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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

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Writing a Paper: Thesis Statements

Basics of thesis statements.

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

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

Being Specific

This thesis statement has no specific argument:

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

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

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

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

Making a Unique Argument

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

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

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

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

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

Creating a Debate

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

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

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

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

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

Choosing the Right Words

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

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

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

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

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

Leaving Room for Discussion

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

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

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

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

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

Thesis Mad Libs

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

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

Words to Avoid and to Embrace

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

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

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

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How to Write a Strong Thesis Statement: 4 Steps + Examples

What’s Covered:

What is the purpose of a thesis statement, writing a good thesis statement: 4 steps, common pitfalls to avoid, where to get your essay edited for free.

When you set out to write an essay, there has to be some kind of point to it, right? Otherwise, your essay would just be a big jumble of word salad that makes absolutely no sense. An essay needs a central point that ties into everything else. That main point is called a thesis statement, and it’s the core of any essay or research paper.

You may hear about Master degree candidates writing a thesis, and that is an entire paper–not to be confused with the thesis statement, which is typically one sentence that contains your paper’s focus. 

Read on to learn more about thesis statements and how to write them. We’ve also included some solid examples for you to reference.

Typically the last sentence of your introductory paragraph, the thesis statement serves as the roadmap for your essay. When your reader gets to the thesis statement, they should have a clear outline of your main point, as well as the information you’ll be presenting in order to either prove or support your point. 

The thesis statement should not be confused for a topic sentence , which is the first sentence of every paragraph in your essay. If you need help writing topic sentences, numerous resources are available. Topic sentences should go along with your thesis statement, though.

Since the thesis statement is the most important sentence of your entire essay or paper, it’s imperative that you get this part right. Otherwise, your paper will not have a good flow and will seem disjointed. That’s why it’s vital not to rush through developing one. It’s a methodical process with steps that you need to follow in order to create the best thesis statement possible.

Step 1: Decide what kind of paper you’re writing

When you’re assigned an essay, there are several different types you may get. Argumentative essays are designed to get the reader to agree with you on a topic. Informative or expository essays present information to the reader. Analytical essays offer up a point and then expand on it by analyzing relevant information. Thesis statements can look and sound different based on the type of paper you’re writing. For example:

• Argumentative: The United States needs a viable third political party to decrease bipartisanship, increase options, and help reduce corruption in government.
• Informative: The Libertarian party has thrown off elections before by gaining enough support in states to get on the ballot and by taking away crucial votes from candidates.
• Analytical: An analysis of past presidential elections shows that while third party votes may have been the minority, they did affect the outcome of the elections in 2020, 2016, and beyond.

Step 2: Figure out what point you want to make

Once you know what type of paper you’re writing, you then need to figure out the point you want to make with your thesis statement, and subsequently, your paper. In other words, you need to decide to answer a question about something, such as:

• What impact did reality TV have on American society?
• How has the musical Hamilton affected perception of American history?
• Why do I want to major in [chosen major here]?

If you have an argumentative essay, then you will be writing about an opinion. To make it easier, you may want to choose an opinion that you feel passionate about so that you’re writing about something that interests you. For example, if you have an interest in preserving the environment, you may want to choose a topic that relates to that. 

If you’re writing your college essay and they ask why you want to attend that school, you may want to have a main point and back it up with information, something along the lines of:

“Attending Harvard University would benefit me both academically and professionally, as it would give me a strong knowledge base upon which to build my career, develop my network, and hopefully give me an advantage in my chosen field.”

Step 3: Determine what information you’ll use to back up your point

Once you have the point you want to make, you need to figure out how you plan to back it up throughout the rest of your essay. Without this information, it will be hard to either prove or argue the main point of your thesis statement. If you decide to write about the Hamilton example, you may decide to address any falsehoods that the writer put into the musical, such as:

“The musical Hamilton, while accurate in many ways, leaves out key parts of American history, presents a nationalist view of founding fathers, and downplays the racism of the times.”

Once you’ve written your initial working thesis statement, you’ll then need to get information to back that up. For example, the musical completely leaves out Benjamin Franklin, portrays the founding fathers in a nationalist way that is too complimentary, and shows Hamilton as a staunch abolitionist despite the fact that his family likely did own slaves. 

Step 4: Revise and refine your thesis statement before you start writing

Read through your thesis statement several times before you begin to compose your full essay. You need to make sure the statement is ironclad, since it is the foundation of the entire paper. Edit it or have a peer review it for you to make sure everything makes sense and that you feel like you can truly write a paper on the topic. Once you’ve done that, you can then begin writing your paper.

When writing a thesis statement, there are some common pitfalls you should avoid so that your paper can be as solid as possible. Make sure you always edit the thesis statement before you do anything else. You also want to ensure that the thesis statement is clear and concise. Don’t make your reader hunt for your point. Finally, put your thesis statement at the end of the first paragraph and have your introduction flow toward that statement. Your reader will expect to find your statement in its traditional spot.

If you’re having trouble getting started, or need some guidance on your essay, there are tools available that can help you. CollegeVine offers a free peer essay review tool where one of your peers can read through your essay and provide you with valuable feedback. Getting essay feedback from a peer can help you wow your instructor or college admissions officer with an impactful essay that effectively illustrates your point.

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Tips and Examples for Writing Thesis Statements

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Tips for Writing Your Thesis Statement

1. Determine what kind of paper you are writing:

• An analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience.
• An expository (explanatory) paper explains something to the audience.
• An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided.

If you are writing a text that does not fall under these three categories (e.g., a narrative), a thesis statement somewhere in the first paragraph could still be helpful to your reader.

2. Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence.

3. The thesis statement usually appears at the end of the first paragraph of a paper.

4. Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper.

Thesis Statement Examples

Example of an analytical thesis statement:

The paper that follows should:

• Explain the analysis of the college admission process
• Explain the challenge facing admissions counselors

Example of an expository (explanatory) thesis statement:

• Explain how students spend their time studying, attending class, and socializing with peers

Example of an argumentative thesis statement:

• Present an argument and give evidence to support the claim that students should pursue community projects before entering college

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

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

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

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

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

Arguable thesis with analytical claim 

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

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

Arguable thesis with normative claim 

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

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

Questions to ask about your thesis 

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

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Definition of thesis noun from the Oxford Advanced Learner's Dictionary

• Students must submit a thesis on an agreed subject within four years.
• He presented this thesis for his PhD.
• a thesis for a master's degree
• He's doing a doctoral thesis on the early works of Shostakovich.
• Many departments require their students to do a thesis defense.
• She completed an MSc by thesis.
• her thesis adviser at MIT
• in a/​the thesis
• thesis about

Questions about grammar and vocabulary?

