4: Audit for wordy, bloated discussion.

This is the easiest of the four steps, and typically what most students look for when trying to reduce word count – but it usually has a comparatively minor impact. Therefore, I’m positioning it as the last step.

Naturally, your dissertation, thesis or assignment document will contain sections which are just plain wordy. This is a result of “writing as thinking” (whether you agree with the approach or not!). Therefore, the last step is to audit for sentences and paragraphs which are just plain wordy and rewrite them more concisely.

Some common trimming opportunities:

• Adjectives and adverbs – although these are sometimes necessary when developing your arguments, they are often just bloat contributors. Additionally, they can create an emotive, subjective tone, which is typically not encouraged in academic writing (where objectivity is essential).
• The word “that” – oftentimes, a sentence can communicate the same point without the inclusion of the word “that”. Use Word’s find function (Ctrl+F) to search for “that” and check where it can be omitted.
• Spaces around mathematical operators – if you’re copying numbers from Excel, chances are there are spaces between mathematical operators which can be removed. For example, p < 0.05 (3 words) can be reduced to p<0.05 (1 word).
• Abbreviate/acronymise repetitive phrases/names – if you’re repeatedly referring to a person(s) or organisation(s) that have multi-word names, create acronyms for them and replace all instances with the acronymised version. For example, “Blue Basket Enterprises” (3 words) can be replaced with “BBE” (1 word). Make sure you introduce the acronym early in the document and consider presenting a list of abbreviations. A word of warning – don’t overuse this tactic, as too many acronyms can make it difficult for the reader to understand what’s going on!

Wrapping up.

There you have it – four steps to reduce your word count without losing your core arguments. To recap, you need to:

• Audit for descriptive (rather than analytical) content.
• Audit for content which doesn’t link to the research question(s)/aim(s).
• Audit for overly detailed section summaries.
• Audit for general wordiness and bloat.

You Might Also Like:

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

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

• Walden University
• Faculty Portal

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.

Related Resources

Didn't find what you need? Email us at [email protected] .

• Previous Page: Introductions
• Next Page: Conclusions
• Office of Student Disability Services

Walden Resources

Departments.

• Academic Residencies
• Academic Skills
• Career Planning and Development
• Customer Care Team
• Field Experience
• Military Services
• Student Success Advising
• Writing Skills

Centers and Offices

• Center for Social Change
• Office of Academic Support and Instructional Services
• Office of Degree Acceleration
• Office of Research and Doctoral Services
• Office of Student Affairs

Student Resources

• Doctoral Writing Assessment
• Form & Style Review
• Quick Answers
• ScholarWorks
• SKIL Courses and Workshops
• Walden Bookstore
• Walden Catalog & Student Handbook
• Student Safety/Title IX
• Legal & Consumer Information
• Website Terms and Conditions
• Cookie Policy
• Accessibility
• Accreditation
• State Authorization
• Net Price Calculator
• Contact Walden

Walden University is a member of Adtalem Global Education, Inc. www.adtalem.com Walden University is certified to operate by SCHEV © 2024 Walden University LLC. All rights reserved.

• Skip to primary navigation
• Skip to main content
• Skip to primary sidebar
• Skip to footer

Healthy Happy Teacher

Helping hardworking teachers stay healthy and happy.

How Long Should Your Thesis Be? [Answered]

If you are a graduate student writing a Master’s thesis, you are probably wondering about the project’s length requirements.

Many of us face uncertainties regarding this, and understandably so. The length of a thesis influences the scope and area of your studies.

So, how long is a thesis? In this article, Healthy Happy Teacher walks you through all aspects of how long a masters degree thesis for graduate school should be. Because sometimes it’s just good to work on our mindsets and productivity!

Drop your deadline-driven anxiety at the door, and let’s take a look.

What is a Thesis?

First, it’s essential to define what a thesis is, as well as its function. A thesis is a long-form academic paper that proves a premise in the form of a thesis statement.

This is a statement that succinctly defines what your thesis paper is going to do. It can be featured as a preface, or it can be placed in your introductory paragraph, but it’s essential to refine it as concisely as possible.

A Point About Thesis Writing

Before you write the thesis itself, refining your thesis statement as concisely as possible is essential, as this will influence the research scope and, consequently, the length.

To that end, there are many common thesis statement mistakes you will want to avoid when writing yours. Often, a thesis statement needs to be clarified.

Remember, the reader must understand your paper’s purpose right from the get-go. This applies to you, the academic, as well. The more succinctly you refine your scope, the more efficient the project, giving you much more control over the length.

Another common mistake is when students make their statement too complex – you want to ensure that it isn’t too wordy or lengthy, as this can weaken the argument. The short, declarative sentence will beat a verbose, elongated approach any day.

Also, ensure your statement has a purpose and isn’t too obvious. That said, how long should the masters thesis that follows be?

The Length of A Thesis

Let’s get into the question of how long a thesis is.

In truth, there is no set rule for the length of a thesis.

