thesis in polish language

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Polish-Japanese Academy of Information Technology ul. Koszykowa 86; 02-008 Warsaw

The essentials of a thesis

The thesis should have a title page according to the established template and an abstract of the thesis (max. 1000 characters) and keywords (min. 3).

A paper written in a language other than Polish should additionally include a second title page in Polish, as well as an abstract of the paper and key words.

Prepare your work in 5 steps:

Step 1 - Start the process

Step 2 - submission of work.

• Step 3 - Completing the Cir culation

Step 4 - Defense

Step 5 - complete the paperwork after the defense.

The following points should be done after the work is approved by the supervisor.

In order to start the process, you need to:

• Print and bind the work - one copy for the entire group;
• One CD from each co-author of the work - for the Student's office,
• One additional CD - for the library.
• download, print and sign the statement on independent writing of the paper (link ) - one copy from each author.
• submit a general application to the Dean of the Faculty via podania.pja.edu.pl with a request to be able to approach the defense of the thesis without the diploma exam (only students who are not likely to graduate, and wrote a group thesis). The justification is that the thesis was written in a group.

At this stage, the thesis information entered by the Supervisor should exist in the GAKKO system (gakko.pja.edu.pl ). In this step, the student is required to provide additional information to the Supervisor, who, after verification, completes it in the GAKKO system:

• The individual contribution of each author to the various elements of the work (including individual chapters in the documentation of the thesis project);
• area completed scientific research (if applicable);
• Name of the Reviewer of the work.

The student completes the following information on his own:

• granting or not granting permission to post the thesis in the Thesis Repository
• original in Polish + 2 copies in Polish or
• original in Polish + copy in Polish + copy in English

You can send a set of physical documents listed in Step 1 by mail or make an appointment to deliver them to the Student's Office or the Library (just make an appointment with one department, the documents will be forwarded accordingly):

• the library receives a bound thesis and one CD to check the thesis for plagiarism. The Uniform Anti-Plagiarism System guarantees verification of the thesis within a maximum of 7 days from the date of entering the thesis into the system. The result of the verification from the "probability report" (factor No. 2) will be entered in the "Application for admission to the thesis defense", the so-called "circulator" (see Step 3).
• Students' Office receives the remaining CDs and statements signed by the authors of the work.

To formally complete Step 2, the Supervisor must accept the verification result from the JSA, entered into the GAKKO system by a library employee.

Completion of Step 2 is tantamount to the submission of the thesis by the deadline set by the Dean of the Faculty in the Order on Diploma Examinations.

Step 3 - Completing the Circulation

A request to create a circulator should be submitted to the Student's office/secretariat - by email (preferred option) or by phone only after all of the following requirements have been met together:

• obtaining a discharge or obtaining a positive decision on the application for admission to the defense of the thesis itself (submitted in Step 1).
• obtaining acceptance of the plagiarism result by the supervisor in the GAKKO system.

The graduation slip will be made available in the GAKKO system (link ). It is in the student's interest to make sure that the circulator is completed by:

• Accounting, (not applicable to non-degree students),
• Supervisor and Reviewer (the introduction of the Supervisor's and Reviewer's opinions is equivalent to their "signing" of the circulator),
• Students' Office (Only after all other signatures have been obtained).

Obtaining a set of signatures formally completes the process of preparing for defense.

The description of this step does not apply to remote defenses

On the day of the defense, no later than half an hour before the defense - during the Student's office hours:

• The chairman/member of the Commission collects a set of documents from the Student's office for the examination committee.
• Students go to the designated room and wait to be invited to the exam.

Information about the prepared diploma (and/or a copy in English) will appear on the student's profile, after logging into GAKKO under Students' Office/Course of study/documents (available for graduates of the academic year 2016/2017 and later).

In order to obtain an additional copy (no more than 3 pieces) in English, it is necessary to submit to the application system within 30 days from the date of defense:

• The application for translation of the thesis topic must be completed by the Supervisor at the stage of entering the thesis into the GAKKO system. If the topic is incorrect, an appendix signed by the Supervisor regarding the translation of the thesis topic must be added to the application).
• Proof of payment of PLN 40 per set.

Due to the introduction of new diploma prints, diploma photos are not required from the 2020/2021 summer semester defenses.

When picking up your diploma, please have your ID card ready for return.

Olga Wroniewicz Spheredom 2020, Copernicus Science Center

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• FACULTY OF ECONOMICS AND SOCIOLOGY
• STUDENT ZONE

DIPLOMA THESES AND EXAMS

The rules of organizing the diploma exam at the Faculty of Economics and Sociology of the University of Lodz

1. The basis for the diploma examination is defined by the provisions of the Rules of Study at the University of Łódź (§ 52-59), University of Lodz Rector’s Regulation No. 130 of April 14, 2021 on: a declaration of self-written thesisand completing postgraduate studies and quality assurance of written works in the field of anti-plagiarism procedure and their archiving at the University of Lodz ( with an appendix ), University of Lodz Rector's Regulation on the division of the academic year, and Regulations of the examination session of the Faculty of Economics and Sociology of the University of Lodz.

2. The students are required to prepare the thesis in accordance with the requirements of the Rules of Study, the formal requirements of the thesis, and the guidelines for the structure of the thesis. The formal requirements and thesis structure are available at https://www.eksoc.uni.lodz.pl/en/student-zone/diploma-theses-and-exams

3. The decision on the possibility of writing a diploma thesis in a foreign language is made by the Director of the Institute after consultation with the Head of the Department at the request of the thesis supervisor (it does not apply to diploma theses written during studies conducted in a foreign language). In the case of diploma theses written in a foreign language, a summary of the thesis in Polish is required.

4. The Uniform Antiplagiate System (JSA) is used to check whether the student has written the work herself/himself.

5. Students submit diploma theses to the Archive of Diploma Theses (APD) . The date of acceptance of the diploma thesis for the Student Service Centre (COS) means the moment of the thesis’ redirection from step 3 to step 4 in the APD system (this is also unambiguous with acceptance of the anti-plagiarism report result). The information about the date of acceptance of work in the APD is to be reported by the thesis advisor to the COS employee operating the given field of study (see point 14).