Find the answers with Practical English Usage online, your indispensable guide to problems in English.

• The basic thesis of the book is fairly simple.
• These latest findings support the thesis that sexuality is determined by nature rather than choice.
• formulate/​advance a theory/​hypothesis
• build/​construct/​create/​develop a simple/​theoretical/​mathematical model
• develop/​establish/​provide/​use a theoretical/​conceptual framework
• advance/​argue/​develop the thesis that…
• explore an idea/​a concept/​a hypothesis
• make a prediction/​an inference
• base a prediction/​your calculations on something
• investigate/​evaluate/​accept/​challenge/​reject a theory/​hypothesis/​model
• design an experiment/​a questionnaire/​a study/​a test
• do research/​an experiment/​an analysis
• make observations/​measurements/​calculations
• carry out/​conduct/​perform an experiment/​a test/​a longitudinal study/​observations/​clinical trials
• run an experiment/​a simulation/​clinical trials
• repeat an experiment/​a test/​an analysis
• replicate a study/​the results/​the findings
• observe/​study/​examine/​investigate/​assess a pattern/​a process/​a behaviour
• fund/​support the research/​project/​study
• seek/​provide/​get/​secure funding for research
• collect/​gather/​extract data/​information
• yield data/​evidence/​similar findings/​the same results
• analyse/​examine the data/​soil samples/​a specimen
• consider/​compare/​interpret the results/​findings
• fit the data/​model
• confirm/​support/​verify a prediction/​a hypothesis/​the results/​the findings
• prove a conjecture/​hypothesis/​theorem
• draw/​make/​reach the same conclusions
• read/​review the records/​literature
• describe/​report an experiment/​a study
• present/​publish/​summarize the results/​findings
• present/​publish/​read/​review/​cite a paper in a scientific journal
• The results of the experiment support his central thesis.
• Most people rejected this thesis at the time because it presumed evolution rather than creation.
• fundamental

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Meaning of thesis in English

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• I wrote my thesis on literacy strategies for boys .
• Her main thesis is that children need a lot of verbal stimulation .
• boilerplate
• composition
• dissertation
• essay question
• peer review

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thesis | Intermediate English

Examples of thesis, collocations with thesis.

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Word of the Day

have your head in the clouds

to not know the facts of a situation

Apples and oranges (Talking about differences, Part 2)

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Transitional Words and Phrases

One of your primary goals as a writer is to present ideas in a clear and understandable way. To help readers move through your complex ideas, you want to be intentional about how you structure your paper as a whole as well as how you form the individual paragraphs that comprise it. In order to think through the challenges of presenting your ideas articulately, logically, and in ways that seem natural to your readers, check out some of these resources: Developing a Thesis Statement , Paragraphing , and Developing Strategic Transitions: Writing that Establishes Relationships and Connections Between Ideas.

While clear writing is mostly achieved through the deliberate sequencing of your ideas across your entire paper, you can guide readers through the connections you’re making by using transitional words in individual sentences. Transitional words and phrases can create powerful links between your ideas and can help your reader understand your paper’s logic.

In what follows, we’ve included a list of frequently used transitional words and phrases that can help you establish how your various ideas relate to each other. We’ve divided these words and phrases into categories based on the common kinds of relationships writers establish between ideas.

Two recommendations: Use these transitions strategically by making sure that the word or phrase you’re choosing matches the logic of the relationship you’re emphasizing or the connection you’re making. All of these words and phrases have different meanings, nuances, and connotations, so before using a particular transitional word in your paper, be sure you understand its meaning and usage completely, and be sure that it’s the right match for your paper’s logic. Use these transitional words and phrases sparingly because if you use too many of them, your readers might feel like you are overexplaining connections that are already clear.

Categories of Transition Words and Phrases

Causation Chronology Combinations Contrast Example

Importance Location Similarity Clarification Concession

Conclusion Intensification Purpose Summary

Transitions to help establish some of the most common kinds of relationships

Causation– Connecting instigator(s) to consequence(s).

accordingly as a result and so because

consequently for that reason hence on account of

since therefore thus

Chronology– Connecting what issues in regard to when they occur.

after afterwards always at length during earlier following immediately in the meantime

later never next now once simultaneously so far sometimes

soon subsequently then this time until now when whenever while

Combinations Lists– Connecting numerous events. Part/Whole– Connecting numerous elements that make up something bigger.

additionally again also and, or, not as a result besides even more

finally first, firstly further furthermore in addition in the first place in the second place

last, lastly moreover next second, secondly, etc. too

Contrast– Connecting two things by focusing on their differences.

after all although and yet at the same time but

despite however in contrast nevertheless nonetheless notwithstanding

on the contrary on the other hand otherwise though yet

Example– Connecting a general idea to a particular instance of this idea.

as an illustration e.g., (from a Latin abbreviation for “for example”)

for example for instance specifically that is

to demonstrate to illustrate

Importance– Connecting what is critical to what is more inconsequential.

chiefly critically

foundationally most importantly

of less importance primarily

Location– Connecting elements according to where they are placed in relationship to each other.

above adjacent to below beyond

centrally here nearby neighboring on

opposite to peripherally there wherever

Similarity– Connecting to things by suggesting that they are in some way alike.

by the same token in like manner

in similar fashion here in the same way

likewise wherever

Other kinds of transitional words and phrases Clarification

i.e., (from a Latin abbreviation for “that is”) in other words

that is that is to say to clarify to explain

to put it another way to rephrase it

granted it is true

naturally of course

finally lastly

in conclusion in the end

to conclude

Intensification

in fact indeed no

of course surely to repeat

undoubtedly without doubt yes

for this purpose in order that

so that to that end

to this end

in brief in sum

in summary in short

to sum up to summarize

Improving Your Writing Style

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

Clear, Concise Sentences

Use the active voice

Put the action in the verb

Tidy up wordy phrases

Reduce wordy verbs

Reduce prepositional phrases

Reduce expletive constructions

Avoid using vague nouns

Avoid unneccessarily inflated words

Avoid noun strings

Connecting Ideas Through Transitions

Using Transitional Words and Phrases

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• Subject Guides

Formatting Your Thesis or Dissertation with Microsoft Word

• Introduction
• Copyright Page
• Dedication, Acknowledgements, & Preface
• Headings and Subheadings
• Citations and Bibliography
• Page Numbers
• Tables and Figures
• Rotated (Landscape) Pages
• Table of Contents
• Lists of Tables and Figures
• List of Abbreviations
• Some Things to Watch For
• PDF with Embedded Fonts

Natural Sciences Librarian

Using Microsoft Word to format your thesis or dissertation

[If you want to use LaTeX instead of Microsoft Word, see the Formatting in LaTeX section, below.]