In fact, according to various sources , the purpose of every thesis is different, and therefore so will the length of each one. Yes, it is unequivocally better to keep it as concise and impactful as possible, but it’s always better to make your point fully than cut it short to adhere to a page count.

That said, the average thesis length is around 50-80 pages. It’s not typical for a thesis to extend much beyond this.

Other factors will affect the length, too. Below is a common example:

The Complexity of the Proposition

Your paper might be particularly complex or have a few complicated components that need to be explored. It is better served by featuring a two-paragraph introduction before introducing the thesis. Also, consider the fact that no thesis statement, however concise, is complete the moment it is typed out. The thesis statement can be revised and restructured during the writing process.

As you will know by now, research reveals new avenues that can alter the paper’s trajectory. It is okay to revise your thesis accordingly.

Above all, allow yourself to explore every facet of your paper. There is no one-size-fits-all for dissertation papers. They are fluid, explorative, and above all, personal to you.

Determining The Length of Your Thesis

Other factors will determine the length of your thesis. Here are a few examples:

Guidelines From Your Institution

Your college or university will have its length standards, and you can find these out by contacting your professors or seeking out the guidelines in your academic database.

Every institution has these resources, so if you are uncertain, there is no shame in asking! Get in touch, and get your surefootedness.

Research Topic and Methodology

Again, theses are all different. Each will have its demands, research areas, and focal points. To this end, try not to focus on the theses of your peers too much, as their areas of study are likely to be completely different from your own.

It’s the equivalent of comparing your Chapter One to somebody else’s Chapter 12 – it’s simply not relevant. Focus on your project, collaborate with your professors, and allow the project to shape up how it needs to be the best it can be.

Your Supervisor’s Expectations

We touched on it already, but the expectations of your thesis supervisor are an essential element of the studying process. It’s always good to confer with your supervisor to clarify your premise and approach.

If needed, go through each research area with them. And, of course, take their guidance on board. This will have a positive impact on your thesis length.

Tips for Writing a Thesis of Appropriate Length

Need a few pointers about staying on track and within the length guidelines set out by your course and supervisor(s)? Here are a few ideas that will streamline any project and have worked for many of us at Healthy Happy Teacher!

Organizing your research and ideas

Organizing your research and ideas, preferably with post-it notes and colored markers, will inform you how long each piece of research will take and, consequently, give you a clearer picture of the length of your project.

Try laying out a plan for each section – subject to change, of course – and the project will start to shape up before you know it. Doing this also informs you where to explore ideas more thoroughly, showing you what work you must prioritize and ease the process!

Editing and revising to eliminate unnecessary content

Down the road comes editing and revising your content.

It is always wise to refer back to your thesis statement in this procedure, as this will inform you about what is the most relevant and clue you in about what is pertinent to proving your premise and what is not. Then you can edit accordingly.

Doing this is excellent, as it frees up space to explore other areas in more depth.

Maintaining focus on your research question

If you are concerned about your thesis being too long or short, always refer back to your thesis statement to maintain focus.

This will streamline your work and help you to avoid writing irrelevant content or going too far down a particular avenue.

Frequently Asked Questions

●     what is the typical page count for a thesis.

Around 50 pages. But if you look online, it’s difficult to find consistency. If you are uncertain, check in with your academic institution, as this is the horse’s mouth!

●     Is there a minimum or maximum length for a thesis?

Typically, there is a word limit, and it is not advisable to go above or beneath the required thesis length. But once again, this depends on your subject, study area, and your individual needs. It is worth booking an advice session with your tutor(s).

●     Can a thesis be too long or too short?

It is possible for your thesis submission to be too long or two short. You should always stay within the standard as laid out by your course and supervisor.

●     How can I make sure that my thesis is the appropriate length?

The critical factor in the research/writing process is fully exploring your subject. Once you get into it, you can cut down where needed or find other areas to explore for your final thesis.

Try not to fill the paper with irrelevant information and ‘waffle’, as this is unlikely to add to your results.

●     What’s the difference between a thesis and a dissertation?

The main difference between a dissertation and a thesis is the degree program. Students who are completing a master’s degree program are required to write a thesis, whereas doctoral degree students are required to write a dissertation.

A PhD dissertation also requires doctoral candidates to create and expand upon an original research idea, whereas a masters thesis builds upon existing ideas.

Reader Interactions

Leave a reply 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.

Disclosure, disclaimer  & privacy policy

As an Amazon Associate, I earn from qualifying purchases

x == (s || z). You say it kwontized

Rule of Three: advice on writing a PhD thesis

PhD students sometimes get the same bad advice on writing their thesis. I call this advice the Rule of Three . Typically, they get told that their thesis:

• Will take 3 months to write
• Should have 3 results chapters
• Should be 300 pages

These bits of advice have one thing in common: they are all wrong.