6. Obtaining credit for the diploma seminar is possible after the student has completed all compulsory subjects ( the positive grades are put into the USOSweb system ) and internships in the course of studies (if provided for in the study program), and after the diploma thesis have been accepted in the APD system by the thesis supervisor. In a situation where an academic teacher did not know that a student had failed a course and entered a positive mark from a diploma seminar, the Dean may cancel this entry. 

7. If the result of the analysis in the JSA system indicates that the submitted thesis does not constitute an independent study, then the thesis supervisor may not admit the student to the diploma examination. In such a case, the thesis supervisor enters into the USOSweb system the insufficient grade from the diploma seminar.

8. The diploma examination should take place no later than one month from the date of acceptance/submission of the thesis in the APD system. 

9. The thesis advisor should accept the diploma thesis in the APD system no later than 14 days before the planned date of the diploma exam and no later than by the end of the re-assessment session in the graduating semester.

10.  Before being admitted to the exam, the student is required to approve in the APD system a declaration of independent preparation of the diploma thesis with the following content:

„Being aware of legal responsibility I hereby declare that this diploma thesis has been written by me myself and does not contain any content obtained in a manner inconsistent with the regulations in force. I also declare that the presented thesis was not subject to procedures related to obtaining a professional title at higher education institution before.”.

11. The condition of allowing the student to take the remote diploma examination is also the lack of arrears in the fees for studies. A COS employee is responsible for verifying the student’s financial obligations towards the UŁ.

12. The person supervising the thesis accepts the statement below in the APD system and then submits the thesis for review:

“I declare that this thesis has been prepared under my supervision and I state that it fulfils conditions to be presented as part of a procedure of awarding a professional title.”.

13. The thesis advisor and the reviewer evaluate the work in the form of reviews by placing them in the APD system before the work manager accepts it. Reviews of the diploma thesis are open, but this rule does not apply to the thesis whose subject is covered by legally protected confidentiality.

14. The thesis supervisor notifies the COS employee of the intention to conduct a remote examination at least 14 days before its date by e-mail in the uni.lodz.pl domain. In the application for the diploma examination, he provides data allowing to generate the examination protocol, i.e., student data, the composition of the commission, date of acceptance of the work in the APD system, date of the diploma examination. On this basis, a COS employee starts the process of electronic circulation of the diploma examination protocol in  the Archive of Diploma Theses (APD) ( defense report form ).

15. The diploma examination is an oral exam and is conducted by organizational units of the Faculty. The examination committee consists of the chairman, the thesis supervisor and the thesis reviewer. The chairpersons of the examination committees (who have a scientific title or a postdoctoral degree) are appointed by the heads of organizational units of the Faculty. 

16. During the undergraduate exam, two questions are asked: (a) related to the field of study, (b) related to the topic of the thesis. During the master's exam, three questions are asked: (a) theoretical, (b) related to the field of study, (c) related to the topic of the thesis. Questions related to the field of study and theoretical questions are drawn at random from the lists of issues for the thesis examinations, applicable to each field of study. Lists of issues are made available to students on the Faculty website at least at the beginning of the last semester of the diploma seminar. 

17. The result of the diploma exam is the average of the marks obtained from the individual oral answers to the questions specified in pkt. 16, entered in the protocol. The grade of the diploma exam is entered in the protocol as an average rounded to the nearest grade. 

18. The provisions of point 17 do not apply if the student has received an unsatisfactory grade in at least one of the questions specified in point 16. In such a situation, the student receives an unsatisfactory grade in the diploma examination. 

19. The following grades are used for the examination and the overall study result:

  Overall study result

4,61 and above

Better than good

4,11 - 4,60

3,61 - 4,10

Better than satiscaftory

3,26 - 3,60

Satiscaftory

Unsatisfactory

20. The examination protocol available in the APD requires the chairperson of commission to supplement it with, among others: the questions asked, grade from the thesis, grade from the examination, and information about the examination result. Correctly generated and submitted protocol should contain:

• the diploma thesis grade, which is the arithmetic mean of the review (prepared by the reviewer) and opinion (prepared by thesis supervisor) - without rounding - a grade e.g., 3.75 is allowed,
• the diploma examination grade,
• a weighted average (calculated under §39, sections 5 and 6 of the Rules of Study at the University of Łódź) of all overall grades in courses provided for in the study plan and study program.

21. The overall result of the studies, which is entered into the protocol and into the higher education diploma, is the sum of:

• 0.6 of the weighted average grade form the studies,
• 0.2 of the arithmetic mean of the diploma thesis grades,
• 0.2 of the diploma examination grade.

22. The examination commission may increase the overall grade of the result of the studies by half of the grade (0.5) maximally. It can be done for a student who did not repeat a year of studies, was a distinguished student in the chosen specialization, and received very good grades from his/her diploma thesis and diploma examination. The increase of the grade must be justified in the protocol by the examination commission.

23. Members of the diploma examination are required to electronically approve the protocol of the remote diploma examination within 3 days from the date of its conduct.( instruction )

24. The diploma examination protocol, the opinion, and the review, are generated from USOS and APD systems, and then are archived in a student’s briefcase by an employee of the Student Service Centre. According to the Regulation of the Minister of Science and Higher Education, the student’s personal file may include a printout from the electronic form of the document (a handwritten signature is not required).

25. In the case of an excused absence from the diploma examination, the examination may be repeated within a month, upon the application submitted by the student immediately after the reason for the stops.

26. Unjustified absence from the diploma examination results in an unsatisfactory grade being entered in the protocol.

27. In the case of a negative (unsatisfactory) grade from the diploma examination, the examination may be repeated on the date set by the Dean, not earlier than one month and not later than three months after the first examination.

28. In case of receiving an unsatisfactory grade in the diploma exam, the exam may be repeated on a date set by the Dean, not earlier than one month and not later than 3 months from the date of the first exam. 

29. At the student’s request, the deadline for submitting the diploma paper may be extended only in exceptional and documented situations by one month from the end of the re-assessment session. A request to extend the deadline for the completion of a diploma seminar cannot be based on studying two or more fields of study or employment. The application of a student requires an opinion of the thesis supervisor on the progress in the thesis preparation.