UM-Dearborn Microsoft Word thesis template

Most students use Microsoft Word to write their thesis or dissertation. For previous assignments, you likely did not use some of Word's advanced features such as styles, section breaks, rotated pages, automatically generated table of contents, automatically generated list of abbreviations, etc. Some of these things are required for your document, others just make formatting and updating your document much easier, and still others may be needed for your particular document. It isn't intuitive how to do many of these things. Moreover, the University of Michigan-Dearborn has specific requirements for formatting your document and following videos or using templates from other universities may lead to more work fixing formatting issues later, after you have submitted the thesis for the final format check.

The video series on the following pages demonstrates how to use Word to make formatting your document easier while following the UM-Dearborn guidelines. While designed specifically for CECS thesis format using a modified IEEE style , much of what is covered in these tutorials also can be applied to or modified for CASL theses as well as CECS and CEHHS dissertations. Please make sure that you check the requirements for your discipline, program, department, or college regarding formatting and which style guide to follow.

Note: Different versions of Microsoft Word were used in these videos. The first slide in each video will state which version was used. Most things are done the same in different versions of Word, but finding some of the features might vary slightly.

Thesis and Dissertation Formatting Guidelines

Your Master's thesis or Ph.D. dissertation should be formatted according to university guidelines. See the Thesis and Dissertation Formatting Checklist for items that your format checker will look for.

Formatting in LaTeX

Some CECS students use LaTeX to write their thesis or dissertation.  There is no official or sanctioned LaTeX template. Ann Arbor's Scholar Space directs students to the LaTeX template at  https://github.com/umangv/ thesis-umich . According to Scholar Space, this template "has proven to be the most actively maintained and accurate that we've seen".

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Thesis / dissertation formatting manual (2024).

• Filing Fees and Student Status
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• Paper Thesis Formatting
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• Copyright Page
• Dedication Page
• Table of Contents
• List of Figures (etc.)
• Acknowledgements
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• Figures and Illustrations
• Using Your Own Previously Published Materials
• Using Copyrighted Materials by Another Author
• Open Access and Embargoes
• Copyright and Creative Commons
• Ordering Print (Bound) Copies
• Tutorials and Assistance
• FAQ This link opens in a new window

UCI Libraries maintains the following  templates to assist in formatting your graduate manuscript. If you are formatting your manuscript in Microsoft Word, feel free to download and use the template. If you would like to see what your manuscript should look like, PDFs have been provided. If you are formatting your manuscript using LaTex, UCI maintains a template on OverLeaf.

• Annotated Template (Dissertation) 2024 PDF of a template with annotations of what to look out for
• Word: Thesis Template 2024 Editable template of the Master's thesis formatting.
• PDF Thesis Template 2024
• Word: Dissertation Template 2024 Editable template of the PhD Dissertation formatting.
• PDF: Dissertation Template 2024
• Overleaf (LaTex) Template
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How to Craft Your Ideal Thesis Research Topic

Table of contents

Catherine Miller

Writing your undergraduate thesis is probably one of the most interesting parts of studying, especially because you get to choose your area of study. But as both a student and a teacher who’s helped countless students develop their research topics, I know this freedom can be just as intimidating as it is liberating.

Fortunately, there’a a step-by-step process you can follow that will help make the whole process a lot easier. In this article, I’ll show you how to choose a unique, specific thesis topic that’s true to your passions and interests, while making a contribution to your field.

Choose a topic that you’re interested in

First things first: double-check with your teachers or supervisor if there are any constraints on your research topic. Once your parameters are clear, it’s time to identify what lights you up — after all, you’re going to be spending a lot of time thinking about it.

Within your field of study, you probably already have some topics that have grabbed your attention more than others. This can be a great place to start. Additionally, consider using the rest of your academic and extra-curricular interests as a source of ideas. At this stage, you only need a broad topic before you narrow it down to a specific question. 

If you’re feeling stuck, here are some things to try:

• Look back through old course notes to remind yourself of topics you previously covered. Do any of these inspire you?
• Talk to potential supervisors about your ideas, as they can point you toward areas you might not have considered.
• Think about the things you enjoy in everyday life — whether that’s cycling, cinema, cooking, or fashion — then consider if there are any overlaps with your field of study.
• Imagine you have been asked to give a presentation or record a podcast in the next three days. What topics would you feel confident discussing?
• Watch a selection of existing lectures or explainer videos, or listen to podcasts by experts in your field. Note which topics you feel curious to explore further.
• Discuss your field of study with teachers friends and family, some with existing knowledge and some without. Which aspects do you enjoy talking about? 

By doing all this, you might uncover some unusual and exciting avenues for research. For example, when writing my Master’s dissertation, I decided to combine my field of study (English teaching methodology) with one of my passions outside work (creative writing). In my undergraduate course, a friend drew on her lived experience of disability to look into the literary portrayal of disability in the ancient world. 

Do your research

Once you’ve chosen your topic of interest, it’s time to dive into research. This is a really important part of this early process because it allows you to:

• See what other people have written about the topic — you don’t want to cover the same old ground as everyone else.
• Gain perspective on the big questions surrounding the topic. 
• Go deeper into the parts that interest you to help you decide where to focus.
• Start building your bibliography and a bank of interesting quotations. 

A great way to start is to visit your library for an introductory book. For example, the “A Very Short Introduction” series from the Oxford University Press provides overviews of a range of themes. Similar types of overviews may have the title “ A Companion to [Subject]” or “[Subject] A Student Companion”. Ask your librarian or teacher if you’re not sure where to begin. 