• If you have been organised (see below), it should not take 3 months to write a PhD thesis. It certainly shouldn’t involve leaving the lab 3 months before your hand-in date to write up.
• Theses can have one results chapter or they can have more. How many chapters depends on your project, and your results. Trying to make three results chapters out of one chapter ends up in a weak or overlong thesis.
• A thesis is like a piece of string and it will be as long as it needs to be. Aim for brevity and not producing a magnus opus (see below).

Disclaimer: what follows is some different advice. As with all “advice”, your mileage will vary. It is written for the people in my lab but likely applies to UK PhD students doing biomedical research.

Rule 1: aim for a thesis that is good enough

Who will read your thesis? Two people. Your examiners. OK, some parts – such as the Methods section – will be useful to future lab members (although with electronic lab notebooks this function is becoming redundant). Maybe your thesis will be downloaded by someone from the repository, but essentially, it will only be read by your examiners.

How long does an examiner spend reading your thesis? A few hours. One day maximum. They simply have no more time. Do you really want to spend three months of your life writing something that will be read for just a few hours by two people?

It’s for these reasons that spending too much effort writing a perfect thesis is a waste of time. It just needs to be good enough.

As well as being just good enough, it only needs to be long enough . A big mistake students make is to produce a really long thesis because they think that that is what theses should be (rule of 3). What happens is the examiner will receive the thesis, look at how many pages there are, subtract the bibliography, and their heart will sink if it is too long.

You might now be wondering: is writing a thesis a waste of time?

No, because you have to do it to get your PhD.

No, because you learn important writing skills. You also learn how to assemble a large document (it’s often how students learn to use Word properly or up their LaTeX game). It’s good training for writing papers and other technical documents down the line. Employers know this when they hire you.

But that is about it. So you just need to write something that is good enough to pass.

Rule 2: prioritise papers and the thesis will follow

Papers are the priority. They are more useful to you and to your PI. But this advice isn’t motivated by self-interest. If you go into the viva and the work in your thesis is already peer reviewed and published, it’s harder for the examiners to criticise it. At least, they will not approach your thesis with the question: is this work publishable? This is one criteria for passing your PhD, so demonstrating that it is publishable means you are (almost) there.

This was the one bit of advice I received when doing my PhD and it is still true today. OK, it is harder these days to get a first author paper published before you submit your thesis. However a preprint on bioRxiv before you begin writing will help you to prepare your thesis and will still tick the publishable box.

How long should it take to write your thesis?

There is tension here because you are at your most useful in the lab as you near the end of your PhD. One week of labwork now is worth one month (or more) earlier in your PhD. You are most valuable to your lab/PI/science/career at this point and keeping working in the lab will yield more rewards. But it won’t get your thesis written.

The first bit of writing is busywork and can be done around lab work. “Deep writing” and reading does need time away for most students.

If you have only collected data in the lab and not analysed it, if you’ve not presented your work very often, if you are disorganised… yes, it will take you a full three months to write your thesis.

All the folks in my lab are encouraged to get figures ready, analyse as they go and they also give regular talks. It should not take anyone in this position three months away from the lab to write their thesis.

Agreeing a timeline with your PI for when you begin writing is really important. Regular deadlines and a commitment to timely feedback from your supervisor make thesis writing easier. The discussion needs to be based on facts though. Often students want to budget a lot of time to writing, because of the rule of 3 or because they believe they are “bad at writing”. It helps to see some evidence. Writing draft chapters earlier in the PhD – which is a requirement at some universities – can reveal difficulties and weaknesses.

Reality check

If you hear the rule of 3 from everyone and your supervisor is giving you different advice. It might be time for a reality check. Have a look at past theses from the lab. How long were they? How many chapters? Information is good.

You can see that all theses are fewer than 300 pages in length, many substantially so. Four have three chapters and two have two. Although looking closer, two of the theses with three chapters use a results chapter as an expanded methods chapter.

Ultimately, the thesis is your work but you will get input from your supervisor. Regardless of what is written here or how many people tell you about the rule of 3, your supervisor will have their own ideas about how your thesis should be. Agreeing a sensible plan with them is the way to get started productively.

Getting started

This is not a comprehensive guide but in order to write a good enough thesis, you first need a plan.

• Make a figure list. This should be every single figure you can think of. You can cross off ones you don’t need later if they don’t fit or are insignificant.
• Plan the narrative. There is usually more than one way to put together the figures to make a thesis. Be prepared for this to change after you start writing! Sometimes the writing process reveals ways in which the narrative should be rearranged.
• How many results chapters? Start with the idea that you will have one. Does it need dividing? If yes, then what are the titles of the two chapters? If you have difficulty titling them you may need to split to a 3rd.

Now you have a plan. It’s time to get going.

Set some goals – but make them small. Having a goal of “I am going to complete my thesis” is too demoralising. You need to feel like you are making progress constantly to stay motivated. Break it down into smaller chunks. “I will finish this chapter by next Friday”. “I will write the cloning section this morning and then go for a walk”.