30. Before taking the Bachelor/Master examination, the student is obliged to:

• settle the electronic Clearance Slip (online at USOSweb Common section>Clearance Slips) generated earlier by the COS employee. Completion of electronic Clearance Slip is obligatory to receive the diploma.   Here is an information  how to fill in the Clearance Slip,
• to delivered to the letterbox or sent by post: application for a diploma and their two copies ( printout ) The university issues to the graduate a diploma of completion of studies with a supplement to the diploma and 2 copies thereof, including at the student's request submitted by the date of graduation: - a copy of the diploma in English, French, Spanish, German, Russian; - a copy of the diploma supplement in English.

Dean of the Faculty of Economics and Sociology of the University of Łódź

Prof. Rafał Matera

For the student - preparation of thesis / formalities related to the diploma examination

STAGE 1 - BEFORE THE DEFENCE

   1. On the date set by the supervisor, jointly decide on the final topic of your diploma thesis, both in Polish and English.

   2. Wait until your thesis topic is entered by the Student Service Center (COS) into the USOS system, thanks to which you will gain access to the APD system (Archive of Diploma Theses) where your thesis will be processed. Topics are filled in by the COS at the beginning of June.

   3. Log in to APD system ( apd.uni.lodz.pl - log in as for USOS) and check the correctness of your topic in both languages (Polish and English). In case of any discrepancies, contact the appropriate COS employee.

   4. Enter keywords and a short abstract of your thesis in both languages.

   5. Confirm in the APD system the statement that you wrote your thesis independently.

   6. Upload a file with your thesis to the APD system.

   7. Fill in, sign and upload to the APD system a scan of the statement on giving/not giving consent to share your thesis (upload file as "other").

   8. If your data and files are correct, click "Forward for the approval of the supervisor".

   9. Give the supervisor time to review your thesis and supplementary files.

   10. In case of comments, supervisor will "move back" your thesis for improvement, then make changes and upload the corrected file. If accepted, the supervisor will send your thesis for an anti-plagiarism check. If the report indicates plagiarism, then your thesis will not be accepted and you may face disciplinary action. If the supervisor accepts the report, he/she will direct your thesis in the APD system to the next, 4th step.

  11.  Wait until the thesis supervisor and the reviewer (who evaluates your thesis) prepare reviews of your thesis and upload them to APD. This may take a few days.

  12.  The last step is the supervisor's approval in the APD system. Your thesis will complete its circulation when it is in the APD system at step 5.

  13.  The date of your defence should be notified to COS by your supervisor or the Institute secretary's office.

  14.  Before the defence, remember to prepare yourself to answer the exam questions. The list of issues relevant to your field of study can be found (below).

 STAGE 2 - DEFENCE

 1. Remember to dress appropriately, elegant and classic.

  2. The chair of the committee will verify your identity and introduce you to the entire exam committee.

  3. There will be a drawing of questions, depending on the Institute, this may look slightly different. 

    For the undergraduate exam, there are 2 questions:

    - related to your field of study,

    - related to the subject of your thesis.

    For the Master's exam, 3 questions are asked:

    - related to the field of study (drawn from lists of topics for diploma exams),

    - related to the subject of the thesis,

    - theoretical (drawn from lists of topics for diploma exams).

  4. Wait for the commission to announce the results of your exam. The commission will complete the exam results in the APD system.

  5. Fill in the electronic Clearance Slip (online at USOSweb Common section>Clearance Slips) generated earlier by the COS employee, and submit the application for the diploma to the COS no later than on the day of the defence. Here is an information  how to fill in the Clearance Slip. The application for the diploma may be submitted directly in COS (room D4) or to the letterbox or sent by post.

The letterbox  is located next to the room D4. It is available from Monday to Friday from 7.00 to 20.00. The application must be packed in a signed and sealed envelope.

Letters by post/courier  should be sent to the address: Centrum Obsługi Studenta Polskiej Organizacji Wojskowej 3/5, 90-255 Łódź with the note „pokój D4”

STAGE 3 - AFTER THE DEFENCE

  1.  The information about the grades, the average for the entire course of study and the diploma number is in the "diplomas" tab on your USOSweb account. This data will be necessary for recruitment to the next degree program.

  2. If you need confirmation of your degree, you can receive from COS a certificate of studies completion. It will be necessary in the recruitment process for the second degree program.

   3. In the "diplomas" tab you will also find information on whether the diploma is ready for collection (the date of the diploma's availability will appear). The diploma should be collected in person in room D1. You will need to show your ID to verify your identity.

At the student's request, the deadline for submitting the diploma thesis may be extended only in exceptional and documented situations by one month from the end of the retake session. The basis for submitting an application for extending the deadline for completing the diploma seminar can't be studying in two or more fields of study or taking up a job. Application of a student requires the supervisor's opinion on the degree of thesis advancement.

Detailed rules are described in the document "The rules of organising the diploma exam at the Faculty of Economics and Sociology of the University of Łódź" (above).

The outline of the first page of the thesis

The outline of the first page of the thesis

Formal requirements of writing a thesis

The structure of a thesis

Instruction of uploading the thesis to the APD system

Files to download.

• Instrukcja-APD-Student-wersja-angielska.pdf

Deadlines for diploma examinations

The student may upload the diploma thesis to the APD system only after obtaining credits for all obligatory subjects and internships in the course of studies (after all grades have been entered by the teachers into the USOSweb system).

The thesis advisor can complete the grade of the seminar only after acceptance of the thesis in the APD system. The thesis is accepted after approving the entire set from step 3 (accepting the research result in JSA and the declaration of the person in charge of the thesis) and redirecting it to step 4 ("submit for review").

The summer examination session for students on 6th semester first cycle and 4th semester second cycle lasts from 17 June to 30 June 2024*

* In special cases, with the consent of the teachers and students, credit for students preparing to defend their bachelor's theses will be allowed until the end of the standard session (that is, until July 7th ) 

Summer retake session lasts from 2 September to 18 September 2024

Due to the summer break, all diploma examinations (including II cycle students) should be taken up to 16 July 2024 at the latest, and then after 1 September 2024 but no later than 30 days from the date of acceptance of the thesis in the APD system .  