Your introductory volume can spark ideas for further research, and the bibliography can give you some pointers about where to go next. You can also use keywords to research online via academic sites like JStor or Google Scholar. Check which subscriptions are available via your institution.

At this stage, you may not wish to read every single paper you come across in full — this could take a very long time and not everything will be relevant. Summarizing software like Wordtune could be very useful here.

Just upload a PDF or link to an online article using Wordtune, and it will produce a summary of the whole paper with a list of key points. This helps you to quickly sift through papers to grasp their central ideas and identify which ones to read in full. 

Get Wordtune for free > Get Wordtune for free >

You can also use Wordtune for semantic search. In this case, the tool focuses its summary around your chosen search term, making it even easier to get what you need from the paper.

As you go, make sure you keep organized notes of what you’ve read, including the author and publication information and the page number of any citations you want to use. 

Some people are happy to do this process with pen and paper, but if you prefer a digital method, there are several software options, including Zotero , EndNote , and Mendeley . Your institution may have an existing subscription so check before you sign up.

Narrowing down your thesis research topic

Now you’ve read around the topic, it’s time to narrow down your ideas so you can craft your final question. For example, when it came to my undergraduate thesis, I knew I wanted to write about Ancient Greek religion and I was interested in the topic of goddesses. So, I:

• Did some wide reading around the topic of goddesses
• Learned that the goddess Hera was not as well researched as others and that there were some fascinating aspects I wanted to explore
• Decided (with my supervisor’s support) to focus on her temples in the Argive region of Greece

As part of this process, it can be helpful to consider the “5 Ws”: why, what, who, when, and where, as you move from the bigger picture to something more precise. 

Why did you choose this research topic?

Come back to the reasons you originally chose your theme. What grabbed you? Why is this topic important to you — or to the wider world? In my example, I knew I wanted to write about goddesses because, as a woman, I was interested in how a society in which female lives were often highly controlled dealt with having powerful female deities. My research highlighted Hera as one of the most powerful goddesses, tying into my key interest.

What are some of the big questions about your topic?

During your research, you’ll probably run into the same themes time and time again. Some of the questions that arise may not have been answered yet or might benefit from a fresh look. 

Equally, there may be questions that haven’t yet been asked, especially if you are approaching the topic from a modern perspective or combining research that hasn’t been considered before. This might include taking a post-colonial, feminist, or queer approach to older texts or bringing in research using new scientific methods.

In my example, I knew there were still controversies about why so many temples to the goddess Hera were built in a certain region, and was keen to explore these further.

Who is the research topic relevant to?

Considering the “who” might help you open up new avenues. Is there a particular audience you want to reach? What might they be interested in? Is this a new audience for this field? Are there people out there who might be affected by the outcome of this research — for example, people with a particular medical condition — who might be able to use your conclusions?

Which period will you focus on?

Depending on the nature of your field, you might be able to choose a timeframe, which can help narrow the topic down. For example, you might focus on historical events that took place over a handful of years, look at the impact of a work of literature at a certain point after its publication, or review scientific progress over the last five years. 

With my thesis, I decided to focus on the time when the temples were built rather than considering the hundreds of years for which they have existed, which would have taken me far too long.

Where does your topic relate to?

Place can be another means of narrowing down the topic. For example, consider the impact of your topic on a particular neighborhood, city, or country, rather than trying to process a global question. 

In my example, I chose to focus my research on one area of Greece, where there were lots of temples to Hera. This meant skipping other important locations, but including these would have made the thesis too wide-ranging.

Create an outline and get feedback

Once you have an idea of what you are going to write about, create an outline or summary and get feedback from your teacher(s). It’s okay if you don’t know exactly how you’re going to answer your thesis question yet, but based on your research you should have a rough plan of the key points you want to cover. So, for me, the outline was as follows:

• Context: who was the goddess Hera?
• Overview of her sanctuaries in the Argive region
• Their initial development 
• Political and cultural influences
• The importance of the mythical past

In the final thesis, I took a strong view on why the goddess was so important in this region, but it took more research, writing, and discussion with my supervisor to pin down my argument.

To choose a thesis research topic, find something you’re passionate about, research widely to get the big picture, and then move to a more focused view. Bringing a fresh perspective to a popular theme, finding an underserved audience who could benefit from your research, or answering a controversial question can make your thesis stand out from the crowd.

For tips on how to start writing your thesis, don’t miss our advice on writing a great research abstract and a stellar literature review . And don’t forget that Wordtune can also support you with proofreading, making it even easier to submit a polished thesis.

How do you come up with a research topic for a thesis?

To help you find a thesis topic, speak to your professor, look through your old course notes, think about what you already enjoy in everyday life, talk about your field of study with friends and family, and research podcasts and videos to find a topic that is interesting for you. It’s a good idea to refine your topic so that it’s not too general or broad.  

Do you choose your own thesis topic?

Yes, you usually choose your own thesis topic. You can get help from your professor(s), friends, and family to figure out which research topic is interesting to you. 

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33 Transition Words and Phrases

Transitional terms give writers the opportunity to prepare readers for a new idea, connecting the previous sentence to the next one.

Many transitional words are nearly synonymous: words that broadly indicate that “this follows logically from the preceding” include accordingly, therefore, and consequently . Words that mean “in addition to” include moreover, besides, and further . Words that mean “contrary to what was just stated” include however, nevertheless , and nonetheless .

as a result : THEREFORE : CONSEQUENTLY

The executive’s flight was delayed and they accordingly arrived late.

in or by way of addition : FURTHERMORE

The mountain has many marked hiking trails; additionally, there are several unmarked trails that lead to the summit.

at a later or succeeding time : SUBSEQUENTLY, THEREAFTER

Afterward, she got a promotion.

even though : ALTHOUGH

She appeared as a guest star on the show, albeit briefly.

in spite of the fact that : even though —used when making a statement that differs from or contrasts with a statement you have just made

They are good friends, although they don't see each other very often.

in addition to what has been said : MOREOVER, FURTHERMORE

I can't go, and besides, I wouldn't go if I could.

as a result : in view of the foregoing : ACCORDINGLY

The words are often confused and are consequently misused.

in a contrasting or opposite way —used to introduce a statement that contrasts with a previous statement or presents a differing interpretation or possibility

Large objects appear to be closer. Conversely, small objects seem farther away.