Write the materials and methods first . It’s the easiest bit to write because it is all technical writing with little wordcraft required. You can fit it around labwork. In fact, it is easier to write whilst in the lab because you can look up all the stuff you need. Importantly, it gets over the “blank page syndrome”.

Next get your figures together . This should already be done if you have been organised.

Then write the figure legends . You already have the title for each figure from your plan. All you need to do is describe each panel. Again, quite low energy writing required for this task.

Now write the results sections ! This is the same way that we put papers together. The results parts of the thesis are more extended but in principle you will guide the reader though the figures that you’ve made. Remember, you already have the legends written. So you are already partly on your way.

Time to regroup . At this point you can refine your plan for the introduction and check the rest of your plan still makes sense. Now is the time for some deep writing and reading.

The post title comes from “Rule of Three” by The Lemonheads.

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

9.1 Developing a Strong, Clear Thesis Statement

Learning objectives.

• Develop a strong, clear thesis statement with the proper elements.
• Revise your thesis statement.

Have you ever known a person who was not very good at telling stories? You probably had trouble following his train of thought as he jumped around from point to point, either being too brief in places that needed further explanation or providing too many details on a meaningless element. Maybe he told the end of the story first, then moved to the beginning and later added details to the middle. His ideas were probably scattered, and the story did not flow very well. When the story was over, you probably had many questions.

Just as a personal anecdote can be a disorganized mess, an essay can fall into the same trap of being out of order and confusing. That is why writers need a thesis statement to provide a specific focus for their essay and to organize what they are about to discuss in the body.

Just like a topic sentence summarizes a single paragraph, the thesis statement summarizes an entire essay. It tells the reader the point you want to make in your essay, while the essay itself supports that point. It is like a signpost that signals the essay’s destination. You should form your thesis before you begin to organize an essay, but you may find that it needs revision as the essay develops.

Elements of a Thesis Statement

For every essay you write, you must focus on a central idea. This idea stems from a topic you have chosen or been assigned or from a question your teacher has asked. It is not enough merely to discuss a general topic or simply answer a question with a yes or no. You have to form a specific opinion, and then articulate that into a controlling idea —the main idea upon which you build your thesis.

Remember that a thesis is not the topic itself, but rather your interpretation of the question or subject. For whatever topic your professor gives you, you must ask yourself, “What do I want to say about it?” Asking and then answering this question is vital to forming a thesis that is precise, forceful and confident.

A thesis is one sentence long and appears toward the end of your introduction. It is specific and focuses on one to three points of a single idea—points that are able to be demonstrated in the body. It forecasts the content of the essay and suggests how you will organize your information. Remember that a thesis statement does not summarize an issue but rather dissects it.

A Strong Thesis Statement

A strong thesis statement contains the following qualities.

Specificity. A thesis statement must concentrate on a specific area of a general topic. As you may recall, the creation of a thesis statement begins when you choose a broad subject and then narrow down its parts until you pinpoint a specific aspect of that topic. For example, health care is a broad topic, but a proper thesis statement would focus on a specific area of that topic, such as options for individuals without health care coverage.

Precision. A strong thesis statement must be precise enough to allow for a coherent argument and to remain focused on the topic. If the specific topic is options for individuals without health care coverage, then your precise thesis statement must make an exact claim about it, such as that limited options exist for those who are uninsured by their employers. You must further pinpoint what you are going to discuss regarding these limited effects, such as whom they affect and what the cause is.

Ability to be argued. A thesis statement must present a relevant and specific argument. A factual statement often is not considered arguable. Be sure your thesis statement contains a point of view that can be supported with evidence.

Ability to be demonstrated. For any claim you make in your thesis, you must be able to provide reasons and examples for your opinion. You can rely on personal observations in order to do this, or you can consult outside sources to demonstrate that what you assert is valid. A worthy argument is backed by examples and details.

Forcefulness. A thesis statement that is forceful shows readers that you are, in fact, making an argument. The tone is assertive and takes a stance that others might oppose.

Confidence. In addition to using force in your thesis statement, you must also use confidence in your claim. Phrases such as I feel or I believe actually weaken the readers’ sense of your confidence because these phrases imply that you are the only person who feels the way you do. In other words, your stance has insufficient backing. Taking an authoritative stance on the matter persuades your readers to have faith in your argument and open their minds to what you have to say.

Even in a personal essay that allows the use of first person, your thesis should not contain phrases such as in my opinion or I believe . These statements reduce your credibility and weaken your argument. Your opinion is more convincing when you use a firm attitude.

On a separate sheet of paper, write a thesis statement for each of the following topics. Remember to make each statement specific, precise, demonstrable, forceful and confident.