The schedule for I cycle students wishing to continue their studies in full-time second cycle programs at UŁ:

Taking under consideration the recruitment timetable, I cycle students wishing to continue their education in full-time II cycle studies at UŁ should take the diploma examination by 16 July at the latest if participating in the first round of recruitment and from 1 September to 16 September if participating in the second round** of recruitment

- Step 1 of recruitment - electronic registration and payment of the recruitment fee from 7 May to 16 July and from 6 August to 12 September *. It is possible to register for the second cycle studies before taking an exam. In case of registration without the diploma exam results, the information about the diploma that will be issued and the required information about it (the year of obtaining the diploma and the country of issue) should be filled in under the "education" tab. Then in the form where you fill in the results, tick the checkbox next to the grade required for recruitment in the "if passed" column.

- Step 2 of recruitment - assigning virtual payments to the major and entering the results (the candidate can no longer add or delete the major, but only enter the results and assign the recruitment fee to the major) until 18 July (first round of recruitment) and 16 September (second round of recruitment**). After receiving the diploma exam results in the USOSweb system, tick the checkbox in the "I know the result" column and then complete the data.

** The second round of recruitment will be held only in case of not filling the limit in the recruitment from the first round. The defence in the September period will not guarantee a place on the desired field of study.

Timetable for I cycle students wishing to continue studies at the II cycle non-stationary studies at UŁ:

Taking under consideration the recruitment timetable, as well as the summer break period, I cycle students wishing to continue their studies in the part-time II cycle degree program at UŁ should pass the diploma exam by 16 July  at the latest or from 1 September to 16 September .

- Step 1 of recruitment - electronic registration and payment of the recruitment fee from 1 August to 17 September . It is possible to register for the II cycle studies already before taking the exam. In case of registration without the diploma exam results, the information about the diploma that will be issued and the required information about it (the year of obtaining the diploma and the country of issue) should be filled in under the "education" tab. Then in the form where you fill in the results, tick the checkbox next to the grade required for recruitment in the "if passed" column.

- Step 2 of recruitment - assigning virtual payments to the major and entering the results (the candidate can no longer add or remove the major, but only enter the results and assign the recruitment fee to the major) until 19 September . After receiving the diploma exam results in the USOSweb system, tick the checkbox in the "I know the result" column and then complete the data.

Timetable for I and II cycle students who do not plan to continue their studies at UŁ:

Taking under consideration the summer break period, undergraduate and graduate students who do not plan to continue their studies in the 2024/2025 academic year at the UŁ should take their diploma exam by 16 July at the latest, or between September 1 until 30 days after the acceptance of the diploma thesis. *

* The final day for acceptance of the diploma thesis in the APD system is 18 September. At the student's request, the deadline for submission of the thesis may be extended only in exceptional and documented situations by one month from the end of the retake session. The student's application requires an opinion of the thesis supervisor on the degree of thesis advancement

Issues for the exam Bachelor / Master

List of questions for Bachelor`s Exam – Economics

List of questions for Master`s Exam – Economics

Attachment for the diploma thesis

Statement for using and accessibling of theses

Application for a diploma

The application for the diploma may be submitted directly in COS (room D4) or to the letterbox or sent by post.

The letterbox  is located next to the room D4. It is available from Monday to Friday from 7.00 to 20.00. The application must be packed in a signed and sealed envelope.

Evaluation criteria for theses and Bachelor and Master exam

Bachelor-thesis-criteria-28.06.pdf Bachelor-exam-criteria-28.06.pdf Master-thesis-criteria-28.06.pdf Master-exam-criteria-28.06.pdf

Confidential Thesis

The thesis with a confidentiality clause is a thesis whose accessibility, as well as its inclusion in the systems used by the University of Lodz, has been restricted due to the information it contains being subject to protection under the regulations on the protection of classified information,

At the request of the student or based on an agreement between the interested party and the University of Lodz and upon the consent of the Dean, the thesis may be classified as confidential. The thesis may be awarded a confidentiality clause upon justification of the reasons for its classification, as indicated by the relevant entity whose data was used by the student in preparing the thesis, and upon an opinion from the thesis supervisor.

A thesis with a confidentiality clause shall be obligatorily uploaded to the Archive of Diploma Theses (APD) but shall not be transferred to the repository of written diploma theses. A thesis with a confidentiality clause is subject to an anti-plagiarism evaluation using the Uniform Antiplagiate System (JSA). A copy of the thesis paper being the property of the student, after taking the diploma examination is not subject to protection by UŁ.

Application for thesis confidentiality

Statement of the thesis supervisor and thesis reviewer on the confidentiality of the thesis

Statement of the members of the diploma examination committee on the confidentiality of the diploma examination

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Assertion and Assertiveness in the Academic Writing of Polish EFL Speakers

• First Online: 11 September 2018

Cite this chapter

• Jacek Mydla 8 &
• David Schauffler 8  

Part of the book series: Multilingual Education ((MULT,volume 29))

414 Accesses

Our experience in Poland is that foreign students of English are influenced by two factors detrimental to their ability to write good academic English. One is rhetorical strategies of their native language; the other is training in academic writing that misrepresents or leads students to misapprehend the contours of academic expression in written English.

In this paper, we mean to address this problem by taking an example of the use of selected pronouns, verbs, and adverbs employed to express assertion of fact, opinion, and assumption in academic writing in the humanities. The verbs to seem , to appear , and to prove are particularly prone to misuse or infelicitous use by Poles writing in English due to influence both from Polish rhetorical habits (in themselves a reflection of culture) and from English language training, which frequently misrepresents the role of the authorial voice in academic writing in English. The function of personal pronouns will also be discussed.

We are not aware of any current research on this area of this topic; therefore, we offer this paper as an invitation for further consideration of the importance of voice and modulation in foreign-authored academic papers. We believe that our remarks can have a wide application, mutatis mutandis , for similar problems in other European language communities.

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Commonly, scholars describe argumentation as the defining feature of one main type of academic writing, namely, the essay, and, more narrowly still, the so-called argument essay (Coffin et al. 2003 , p. 22). Neil Murray and Geraldine Hughes ( 2008 , p. 3) name “argumentation” among a number of other “objectives” or “functions”: “definition,” “description,” “classification,” “cause-effect,” “comparison and contrast.”

For the idea of the “debatable” or “thesis” statement see the relevant section at http://wwnorton.com/college/english/litweb10/writing/ “Writing about Literature” (accessed March 31, 2014).