used to introduce a statement that is somehow different from what has just been said

These problems are not as bad as they were. Even so, there is much more work to be done.

used as a stronger way to say "though" or "although"

I'm planning to go even though it may rain.

in addition : MOREOVER

I had some money to invest, and, further, I realized that the risk was small.

in addition to what precedes : BESIDES —used to introduce a statement that supports or adds to a previous statement

These findings seem plausible. Furthermore, several studies have confirmed them.

because of a preceding fact or premise : for this reason : THEREFORE

He was a newcomer and hence had no close friends here.

from this point on : starting now

She announced that henceforth she would be running the company.

in spite of that : on the other hand —used when you are saying something that is different from or contrasts with a previous statement

I'd like to go; however, I'd better not.

as something more : BESIDES —used for adding information to a statement

The city has the largest population in the country and in addition is a major shipping port.

all things considered : as a matter of fact —used when making a statement that adds to or strengthens a previous statement

He likes to have things his own way; indeed, he can be very stubborn.

for fear that —often used after an expression denoting fear or apprehension

He was concerned lest anyone think that he was guilty.

in addition : ALSO —often used to introduce a statement that adds to and is related to a previous statement

She is an acclaimed painter who is likewise a sculptor.

at or during the same time : in the meantime

You can set the table. Meanwhile, I'll start making dinner.

BESIDES, FURTHER : in addition to what has been said —used to introduce a statement that supports or adds to a previous statement

It probably wouldn't work. Moreover, it would be very expensive to try it.

in spite of that : HOWEVER

It was a predictable, but nevertheless funny, story.

in spite of what has just been said : NEVERTHELESS

The hike was difficult, but fun nonetheless.

without being prevented by (something) : despite—used to say that something happens or is true even though there is something that might prevent it from happening or being true

Notwithstanding their youth and inexperience, the team won the championship.

if not : or else

Finish your dinner. Otherwise, you won't get any dessert.

more correctly speaking —used to introduce a statement that corrects what you have just said

We can take the car, or rather, the van.

in spite of that —used to say that something happens or is true even though there is something that might prevent it from happening or being true

I tried again and still I failed.

by that : by that means

He signed the contract, thereby forfeiting his right to the property.

for that reason : because of that

This tablet is thin and light and therefore very convenient to carry around.

immediately after that

The committee reviewed the documents and thereupon decided to accept the proposal.

because of this or that : HENCE, CONSEQUENTLY

This detergent is highly concentrated and thus you will need to dilute it.

while on the contrary —used to make a statement that describes how two people, groups, etc., are different

Some of these species have flourished, whereas others have struggled.

NEVERTHELESS, HOWEVER —used to introduce a statement that adds something to a previous statement and usually contrasts with it in some way

It was pouring rain out, yet his clothes didn’t seem very wet.

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Information Technology

Writing Your Thesis in Word

Follow these instructions and tips for successfully writing your thesis in the Word thesis template . Don't have the thesis template? Download it from our website .

CAUTION: DO NOT USE THE WORD THESIS TEMPLATE IN ANY DOCUMENT OTHER THAN WORD. (OPENOFFICE, NEOOFFICE, PAGES, GOOGLE DOCS, ETC). Make sure that you are using Word on the computer and NOT Word on a browser! Your formatting will break if you do so!!

Some of the instructions will vary depending on the version of Word you use. These instructions are for the current version, Word 2019. We've also documented exact steps for Word 2016  on Mac and Word 2016/2013  on Windows.

• Applying Styles
• Modifying Styles

Section Breaks

• Table of Contents, List of Figures, List of Tables

Deleting Optional Sections

• Formatting Thesis to be Double-Sided (with mirror margins)
• Copying and Pasting into Word from Another Document
• Formatting Thesis to be Single-Sided

Rotating Pages

Inserting a really long sideways excel table into word.

• Accidentally delete the Table of Contents, List of Tables, or List of Figures?

Writing Thesis with Multiple Languages

"Styles" are used in Word to easily apply a set of formatting attributes--such as font, font size, indentation, and spacing--consistently throughout a document.  When you apply a style to a paragraph, it is formatted with the attributes defined in the style.  The Word thesis template has many pre-defined styles for things like chapter titles, sub titles, main body text, quotes, figures, etc.  See the table below to learn what styles to use and where.

Pre-defined styles in the Word thesis template

Note: Word has many default styles that can't be deleted.  To avoid confusion from thesis-specific styles and Word's default ones, look for a comma after the name of thesis styles (e.g., Heading1,h1).

How to apply styles

See specific instructions for your version of Word:

• Word 2016 & newer (Mac)
• Word 2013 & newer (Windows)

How to modify styles

If you don't like the way a style is defined, you can easily modify it!

• Go to the Format menu and choose Styles .
• Select the style you want to modify from the lefthand side.
• Click the Modify button.
• Change the parameters you want. More options are available from the Format drop-down menu.
• Click OK when you're done.

Tip: Want to change the font type in the entire thesis? Modify the " Normal " style.

How to copy styles from the template to another document

If your document suddenly loses styles from the template, you can readd them without worry!

• Go to the Styles ribbon and select the bottom-right pop-out button for the Styles Pane to appear.
• Select the Manage Styles  icon (may appear as an "A" with a checkmark button).
• Click the Import / Export button located on the bottom-left.
• Click Open File (on the right-side) and select the thesis template. Select missing styles.
• Click Copy to copy the styles over to your current document.

The thesis template is designed for double-sided printing, so you need to insert an Odd Section Break at the end of each chapter.  This will ensure the next chapter falls on the right side (or odd page) of the document.  Odd section breaks should also occur at the end of each section in the front matter.

How to insert an Odd section break (on Mac)

• Turn on hidden components so you can see when a section break is inserted (On the Home menu, click the ¶ button.)
• Place your cursor at the end of the chapter.
• Go to the Layout menu > Breaks > Odd Page

Note: Have you converted the thesis template to single-sided? If so, you need to use Next page breaks instead of Odd.  

See specific instructions for your version of Word: 2016 & newer  (Mac); 2013 & newer  (Win)

How to delete section breaks

Multiple consecutive section breaks will create extra blank pages in your thesis. Delete them this way:

• Use the show/hide button (¶) to reveal hidden components. 
• Place your cursor just to the left of the section break.
• Hold down the Shift key and the right arrow key to select it.
• Press the Delete key.