• Texting while driving
• The legal drinking age in the United States
• Steroid use among professional athletes

Examples of Appropriate Thesis Statements

Each of the following thesis statements meets several of the following requirements:

• Specificity
• Ability to be argued
• Ability to be demonstrated
• Forcefulness
• The societal and personal struggles of Troy Maxon in the play Fences symbolize the challenge of black males who lived through segregation and integration in the United States.
• Closing all American borders for a period of five years is one solution that will tackle illegal immigration.
• Shakespeare’s use of dramatic irony in Romeo and Juliet spoils the outcome for the audience and weakens the plot.
• J. D. Salinger’s character in Catcher in the Rye , Holden Caulfield, is a confused rebel who voices his disgust with phonies, yet in an effort to protect himself, he acts like a phony on many occasions.
• Compared to an absolute divorce, no-fault divorce is less expensive, promotes fairer settlements, and reflects a more realistic view of the causes for marital breakdown.
• Exposing children from an early age to the dangers of drug abuse is a sure method of preventing future drug addicts.
• In today’s crumbling job market, a high school diploma is not significant enough education to land a stable, lucrative job.

You can find thesis statements in many places, such as in the news; in the opinions of friends, coworkers or teachers; and even in songs you hear on the radio. Become aware of thesis statements in everyday life by paying attention to people’s opinions and their reasons for those opinions. Pay attention to your own everyday thesis statements as well, as these can become material for future essays.

Now that you have read about the contents of a good thesis statement and have seen examples, take a look at the pitfalls to avoid when composing your own thesis:

A thesis is weak when it is simply a declaration of your subject or a description of what you will discuss in your essay.

Weak thesis statement: My paper will explain why imagination is more important than knowledge.

A thesis is weak when it makes an unreasonable or outrageous claim or insults the opposing side.

Weak thesis statement: Religious radicals across America are trying to legislate their Puritanical beliefs by banning required high school books.

A thesis is weak when it contains an obvious fact or something that no one can disagree with or provides a dead end.

Weak thesis statement: Advertising companies use sex to sell their products.

A thesis is weak when the statement is too broad.

Weak thesis statement: The life of Abraham Lincoln was long and challenging.

Read the following thesis statements. On a separate piece of paper, identify each as weak or strong. For those that are weak, list the reasons why. Then revise the weak statements so that they conform to the requirements of a strong thesis.

• The subject of this paper is my experience with ferrets as pets.
• The government must expand its funding for research on renewable energy resources in order to prepare for the impending end of oil.
• Edgar Allan Poe was a poet who lived in Baltimore during the nineteenth century.
• In this essay, I will give you lots of reasons why slot machines should not be legalized in Baltimore.
• Despite his promises during his campaign, President Kennedy took few executive measures to support civil rights legislation.
• Because many children’s toys have potential safety hazards that could lead to injury, it is clear that not all children’s toys are safe.
• My experience with young children has taught me that I want to be a disciplinary parent because I believe that a child without discipline can be a parent’s worst nightmare.

Writing at Work

Often in your career, you will need to ask your boss for something through an e-mail. Just as a thesis statement organizes an essay, it can also organize your e-mail request. While your e-mail will be shorter than an essay, using a thesis statement in your first paragraph quickly lets your boss know what you are asking for, why it is necessary, and what the benefits are. In short body paragraphs, you can provide the essential information needed to expand upon your request.

Thesis Statement Revision

Your thesis will probably change as you write, so you will need to modify it to reflect exactly what you have discussed in your essay. Remember from Chapter 8 “The Writing Process: How Do I Begin?” that your thesis statement begins as a working thesis statement , an indefinite statement that you make about your topic early in the writing process for the purpose of planning and guiding your writing.

Working thesis statements often become stronger as you gather information and form new opinions and reasons for those opinions. Revision helps you strengthen your thesis so that it matches what you have expressed in the body of the paper.

The best way to revise your thesis statement is to ask questions about it and then examine the answers to those questions. By challenging your own ideas and forming definite reasons for those ideas, you grow closer to a more precise point of view, which you can then incorporate into your thesis statement.

Ways to Revise Your Thesis

You can cut down on irrelevant aspects and revise your thesis by taking the following steps:

1. Pinpoint and replace all nonspecific words, such as people , everything , society , or life , with more precise words in order to reduce any vagueness.

Working thesis: Young people have to work hard to succeed in life.

Revised thesis: Recent college graduates must have discipline and persistence in order to find and maintain a stable job in which they can use and be appreciated for their talents.

The revised thesis makes a more specific statement about success and what it means to work hard. The original includes too broad a range of people and does not define exactly what success entails. By replacing those general words like people and work hard , the writer can better focus his or her research and gain more direction in his or her writing.

2. Clarify ideas that need explanation by asking yourself questions that narrow your thesis.

Working thesis: The welfare system is a joke.

Revised thesis: The welfare system keeps a socioeconomic class from gaining employment by alluring members of that class with unearned income, instead of programs to improve their education and skill sets.