Rowena Murray and Sarah Moore dwell on the paradoxes of academic writing as a process rather than a final product: “Writing requires listening to and being guided by the voices of others, but also it demands your confidence and your willingness to present your own voice, your own perspectives and your own interpretations. … Writing is not just influenced by what we know and what we have discovered about a particular phenomenon, it is also influenced by what we feel, and more particularly, what we feel about ourselves …” ( 2006 , p. 7).

An example from Marggraf Turley’s book: “Marriage in Austen’s society was perceived as a functional device far removed from an emotional rhetoric.” He goes on to improve on this thesis statement because he finds it problematic for a number of reasons. But our point is this: As it is, it illustrates well what is meant by debatability.

It is fair to state that for some scholars there is no room for personal pronouns in academic writing due to their informality. In Academic Writing Course (Jordan 2003 ), in a section on style, we read: “Personal pronouns I , you , we tend not to be used in more formal writing (except in letters, etc.). Instead the style may be more impersonal. An introductory it or there may begin sentences or even the impersonal pronoun one ; passive verb tenses may also be used” (p. 92; see also Hartley 2008 , p. 3).

We exclude from this discussion the obvious and unavoidable use of we to denote authorial intent when a paper has more than one author, which is also, of course, the present case.

Worth noting is Toby Fulwiler’s ( 2002 ) level-headed explanation (and the advice attached to it) placed under the heading “subjectivity”: “In many disciplines, your personal opinion may not be worth very much; in others it will be. In the more interpretive disciplines, such as history, philosophy, and literature, you will generally find more room for personal interpretation than in the more quantitative disciplines, such as chemistry, physics, and mathematics. (The social sciences fall somewhere in between.) To be safe, whenever you make an academic assertion in any discipline, use the best evidence you can find and document it. But in all disciplines, your own reasoned, and necessarily subjective judgment will at some times be necessary; if it is, just be sure to state it as such (‘In my opinion…’ or ‘It seems to me…’) and give the best reasons you can” (p. 59; emphasis in the original).

Examples quoted here and subsequently are all taken from papers written by BA and MA students of the authors and their colleagues at the University of Silesia; irrelevant details of the quoted excerpts have been changed.

It might be noted in passing that the verb wydawać się is treacherous also because Poles tend to use the “to be” infinitive (Pl. być ) after it (as if mimicking the English “to seem to be”), e.g., “ Wydawał się być zmęczony .” (“He seemed to be tired.”), which is incorrect. See the entry for wydać in Słownik poprawnej polszczyzny [Dictionary of Correct Polish Usage] ( 1995 ) Warszawa: PWN.

Here we address only the meaning of the verb “to prove” that denotes establishment beyond question of matters of fact.

Coffin, C., et al. (2003). Teaching academic writing. A toolkit for higher education . London/New York: Routledge.

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Claudia Ioana Doroholschi

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Mydla, J., Schauffler, D. (2018). Assertion and Assertiveness in the Academic Writing of Polish EFL Speakers. In: Chitez, M., Doroholschi, C., Kruse, O., Salski, Ł., Tucan, D. (eds) University Writing in Central and Eastern Europe: Tradition, Transition, and Innovation. Multilingual Education, vol 29. Springer, Cham. https://doi.org/10.1007/978-3-319-95198-0_13

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White, Angela. "Jewish lives in the Polish language the Polish-Jewish Press, 1918--1939 /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3292443.

Sulima, Krystyna. "Acquisition of Polish nasal vowel syllables by native English speakers /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1601.html.

Czaykowska-Higgins, Ewa. "Investigations into Polish morphology and phonology." Cambridge, MA : Dept. of Linguistics and Philosophy, Massachusetts Institute of Technology : Distributed by MIT Working Papers in Linguistics, 1988. http://catalog.hathitrust.org/api/volumes/oclc/21980562.html.

Beauchamp, Hanna O. (Hanna Olga). "Languages in Contact: Polish and English." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc500811/.

Séguis, Brigita. "The Polish-Russian mixed code in the Polish community in Lithuania." Thesis, University of Oxford, 2014. https://ora.ox.ac.uk/objects/uuid:0439ac1c-5401-448b-b747-07126274b589.

Riley, Timothy George. "It's alive! : grammatical animacy in Russian, Polish, and Czech /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7173.

Baraniuk, Krzysztof. "Morphological generation and analysis, case study on Polish language." Thesis, University of Ulster, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394624.

Muir, E. "The strategies of language acquisition in bilingual Polish/English children." Thesis, University of Reading, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372666.

Kwiatek, Ewelina. "Contrastive analysis of English and Polish surveying terminology." Thesis, Swansea University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678421.

Szlachta, Zanna Agata. "Neurocognitive dimensions of lexical and morphological complexity in Polish." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610874.

Korybski, Tomasz. "Polish - English code-switching and other language contact phenomena in the speech of Polish migrants in the United Kingdom." Thesis, University of the West of England, Bristol, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601208.

Kozłowska-Macgregor, Martyna. "The state of near-native grammar : a study of aspect in L2 Polish." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38500.

Jaworska, Ewa. "Aspects of the syntax of prepositions and prepositional phrases in English and Polish." Thesis, University of Oxford, 1987. http://ora.ox.ac.uk/objects/uuid:f5aaca25-2abc-412c-aa1e-a97f743d885b.

Meyer, Roland. "VP-fronting in Czech and Polish : a case study in corpus-oriented grammar research." Universität Potsdam, 2005. http://opus.kobv.de/ubp/volltexte/2006/866/.

Wolski-Moskoff, Izolda. "Case in Heritage Polish. A Cross-Generational Approach." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1573395670224938.

Wesierska, Marta. "The language and literacy profile of young Polish children learning English as an additional language in the UK school system." Thesis, University of York, 2018. http://etheses.whiterose.ac.uk/22672/.

Leuner, Beata. "Migration, multiculturalism and language maintenance in Australia Polish migration to Melbourne in the 1980s." Bern Berlin Bruxelles Frankfurt, M. New York, NY Oxford Wien Lang, 2006. http://d-nb.info/987719769/04.

Ryan, Sadie Durkacz. "Language, migration and identity at school : a sociolinguistic study with Polish adolescents in Glasgow." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30681/.