Note: If that doesn't work, go to the View menu > Outline. Click on the section break to highlight it, and delete it.

Tips and Quick Fixes:

• Use only one section break at a time.  Multiple consecutive breaks create erroneous blank pages. (Learn how to delete sections breaks above )
• In some cases it may be necessary to force something to the next page (eg, an image). Use a page break for this (Insert menu > Break > Page Break)
• Click the Show/Hide (¶) button to see what section breaks you already have.
• Format menu > Document > Layout tab 
• Section start: Odd page 
• Check “Different odd and even” and “Different first page” 
• Apply to WHOLE document 
• See instructions for your version of Word: Word 2016 & newer  (Mac); 2013 & newer  (Win)

Table of Contents, List of Figures, and List of Tables

The Table of Contents, List of Figures, and List of Tables will automatically populate based on the styles you apply to certain text like chapter titles, figure titles, and table titles. Periodically, you will need to update the Table of Contents and other tables so it will populate this information.

How to Update the Table of Contents, List of Figures, and List of Tables

• Right-click (or control+click) on the gray shaded part of the Table of Contents (or List of Figures/Tables).
• Choose Update Field .

• Do NOT edit the Table of Contents manually!
• Check that you applied the right style to the chapter title, figure title, or table title in the body of your thesis.
• Have a long chapter title but need it to appear as a single entry in the TOC?  Press shift+return to force text to next line in the chapter title without creating a new paragraph. 

How to Add Another Table of Contents

If you want to add a new table of contents, follow these steps, which use a table of schemes as an example.

• Select "New Style" in the styles pane
• Basing the new style on "Figure Title" or "Figure Caption"
• Rename the new style to something else (for instance, "Scheme Title" and "Scheme Caption")
•  Apply these new styles to your scheme titles and captions
• 2016 and newer (Mac)
• 2013 and newer (Windows)
• Select " No " if you are prompted "Do you want to replace the table of contents?". This prevents your first Table of Contents from being replaced with your table of schemes. 

There are specific pagination rules you must follow, all of which are outlined in the Senior Handbook. Some important ones to keep in mind:

• Page 1 is the first page of the first chapter of your thesis (usually the Introduction).
• The page number is hidden--not printed--on the first page of each chapter (including Introduction), even though those pages DO count toward the pagination.
• Blank pages should not have a printed page number (but do count toward the pagination).

How to hide a page number on the first page of a chapter

• Make sure the right kind of section break is inserted at the end of the previous chapter (e.g, Odd section for double-sided thesis)
• Format menu > Document > Layout > Check ‘Different First Page’
• Delete any page number that appears on the first page.

How to fix pagination on your own 

• Page Layout View > double-click on the page number. Or from 'Insert', choose 'Page Numbers'.
• If you are in your first chapter, normally your Introduction, click on 'Format..' and under 'Page Numbering' make sure that 'Start at:' is chosen, and manually enter 1. Then, click 'OK' and ensure that  'Show number on first page' is unchecked.
• When you are not in your first chapter, normally after your Introduction, make sure the 'Show number on first page' is unchecked. Then, click on 'Format..' and under 'Page Numbering' make sure that 'Continue from previous section' is chosen. 
• When pagination completely breaks, come to the Help Desk!

Inserting images is more than a simple copy and paste. Follow these guidelines:

• Keep the image saved to your computer (don't copy and paste from a web page).
• If you need to modify the image more than just a simple resize, do it in an application like Photoshop (not Word).
• Follow the exact instructions below for inserting the image into the Word thesis template.

How to insert an image

• Put the paragraph in the Figure style before inserting the figure
• In Word: Insert menu > Picture > From File
• Put the title of the figure in the "Figure Title" style (which will appear in the TOC)
• If you have a caption, use the "Figure Caption" style.

How to leave space for a large figure

Sometimes you may need to insert a figure that takes up an entire page. To do this without causing any pagination errors, follow these instructions:

• Insert the cursor where you want to add the figure page.
• In the menu bar, go to Insert > Break > Page break.
• Repeat step 2.
• You should now have a blank page. When you print your thesis, remove this page and add the figure page you want.

There are a number of ways to insert tables into your thesis.

• Consider creating the table within Word. Another option is to build it in Excel.
• From Excel, you may need to it as an image or PDF and then insert it into Word.
• Have a really long table that needs to be oriented in landscape mode? Don't rotate the page! See our guidelines below .
• Though there is not particular style to use for the table itself, use the "Table Title,tt" and "Table Caption,tc" styles.

In order to insert a footnote in your thesis, follow these instructions: 

• Insert the cursor where you want to add your footnote reference
• Either, click on the "References" tab, and select "Insert Footnote" 
• Or, click on "Insert" in the top menu bar (not the insert tab) and select "Footnote...", select footnote, and click insert again. 
• You should now have a reference number where you placed your cursor and a footnote at the end of the page.

Footnote text should be in the "Footnote Text" style. The number within the footnote, as well as the in-paragraph reference number, should be in the "Footnote Reference" style. Footnotes should automatically be in the appropriate styles, but if you encounter any problems with your footnotes, checking the style is a good first step.

If your footnote numbering gets out of order, click on "insert" in the top menu bar, select "Footnote...", select "Convert...", and then "Convert all footnotes to endnotes" and select OK. Don't hit "Insert", instead hit "Convert..." again, and this time select "Convert all endnotes to footnotes" and select OK. Once that is done, select "close". 

Some of the sections are optional, such Acknowledgments and Preface. The trick is to delete the text and the corresponding section break or you'll end up with multiple blank pages.

• Delete the text you don't need.
• Delete the section break at the end of the chapter ( see instructions above ).

Double sided printing (with mirror margins)

Thesis needs to be formatted with mirror margins, here's how to do it (and see screenshots included).

• Go to the Format menu (on top bar) > Document > Margins tab.
• In the multiple pages drop-down box, select "Mirror Margins".
• Make sure the margins above are 1" except "Inside" should be 1.5".
• At the bottom, "Apply To": Whole Document.
• "Section start": Odd Page
• Check the boxes for "Different odd and even" and "Different first page" options.
• Again at the bottom, "Apply To": Whole Document.
• Click OK to save the settings when done.