A joke means many things to many people. Readers bring all sorts of backgrounds and perspectives to the reading process and would need clarification for a word so vague. This expression may also be too informal for the selected audience. By asking questions, the writer can devise a more precise and appropriate explanation for joke . The writer should ask himself or herself questions similar to the 5WH questions. (See Chapter 8 “The Writing Process: How Do I Begin?” for more information on the 5WH questions.) By incorporating the answers to these questions into a thesis statement, the writer more accurately defines his or her stance, which will better guide the writing of the essay.

3. Replace any linking verbs with action verbs. Linking verbs are forms of the verb to be , a verb that simply states that a situation exists.

Working thesis: Kansas City schoolteachers are not paid enough.

Revised thesis: The Kansas City legislature cannot afford to pay its educators, resulting in job cuts and resignations in a district that sorely needs highly qualified and dedicated teachers.

The linking verb in this working thesis statement is the word are . Linking verbs often make thesis statements weak because they do not express action. Rather, they connect words and phrases to the second half of the sentence. Readers might wonder, “Why are they not paid enough?” But this statement does not compel them to ask many more questions. The writer should ask himself or herself questions in order to replace the linking verb with an action verb, thus forming a stronger thesis statement, one that takes a more definitive stance on the issue:

• Who is not paying the teachers enough?
• What is considered “enough”?
• What is the problem?
• What are the results

4. Omit any general claims that are hard to support.

Working thesis: Today’s teenage girls are too sexualized.

Revised thesis: Teenage girls who are captivated by the sexual images on MTV are conditioned to believe that a woman’s worth depends on her sensuality, a feeling that harms their self-esteem and behavior.

It is true that some young women in today’s society are more sexualized than in the past, but that is not true for all girls. Many girls have strict parents, dress appropriately, and do not engage in sexual activity while in middle school and high school. The writer of this thesis should ask the following questions:

• Which teenage girls?
• What constitutes “too” sexualized?
• Why are they behaving that way?
• Where does this behavior show up?
• What are the repercussions?

In the first section of Chapter 8 “The Writing Process: How Do I Begin?” , you determined your purpose for writing and your audience. You then completed a freewriting exercise about an event you recently experienced and chose a general topic to write about. Using that general topic, you then narrowed it down by answering the 5WH questions. After you answered these questions, you chose one of the three methods of prewriting and gathered possible supporting points for your working thesis statement.

Now, on a separate sheet of paper, write down your working thesis statement. Identify any weaknesses in this sentence and revise the statement to reflect the elements of a strong thesis statement. Make sure it is specific, precise, arguable, demonstrable, forceful, and confident.

Collaboration

Please share with a classmate and compare your answers.

In your career you may have to write a project proposal that focuses on a particular problem in your company, such as reinforcing the tardiness policy. The proposal would aim to fix the problem; using a thesis statement would clearly state the boundaries of the problem and tell the goals of the project. After writing the proposal, you may find that the thesis needs revision to reflect exactly what is expressed in the body. Using the techniques from this chapter would apply to revising that thesis.

Key Takeaways

• Proper essays require a thesis statement to provide a specific focus and suggest how the essay will be organized.
• A thesis statement is your interpretation of the subject, not the topic itself.
• A strong thesis is specific, precise, forceful, confident, and is able to be demonstrated.
• A strong thesis challenges readers with a point of view that can be debated and can be supported with evidence.
• A weak thesis is simply a declaration of your topic or contains an obvious fact that cannot be argued.
• Depending on your topic, it may or may not be appropriate to use first person point of view.
• Revise your thesis by ensuring all words are specific, all ideas are exact, and all verbs express action.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Academic Writing: How I almost failed my bachelor’s thesis

von Anonymous | Freitag, November 23, 2018 | Learn , Writing effectively | 1 Kommentar

A guest post by an anonymous student

I am a procrastinator. I do not know if it is because I work best under pressure or if I am simply used to working well under pressure, the ultimate result stays the same. This is an example of doing things the wrong way. The great thing about writing a thesis is that you have plenty of time and that there are set rules for everything . Three months is more than enough to write a bachelor’s thesis, especially when you consider that 25-30 pages is only a few pages longer than a regular term paper. If you write a little bit every day and talk to your examiner about your progress regularly, you are on the right track to getting a result you can be satisfied with.

I never talked to my examiner after signing up for my thesis, which was my first mistake. I had a title and a general idea but I was lacking both structure and a plan. While that was not a big problem initially – due to the fair amount of time allotted to writing the thesis – it quickly became one because time has the habit of flying, whether you work or not. This mistake could have easily been remedied. Had I made an appointment with my examiner at any time during this process, he certainly would have been able to help me, even if it was just by holding me accountable to a schedule. My piece of advice is: Make appointments with your examiner straight away so that you have soft deadlines by which a set amount of work has to be achieved. This would have saved my life.