Jefferson, Steven. "Exodus, expulsion, explication : collective memories of Silesia as a German-Polish frontier zone." Thesis, School of Advanced Study, University of London, 2016. http://sas-space.sas.ac.uk/6300/.

Fischer, Susann. "Partitive vs. Genitive in Russian and Polish : an empirical study on case alternation in the object domain." Universität Potsdam, 2003. http://opus.kobv.de/ubp/volltexte/2009/3245/.

Czardybon, Adrian [Verfasser]. "Definiteness in a Language without Articles – A Study on Polish / Adrian Czardybon ; DFG-Sonderforschungsbereich 991." Düsseldorf : düsseldorf university press GmbH, 2017. http://dup.oa.hhu.de/579/.

Gruszczynska-Harrison, Magdalena. "LANGUAGE TRANSFER AND BEYOND: PRO-DROP, CODE SWITCHING, AND ACQUISITION MILESTONES IN BILINGUAL POLISH-ENGLISH CHILDREN." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290453589.

Dincer, Cansu. "The Limits Of Language As A Transporter/ Marker Of Identity: The Case Of Polish Eu Accession." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615163/index.pdf.

Gruszczyńska, Ewa. "Linguistic images of emotions in translation from Polish into Swedish Henryk Sienkiewicz as a case in point /." Uppsala : AUU, 2001. http://catalog.hathitrust.org/api/volumes/oclc/48518853.html.

Dziubalska-Kołaczyk, Katarzyna. "A theory of second language acquisition within the framework of natural phonology : a Polish-English contrastive study /." Poznań : UAM, 1990. http://catalogue.bnf.fr/ark:/12148/cb354980325.

Kowaluk, Agnieszka. "The development of pronouns and determiners in the second language : a study of Polish learners of English." Thesis, University of Cambridge, 2002. https://www.repository.cam.ac.uk/handle/1810/251807.

Tryzna, Marta Maria. "Acquisition of object clitics in child Polish: a deficiency at the syntax-pragmatics interface or evidence for D-linking." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/323.

Kriukow, Jaroslaw. "'I can express myself, but not my self' : investigating the English language identity of Polish migrants in Scotland." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/22975.

Flynn, Naomi Teresa. "New arrivals, new challenges : the experiences of primary school teachers managing the English language acquisition of Polish children." Thesis, University of Winchester, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.560597.

Drigo, Angelika. "POLISH CATHOLICS IN MÄLAREN VALLEY: SWEDIFICATION AND RESISTANCE." Thesis, Uppsala universitet, Teologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-323801.

Watson, Christine. "Tradition and Translation : Maciej Stryjkowski's Polish Chronicle in Seventeenth-Century Russian Manuscripts." Doctoral thesis, Uppsala universitet, Slaviska språk, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-171395.

Zielonka, Bronisława. "The Role of Linguistic Context in the Acquisition of the Pluperfect : Polish Learners of Swedish as a Foreign Language." Doctoral thesis, Stockholm University, Department of Scandinavian Languages, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-532.

This work consists of two parts: the theoretical and the experimental. In the theoretical part, some general and some language specific theories of tense, aspect and aktionsart are presented, and the temporal systems of Swedish and Polish are compared.

The theoretical part is not a mere review of the literature on the subject. The comparison of the descriptions of aspect and aktionsart by Slavic researchers with the universal theory of Smith (1991) and (1977) and with description of aktionsart in Swedish in Teleman et al. (1999) has allowed me for some important observations as to the nature of the long-lasting dispute about the differences between aspect and aktionsart.

The experimental part is a cross-sectional study on the role of the linguistic context on the acquisition of the pluperfect by Polish learners Swedish as a foreign language. The informants are university students studying Swedish as a foreign language. The language samples were collected by means of two types of tests: gap-filling and translation from Polish.

Twelve linguistic factors, each divided into two subgroups, were hypothesised to have affected the correct use of the pluperfect. All those hypotheses as to which of the subgroups may inhibit and which may facilitate the correct use of the pluperfect are grounded in linguistic theories, i.e. presented in the form of linguistically-based discussions as to what kind of effect, facilitative or inhibiting, each of the linguistic factors may have had, and why.

The effect of those factors upon the correct use of the pluperfect has been tested by means of a step-wise multiple regression which measured the simultaneous effect of each factor upon the correct use of the pluperfect. This method has confirmed the facilitative effect of the following six linguistic factors: intrasentential indication of topic time (subordinate clause), unbounded verb indicating topic time, agentive meaning of the target verb, specifying subordinate clause, statal pluperfect and location of the time of action of pluperfect clause outside the temporal frame of narrative plot.

Murzynowska, Dorota. "Pippi Pończoszanka w polskim dyskursie kulturowym." Thesis, Stockholm University, Department of Slavic Languages, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6889.

Umieśćmy Pippi na jednokoronówce – zaproponowali tej zimy szwedzcy republikanie. Ich zdaniem należy jak najszybciej usunąć z monet królewskie podobizny; na ich miejscu najchętniej widzieliby właśnie wizerunki rudowłosej bohaterki i jej literackiej matki, Astrid Lindgren.

Swój pomysł argumentowali prosto – Pippi, dziewięcioletnia dziewczynka, która stroni od konwencji, umie walczyć o swoje prawa i jest postrzegana jako ikona szwedzkiego feminizmu, doskonale symbolizuje nowoczesną, demokratyczną Szwecję. Dlaczego więc nie bić monet z jej wizerunkiem? To prawdopodobnie nie ostatnia z tych niepoprawnych propozycji, które jak meteoryty, co jakiś czas spadają na szwedzką ziemię, przyciągają na chwilę powszechną uwagę i znikają, zostawiając jednak po sobie jakiś ślad w świadomości społecznej.