Copying and Pasting from Another Document

When writing a thesis in another sort of document (e.g. Google Docs, LibreOffice, etc), you'll have to eventually transfer this into the Reed-provided templates. However, the formatting on your documents might interfere with the Word template 

Here is how to copy and paste from Google Docs:  

Additional Considerations

Formatting the thesis to be single-sided (note: this is not the same as printing single-sided).

• Uncheck Mirror Margins (Format menu > Document. Margins tab > uncheck 'Mirror magins'. Apply to: WHOLE document)
• Format menu > Document. Layout tab > Section start: Even Page. Uncheck ‘Different Odd and Even’. Apply to: WHOLE document
• Set page number header alignment: In the first section, like Intro, Insert > Page Number > set alignment

Though rotating a page in Word may seem like the right thing to do, DON'T DO IT.  Instead, leave these pages in a separate document; then insert them by hand after printing.  It's OK to display no page numbers on these pages, but they still must be counted in the pagination.  Insert a one blank page (using Insert > Break > Page Break) for each manually inserted page.

Here are four different methods for inserting a properly formatted, good quality version of a long excel table!

Adobe Illustrator :

• Print the Excel table to PDF (File > Print > Save As PDF) Note: Make sure your table uses a standard font, like Times
• Open the PDF in Adobe Illustrator (installed on the IRC computers)
• Select all and copy (Select > All and Edit > Copy)
• Create a new document in Illustrator (File > New)
• Paste in the copied document and rotate (Edit > Paste and Object > Transform > Rotate)
• File > Save as EPS
• Insert the EPS into Word

Inkscape ( free download here! ):

• Open Inkscape, then open the PDF. (File > Open... > Desktop > Thesis_Table.pdf) Select which page you would like to flip sideways and click Ok . Note: You can only do this one page at a time :(

• Open Word and drag the SVG from our desktop onto the page. From there you can crop it, modify size and orientation. When you are satisfied, copy and paste it into your thesis.

Google Drawings:

• Copy and paste the table into Google Drawings (from Word is best); resize in Google Drawings as needed
• Export as an SVG (File >> Download >> Scalable Vector Graphics (.svg))
• Insert as an image into Word, and now you can rotate the table!

If the quality of the image doesn't need to be extremely detailed, you can try this fourth method with Word :

• Put the table in a separate word doc, using page setup to make it landscape Layout >> Orientation >> Landscape

• Open in Preview (Mac)
• Rotate pages
• Export each page as a 150 dpi PNG
• Insert into the thesis Word document as pictures

Whoopsie! Accidentally delete the Table of Contents, List of Tables, or List of Figures?

Here's how to add them back:

Table of Contents

• Insert > Index and Tables
• Select the Table of Contents tab
• Click Options
• Make sure 'Heading 1, h1' has a TOC level of '1'
• Repeat for Heading 2-3, numbering their TOC level respectively.

List of Tables

• Select the Table of Figures tab
• Under the Caption label box, select Table
• Check 'Style' and pick Table Title from the drop-down box

List of Figures

• Under the Caption label box, select Figure
• Check 'Style' and pick 'Figure Title' from the drop-down box
• Before printing, update the Table of Contents, List of Figures, and List of Tables
• Print to PDF (on Mac File menu > Print > Save as PDF)
• Preview : View > Two Pages.
• Adobe Reader : View > Page Display. Check "Two-up Continuous" and "Show Cover Page During Two-Up"

How to print a page range

• Save as PDF first, then print the range of pages.

For seniors writing their theses using multiple languages, the line spacing may be inconsistent, especially if the body is copied and pasted from another document into the template. This can be fixed by selecting the paragraph(s) and clicking "body, b" in the Styles Pane, or by changing the font of the non-Latin characters to the ones listed below. For some languages that use non-Latin characters (e.g. Greek, Russian), simply switching the language on your computer's keyboard input (not Word) between English and the other language will generally preserve the correct line spacing.

Fonts that shouldn't mess up line spacing:

• Chinese: PMingLiu, MingLiu, KaiTi, Kai (simplified only), BiauKai (traditional only)
• Korean: Batang, Batangche

TrendyDigests

Stealth and Strategy: Unveiling the B-21 Raider, America's Next-Gen Bomber

Posted: May 28, 2024 | Last updated: May 28, 2024

The future of U.S. air dominance has a new face and it's called the B-21 Raider. This sixth-generation stealth bomber, shrouded in secrecy, has now taken to the skies as part of its rigorous flight-testing program at Edwards Air Force Base, California.

For enthusiasts with an eye on military aviation and advanced technology, the development and capabilities of the B-21 present a compelling narrative of innovation and strategy.

The first glimpse of the B-21 Raider in flight was captured in a photo released by the Air Force, showcasing the bomber's sleek and enigmatic design.

This test flight image, taken on January 17, 2024, marks a significant milestone in the aircraft's progression from concept to a commanding presence in the sky. A recent confirmed flight on April 4, 2024, along with other rumored flights in late March, suggests a steady advance in the program.

Andrew Hunter, the Air Force’s Service Acquisition Executive, speaking to the Senate Committee on Armed Services, revealed, “We are in the flight test program, the flight test program is proceeding well.”

His words echo the confidence of a program that has integrated advanced digital tools like digital twins and computational fluid dynamics (CFD) in its design process, reducing errors and accelerating the development timeline.

Notably, the Air Force Rapid Capabilities Office is taking a non-traditional approach by building test aircraft on the same production line with the same tools and personnel intended for the final production.

This method is not only expected to facilitate a quicker start to mass production but also enables the conversion of test aircraft into operational units after the testing phase.

The B-21 Raider stands out with its "open systems architecture," allowing for swift integration of cutting-edge technologies to maintain its edge against evolving threats.

Expected to enter service in the mid-2020s, the B-21 is anticipated to bolster national security and strengthen the reassurance of U.S. allies globally.The strategic significance of the Raider extends beyond its cutting-edge capabilities.

It is poised to replace the aging fleet of B-1 and B-2 bombers gradually, with a minimum of 100 aircraft planned for production. This modern fleet will comprise a mix of B-21As and updated B-52Js, forming the backbone of America's future bomber force.

With an estimated average unit cost of $692 million, as per 2022 figures, the B-21 is a major investment in the future of U.S. military might. The Pentagon has reportedly awarded a contract for the Low-Rate Initial Production of the B-21, covering up to 21 aircraft.