When most of my allotted time had run out, I began to panic and I finally felt enough pressure to start doing something . I was lucky enough to have some experience with writing term papers. Before I could write anything, it was necessary to look at the literature at hand. Everyone works differently, and I like to collect quotes from sources which I believe to be relevant to my topic. So not only do I highlight relevant parts within the texts I read, I also create a document which simply serves as a collection of potentially useful quotes. Had I started this process at a reasonable time, I would not have had to deal with having to write my entire thesis in just a week. While I had laid the groundwork with the theory from secondary sources and a detailed analysis of my primary sources, none of this had been turned into a structured and cohesive paper.

At this point I ran into the problem that my initial ideas about the topic of the thesis were so vague, and the topic so big, that I did not know where to start. While that is a common problem that can be dealt with by discussing the question with your examiner, who will likely help you and advise you to look at one specific aspect that is worth analysing, I did not feel like I could approach my examiner and ask such a question with only days before the deadline.

In the end I pulled several all-nighters, culminating in a 27-hour writing session that lasted until the morning of the day of the deadline. I did not have time to proof-read most of what I had written. And even if I had somehow managed to do that, I do not believe I would have had the mental capacity to spot mistakes in that state. I had the thesis printed, handed it in and somehow, miraculously, I passed. Unsurprisingly, I did not receive the best grade and I am sure that I could have achieved a very good result, had I had an actual strategy to writing my thesis.

Long story short: Don’t be me.

• Start early
• Hold yourself accountable, set mini-deadlines during the process with your examiner – or even just a friend who will tell you off for procrastinating
• Look at the relevant literature and figure out, with assistance if required, what specific aspect(s) you will look at in your paper
• Write a little bit every day
• When you finish your paper with time to spare, put it aside for a day or two, then reread, edit and finally have a friend proof-read it

I got lucky this time but I do not want to experience this again. Had I not written tons of papers before, there is no chance I would have been able to pass. That and a great portion of luck put me this position: Now I can tell you how not to approach writing a paper.

1 Kommentar

Many thanks to the anonymous author who shared their learning experiences here! Watch this space for an upcoming post on time management, both for specific assignments and throughout your studies!

Gefördert vom

Dieses Vorhaben wird aus Mitteln des BMBF unter dem Förderkennzeichen 01PL17033 gefördert. Die Verantwortung für den Inhalt dieser Veröffentlichung liegt bei den Autorinnen und Autoren.

What’s a Good Word Count for a Thesis Statement?

Crafting a thesis statement is an essential skill for all students to develop if they want to write quality essays and earn high grades. Although most understand the basics of how to write a thesis statement , many students wonder how long it should be.

Everyone agrees it has to be “concise,” but exactly how concise? Is there a magic number of words you should be looking to reach (or avoid exceeding) in your word counter?

Unfortunately, the exact number of words can be tough to pinpoint. The range can be anywhere between 20-50 words depending on your topic.

Thankfully, there are some examples and hints to help you see if your thesis statement length is appropriate.

How Long is Too Long?

Compare these thesis statement examples :

• All students should have access to a free college education because society will benefit from having better-educated citizens to help guide our nation.
• I think that it would be a positive idea to have each and every student who wants to attend a college or university be able to do so at no cost to him or her because our whole nation would be better off if people were smart enough to make wise decisions to lead our country in a good direction.

When we enter these into our word counter , the first example is 24 words. The second? A whopping 60 words!

Unnecessary words have no place in a thesis statement, and number 2 has a lot of extra words that don't need to be there.

Bottom line: If you can say more using less, do it.

Use the Introductory Paragraph

You might be thinking: I have a lot I want to say about my main idea, but I don't think I can cram all of my thoughts into one clear and concise sentence .

This is a really common concern. But no need to worry. You can create a concise thesis statement and still add your supporting thoughts throughout the essay.

Remember, your thesis statement is just one sentence of your introduction. You can surround it with other details and information you want to share about your topic.

But this leads to more questions:

• How many sentences in a paragraph will make my essay most effective?
• How many words in a paragraph is an acceptable number?

While there is no exact number, you should be mindful of how wordy your paragraphs and sentences are . Every word should be purposeful and your ideas should be clear. Broad or vague statements are a no-no when it comes to making a strong claim.

So What is the Magic Number of Words?

You want to aim for the most clear and concise thesis statement you can make. If you have a more complex idea, naturally your word count will be higher than if you are expressing a more basic argument.

Like I mentioned above, the range can be anywhere between 20–50 words depending on the subject you're writing about.

No matter your topic, your goal should always be to be specific, accurate, and supportive of your claim. Always avoid unnecessary words and vague statements.

If you are successful in getting rid of the “fluff,” you should have all of the words you need to make your thesis statement count.

How to Write Essay Titles and Headers

Don’t overlook the title and section headers when putting together your next writing assignment. Follow these pointers for keeping your writing organized and effective.

101 Standout Argumentative Essay Topic Ideas

Need a topic for your upcoming argumentative essay? We've got 100 helpful prompts to help you get kickstarted on your next writing assignment.

Writing a Standout College Admissions Essay

Your personal statement is arguably the most important part of your college application. Follow these guidelines for an exceptional admissions essay.