Odkąd jestem w Szwecji, z wielkim zainteresowaniem śledzę różne aspekty „szwedzkości”, jak chociażby ten „manifest monetarny”. Wzorem ulubionej bohaterki mojego dzieciństwa, staram się dokładnie obserwować nowy dla mnie świat, z radością odnotowuję najbłahsze nawet doświadczenia, które przynosi mi ten wyjątkowy szwedzki epizod życia. Dlatego z chęcią sięgnęłam po temat pracy magisterskiej, który pozwolił mi podczas rocznego stypendium Socrates/Erasmus na Uniwersytecie Sztokholmskim powrócić do najbardziej szwedzkiego z moich dziecięcych wspomnień i zgłębiać tutejszą rzeczywistość kulturową i społeczną przez pryzmat najbardziej znanej ze szwedzkich postaci – Pippi (w Polsce do lat 70-tych znanej również pod imieniem Fizia Pończoszanka, a właściwie: Pippilotta Viktualia Rullgardina Krusmynta Efraimsdotter Långstrump).

W mojej pracy zajmę się różnymi formami dyskursu na temat Pippi w polskim kontekście kulturowo-społecznym. Bohaterka, wykreowana przez Astrid Lindgren, znalazła sobie w Polsce ważne miejsce i to nie tylko w świecie dziecięcym. W kraju pod tak wieloma względami różnym od Szwecji Pippi poczuła się całkiem swojsko. Wartości, które reprezentowała, w polskim kontekście społeczno-polityczno-kulturowym okazały się szczególnie ważne dla czytelników. Pippi stała się bohaterką wyjątkową i ponadczasową – symbolem nonkonformizmu wobec władzy, „kontrkultury”, anarchizmu, feminizmu, itp.

W pracy zajmę się tropieniem różnych form polskiego dyskursu, w jakich teksty Astrid Lindgren o Pończoszance funkcjonują. Analizie poddam następujące rodzaje dyskursu krytycznego: feministyczny, pedagogiczno-dydaktyczny, polityczny, dziecięcy, „genderowy” i „queerowy”. Zastanowię się także, który z dyskursów jest najsilniejszy w kulturze. Rozważania będę prowadzić w oparciu o funkcjonujące w kulturze polskiej teksty, które powstały na temat Pippi, Astrid Lindgren lub w jakiś sposób się do nich odnoszą.

Niniejsza praca powstała dzięki inspiracji ze strony profesor Ewy Teodorowicz-Hellman, której bardzo dziękuję za poświęcony mi czas, liczne wskazówki w czasie pisania pracy i wszelką okazaną mi pomoc.

Michnik, Marta. "Górny Śląsk jako mała ojczyzna w „Pierwszej Polce” Horsta Bienka." Thesis, Stockholm University, Department of Slavic Languages, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6888.

Niniejsza praca powstała podczas mojego pobytu na studiach na Uniwersytecie Sztokholmskim w ramach programu Socrates/Erasmus. Będąc w Sztokholmie uświadomiłam sobie, jak ważne jest dla mnie miejsce, z którego się wywodzę i w którym spędziłam większość mojego dotychczasowego życia. Wiąże mnie z nim niezliczona ilość wspomnień, przeżyć, doświadczeń, rodzinnych przekazów, tradycji. Uzmysłowiłam sobie również, jak dużą rolę w moim życiu odgrywają ludzie, z którymi do tej pory obcowałam i których obecność w moim rodzinnym mieście sprawia, że to miejsce jest tak bliskie mojemu sercu.

Dlatego, żeby wypełnić pustkę spowodowaną w życiu codziennym brakiem mojej rodziny i atmosfery miasta Mysłowic, skąd pochodzę, postanowiłam zbliżyć się poprzez literaturę do obszaru, z którego wywodzi się cała moja rodzina – do Górnego Śląska. W pierwszej kolejności, przy wyborze tematu pracy, pomyślałam o Horście Bienku – niemieckim i zarazem śląskim prozaiku urodzonym i wychowanym w innym górnośląskim mieście – w Gliwicach. Pisarz ten napisał wiele książek tematycznie związanych z krainą swojego dzieciństwa. Moją uwagę jednak przykuło jego najważniejsze dzieło, gliwicka tetralogia, która oddaje obraz Górnego Śląska, jego mieszkańców i atmosferę w nim panującą w czasie trudnym dla tego rejonu, ponieważ w przeddzień wybuchu, i w czasie trwania drugiej wojny światowej.

Najbardziej zainteresowała mnie pierwsza część cyklu – „Pierwsza Polka”, ponieważ w tej książce odnalazłam taki Górny Śląsk, jaki znam z opowieści mojej babci i jej starszych sióstr. Poza tym, wnikliwa analiza powieści, jak również zawartego w niej tła historycznego, pomogła mi jeszcze lepiej zrozumieć specyfikę tego miejsca, jego starszych mieszkańców oraz wydarzeń, jakie rozgrywały sie na tej ziemi.

Górny Śląsk to miejsce niezwykłe, na jego terytorium przez wieki mieszkali obok Niemców Polacy, Czesi, Żydzi. To tu na przestrzeni wieków nieustannie mieszały się różne kultury, ponieważ Śląsk w swej historii stale zmieniał przynależność państwową. Wciąż zmieniały się jego granice, ale ludzie pozostawali ci sami i pomimo trudnej sytuacji politycznej, wielonarodowości mieszkańców i wielokulturowości tej ziemi, potrafili utworzyć swoistą, wlaściwą im tylko wspólnotę. Obraz tej tak dobrze funkcjonującej symbiozy można właśnie odnaleźć w powieści „Pierwsza Polka”.

Dla mnie jednak najistotniejsza była odpowiedź na pytanie, czy Górny Śląsk jest dla bohaterów książki tym samym, czym jest dla Horsta Bienka, mojej babci, nawet całej mojej rodziny – małą ojczyzną.

„Pierwsza Polka” jest dla Bienka podróżą w niezapomniany świat jego dzieciństwa, dla mnie, to podróż do moich korzeni, krainy moich przodków, o której tyle słyszałam w rodzinnych opowieściach i o której będę w przyszłości opowiadać moim dzieciom i wnukom. Studia nad lekturą powieści połączyły dla mnie historię mojej rodziny ze światem dzieciństwa autora. Opowieści mojej babci o jej rodzicach, rodzeństwie, wujach czy dziadkach przestały być czymś nierealnym, ulotnym – znalazły swoje potwierdzenie na stronach „Pierwszej Polki”.

Chciałabym złożyć najserdeczniejsze podziękowania mojemu promotorowi – profesor Ewie Teodorowicz-Hellman, za rozbudzenie moich zainteresowań regionem, z którego pochodzę, inspiracji do napisania tej pracy, a także za poświęcony mi czas i za dyskusje nad poszczególnymi rozdzialami, które ostatecznie złożyły się na niniejszą pracę.