Gen. David W. Allvin, U.S. Air Force Chief of Staff, indicated the possibility that the acquisition of the B-21 Raiders may be limited to 100 units as newer technologies could emerge.

The images of the B-21 Raider, both from the Air Force and Northrop Grumman, reveal a narrow, 2-D exhaust design aimed at reducing the bomber's infrared signature and radar profile.

The absence of blackening around the exhaust, as seen on earlier stealth aircraft like the F-117 and B-2, suggests innovative measures to cool the exhaust before discharge.

Relevant articles: - U.S. Air Force Releases First Photo Of B-21 Raider Bomber In Flight , The Aviationist - What the Air Force’s New B-21 Photos Show About the Raider , Air & Space Forces Magazine - New pictures of the US Air Force's newest stealth bomber — the B-21 Raider — just dropped as flight testing continues , Yahoo News Singapore - Photos: US shows off world's first 6th gen aircraft B , Interesting Engineering

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Gautam Gambhir's 3-Word Post Brilliantly Sums Up KKR's IPL 2024 Triumph

Gautam gambhir shared a 3-word post after kkr beat srh in ipl 2024 final. the post sums up the mindset of kkr mentor..

The Indian Premier League (IPL) 2024 concluded with Kolkata Knight Riders emerging as the deserved winners. In the summit clash on Sunday, the Knight Riders left little scope for improvement, producing a terrific all-round performance to decimate the Sunrisers Hyderabad. With the title triumph, KKR ended their 10-year wait for the IPL title, having last tasted success in 2014 under the captaincy of Gautam Gambhir . The former India opener's return to the franchise as mentor turned their fortunes around. After the conclusion of the final, Gambhir shared a 3-word post that summed up his mindset.

Taking to social media, Gambhir wrote: "Dare to Dream", highlighting the power of manifestation as the Knight Riders ended their long trophy drought.

Dare to Dream!! pic.twitter.com/y43y1X3Lyc — Gautam Gambhir (Modi Ka Parivar) (@GautamGambhir) May 27, 2024

As for the match, Australian pacer Mitchell Starc bowled a sensational opening spell to fire his team to an 8-wicket win in the summit clash. Kolkata bowled out Hyderabad for IPL's lowest total of 113 in a final as Australia's left-arm quick Starc returned figures of 2-14 to live up to his top billing in the world's most lucrative T20 tournament.

Starc went to Kolkata for a record $2.98 million in the December auction and ended the IPL with two stellar performances, including a match-winning 3-34 in the first play-off to hammer the same opponent.

Kolkata's batsmen had it easy and despite Sunil Narine 's early departure, Rahmanullah Gurbaz , who made 39, and Venkatesh Iyer , on 52 not out, helped the team home with 9.3 overs to spare after a partnership of 91.

Iyer, a left-handed batsman, reached his 50 in 24 balls and hit the winning runs to trigger celebrations for Kolkata, who remained the most dominant team after they ended top of the table with 20 points in the league phase.

Skipper Shreyas Iyer was unbeaten on six, and at the other end, when Kolkata players came rushing on to the pitch and the stadium fireworks went off.

Players and national teams now move into the T20 World Cup starting June 1 in the West Indies and the United States.

With AFP inputs

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After World Court ruling, Palestinians want action not words

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Reporting by Doaa Rouqa in Deir al-Balah and Nidal al-Mughrabi in Cairo; Writing by Tom Perry, Editing by William Maclean

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Danish parliament rejects proposal to recognise Palestinian state

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Westfield HS product ready to tackle next chapter in life after Naval Academy graduation

HOUSTON, Texas (KTRK) -- Former Westfield Mustangs defensive back Marcus Moore Jr. has always been a leader.

He's known as "Tiki" to family and friends. He was a star both on the field and in the classroom, earning All-District and All-Academic honors two years in a row. The mix of both drew him to attend the United States Naval Academy in Annapolis, Maryland.

"I was focused on my future at a young age," Moore Jr. said. "I wasn't thinking about the next four years on where I'd play football. I was thinking about the next forty years, where I'll be in life and how I set that up right now."

Character, leadership, and hard work have always been part of the foundation taught to him by his mom, Kashawana, and dad, Marcus Sr., and going to the USNA just sharpened those qualities.

"Even before I attended the academy, my work ethic was pretty high," he said. "Hard work is not even a word to me; there is no such thing. I don't see pain in things. I see an opportunity to become a better young man and better yourself."

Last week, Moore Jr. walked the stage at the Naval Academy, entering the officer rank. He was also commissioned as an ensign upon graduation.

"Leadership, character development, time management, and humility are all things that are important at the Academy," he said.

Moore Jr. is now home but will return to train for his future job in surface warfare in Norfolk, Virginia.

"I've changed so much through these last four years," Moore Jr. said. "It's amazing to see myself and look in the mirror with the character, leadership, and development I got at the academy. I wouldn't change it for the world. I wouldn't change my decision ever. I'm glad to be on the other side of things, reaping the benefits of four hard years of hard work."

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Predicting the next sentence (not word) in large language models: What model-brain alignment tells us about discourse comprehension

Affiliations.

• 1 Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Hong Kong SAR, China.
• 2 Centre for Immersive Learning and Metaverse in Education, The Hong Kong Polytechnic University, Hong Kong SAR, China.
• PMID: 38781343
• PMCID: PMC11114233
• DOI: 10.1126/sciadv.adn7744

Current large language models (LLMs) rely on word prediction as their backbone pretraining task. Although word prediction is an important mechanism underlying language processing, human language comprehension occurs at multiple levels, involving the integration of words and sentences to achieve a full understanding of discourse. This study models language comprehension by using the next sentence prediction (NSP) task to investigate mechanisms of discourse-level comprehension. We show that NSP pretraining enhanced a model's alignment with brain data especially in the right hemisphere and in the multiple demand network, highlighting the contributions of nonclassical language regions to high-level language understanding. Our results also suggest that NSP can enable the model to better capture human comprehension performance and to better encode contextual information. Our study demonstrates that the inclusion of diverse learning objectives in a model leads to more human-like representations, and investigating the neurocognitive plausibility of pretraining tasks in LLMs can shed light on outstanding questions in language neuroscience.

• Brain* / physiology
• Comprehension* / physiology