The 10 most common mistakes when choosing a title for your paper

by PeerJ Community | Jul 23, 2018 | Community , Guest Post

Months of work go into the preparation and evaluation of your scientific article so that it is ready to be shared far and wide. PeerJ takes a number of deliberative steps to ensure that your research receives a large and global reach. But there are a number of steps that authors can take to extend that reach even further. In a new series of blog posts, we share tips from experts on how authors can maximize engagement with their work. Here,  Anna Clemens   starts at the beginning and looks at how to craft the best title for your journal article.

How many references did you discard after reading the title the last time you made a literature search? And how often have you wasted time because the paper you retrieved wasn’t about what it seemed to promise? Exactly…

And think about this: When an editor reviews your paper, they are also likely to read the title first. So, that’s your chance to make a first impression. Surely, you don’t want to confuse them or make them work for it.

When I edit papers for my clients I spend considerable time on critiquing the titles and often suggest edits or alternatives. Here are the ten most common mistakes I found people make in their paper titles:

1. THE TITLE DOESN’T DESCRIBE THE MAIN RESULT OF THE PAPER

Different from headlines in magazines and newspapers, the title of a research paper isn’t as much a teaser. Your reader wants to know what exactly you added to the field. It isn’t enough to just give them hint about the general topic area.

For this, it is important to know your main message. In fact, this is crucial for the whole paper writing process. I touched upon that in my previous blog posts “ The five most common mistakes when writing a scientific paper ” and “ How to write a scientific story ”. You might also be interested to know that papers with titles that describe the result are  more likely to get picked up by the press or discussed on social media .

2. THE TITLE CONTAINS TOO MUCH DETAIL

This happens either when people want to cram in too much information, or when they are unclear about their main message. Sometimes authors also try to convey several key messages instead of focusing on the main one.

3. THE TITLE IS TOO LONG

Long titles take longer to read and comprehend.  A study found  that papers get more views and citations if the title contains fewer than 95 characters.

4. THE TITLE IS UNSPECIFIC

If you provide a title that isn’t very specific, your reader won’t know if your article provides what they are looking for. Here, it counts to maintain a balance between being general enough for your target audience (see mistake 9) and specific enough to convey your key result (see mistake 1). Being specific in your title is also important for indexing purposes. So, make sure to provide the most important keyword(s) of your paper in the title.

5. THE TITLE CONTAINS QUESTION MARKS, HYPHENS AND COLONS

By phrasing your title as a question, you merely present your research question instead of your key message. If people include a colon or hyphen in their title they often present too much detail (mistake 2) or they chose a title too broad and general (mistake 4). If you need more convincing,  the study I cited earlier  also found that papers receive fewer citations if they contain question marks, hyphens or colons.

6. THE TITLE IS TOO NOUN-HEAVY

You only have seconds to tell potential readers what your study is about. So, it’s important to make it easy for them. If your title is full of nouns, it will take your reader longer to read and comprehend than if it contains a verb. Chances are your reader will just give up without even considering opening your paper. However, not all journals permit using active verbs (“Eating spinach strengthens the teeth” – I made this up). Therefore, be sure to check the journal guidelines (see also mistake 10).

7. THE TITLE CONTAINS UNNECESSARY FILLER WORDS

The goal is to make your title as short as possible (see mistake 2). Don’t waste the space with phrases such as “an observation of” or “a study of” or filler words such as “on…” (as in “On the energy efficiency of solar cells…”). Tell the reader instead what you observed or what your study found (see mistake 1). Be specific about your result (see mistake 4).

8. USING ACRONYMS IN THE TITLE

A general rule is to always spell out acronyms. If your reader doesn’t know what an acronym means they are more likely to discard your paper. Nobody wants to do extra research. That said, it’s worth knowing your target audience. Perhaps there are some abbreviations or acronyms that you can expect the readership of the journal to know?

9.  THE LEVEL OF JARGON DOESN’T MATCH THE TARGET AUDIENCE

This is linked to the previous point (mistake 8). Always consider the audience of the journal you intend to publish in. If it is read by biologists, geologists, chemists and physicists all the same, you need to make sure they can all understand your title. Just be careful to not make your title too general, it should still reflect your specific result (see mistake 2).

10.  THE TITLE DOESN’T ADHERE TO THE JOURNAL GUIDELINES

f you want to become an expert at crafting paper titles,  download the “Ultimate Guide to Choosing the Right Title for Your Paper” , which includes detailed instructions, an analysis of real examples from the literature and a checklist.

This post originally appeared here . For more resources on writing scientific papers, go to Anna Clemens’s personal blog .

About the author:

Anna Clemens is a Scientific Editor working with physical scientists to make their research papers more impactful. Her training and editorial services focus on how to communicate research findings in a clear and concise way throughout the whole paper. Anna Clemens holds a PhD in Chemistry/Materials Science and regularly blogs about scientific writing . In her spare time, she writes science stories for magazines.

Get PeerJ Article Alerts