Dziękuję również pani dr Janinie Gesche, która pomogła mi w zebraniu materiałów.

Kotowska, Hagström Swiatoslawa. "Bilden av boken 'På resa med Herodotos' av Ryszard Kapuscinski i den polska och svenska dagspressen." Thesis, Stockholm University, Department of Slavic Languages, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6667.

Sowa, Elżbieta. "Being a young learner English language teacher in a Polish primary school : professional self-construction in a climate of a reform." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/29916.

Kozminska, Kinga. "Language and identity in a transnational context : a sociophonetic study of the Polish of a group of migrants living in the UK." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:b7123a41-bec3-4f9e-9e34-f97909c2558c.

Nerwiński, Wojciech. "Słownictwo z dziedziny mediów, reklamy i public relations jako przykład języka zawodowego." Thesis, Stockholm University, Department of Slavic Languages, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6892.

In my thesis “Vocabulary from media, advertising and public relations as an example of professional language”. I have analysed vocabulary which concerns media, advertising and public relations in Poland. These three questions are very young in Poland’s language and home market.

First of all I show in my thesis the research and development of the professional language in Poland. Afterwards I study the word's lexical in my work, as a criterion taken to the Polish language. English words that have been taken are researched , because this vocabulary is very young in the Polish commercial market. I have studied the taken words for meaning, how these words function and factors within and outside this process within Polish language. Also in my thesis are new polish words.

I have three main findings in my analysis:

1. vocabulary in media, advertising and public relations as a professional language in Poland (as pol. “profesjolekt”),

2. the vocabulary taken only from the English language,

3. Polish words which can sometimes be used instead of English words.

In my thesis I analysis a new Polish vocabulary, which are used in media, advertising and public relations. This vocabulary are neologisms .

Krupa, Renata. "Les injonctions en polonais." Thesis, Paris 4, 2010. http://www.theses.fr/2010PA040192.

Zarębska, Agnieszka. "„Jezus Nazareński, Syn Oyca Przedwiecznego Wcielony; Albo Jeruzalem niebieska przezeń wyzwolona, do pożytku duchowego opisana...” Szymona Gawłowickiego jako przykład mesjady siedemnastowiecznej." Thesis, Stockholm University, Department of Slavic Languages, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6890.

Tematem i celem mojej pracy jest przedstawienie siedemnastowiecznego utworu – mesjady Szymona Gawłowickeigo pt. „Jezus Nazareński, Syn Oyca Przedwiecznego Wcielony; albo Ieruzalem niebieska przezeń wyzwolona, do pożytku duchownego opisana...”, który powstał w Warszawie w 1686 roku.

Mesjady to zapomniany i przez wieki pomijany przez badaczy temat, więc głównym zadaniem mojej pracy jest krótkie przybliżenie gatunku literackiego, jakim jest mesjada oraz szczegółowe przedstawienie jednej z nich. Aby dobrze pokazać zagadnienie, posłużyłam się analizą gatunkową i tematyczną utworu. Praca ma charakter opisowo-analityczny. Jak już wspomniałam, skoncentruję sie jedynie na utworze Szymona Gawłowickiego, jednak dwa wcześniejsze rozdziały poświęcę na tło historyczno–literackie oraz cechy charakterystyczne gatunku literackiego, do którego zaliczane są mesjady.

Metoda, odwołująca się do teorii gatunku mesjady, umożliwiła mi nie tylko pokazać mesjadę jako siedemnastowieczny gatunek literacki, ale także dokładnie zanalizować utwór „Jezus Nazareński, Syn Oyca Przedwiecznego Wcielony; albo Ieruzalem niebieska przezeń wyzwolona, do pożytku duchownego opisana...”. Teorii gatunku mesjady poświęcony jest cały III rozdział pracy. Natomiast dzięki przyjęciu metody opisowej mogłam poszerzyć pracę i pokazać w niej ważniejsze wydarzenia historyczno–kulturowe, które miały wpływ na powstawanie tego typu utworów w XVII wieku. Obie metody okazały się zadowalające

i pozwoliły mi zrealizować wyznaczone cele, jakimi były: krótka chrakterystyka epoki, przybliżenie gatunku mesjady oraz analiza utworu Szymona Gawłowickiego. Jako przykład mesjady siedemnastowiecznej wybrałam dzieło tego autora spośród innych mesjad XVII w.

z kilku powodów. „Jezus Nazareński, Syn Oyca Przedwiecznego Wcielony; albo Ieruzalem niebieska przezeń wyzwolona, do pożytku duchownego opisana...” jest uważany przez badaczy za jedną z lepszych mesjad w literaturze polskiej. Nazwisko Gawłowickiego jest poza tym często wspominane przy komparatystycznych badaniach nad „Rajem utraconym”

i „Rajem odzyskanym” Johna Miltona. Mam nadzieję, że w przyszłości moja kolejna praca na temat mesjad rozwinie się właśnie w tym kierunku.

Praca na temat mesjad pozwoliła mi na zgłębienie tego, jakże mało znanego

w historii literatury polskiej tematu, oraz na lepsze zrozumienie tego niezwykle różnorodnego okresu literackiego, jakim jest epoka baroku.

Chciałabym bardzo serdecznie podziękować mojemu promotorowi – profesor Ewie Teodorowicz–Hellman za poświęcony mi czas, konsultacje oraz liczne wskazówki w czasie pisania pracy.

Draniewicz, Anna B. "Cut off by the 'Iron Curtain'." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/4927.

Sochacka, Anna Justyna. "Lost in Translation : Voice-over Translated TV as a Source for Incidental Language Acquisition." Thesis, Stockholms universitet, Engelska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182707.

Romaniuk, Olena Oleksandrivna. "Mother Tongue Talk In Three Languages." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612349/index.pdf.

Lubińska, Dorota. "Förstaspråksattrition hos vuxna : Exemplet polsktalande i Sverige." Doctoral thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-55969.

Baginski, Radek. "Polsk-svensk ordlista med finans- och bankterminologi." Thesis, Stockholm University, Department of Slavic Languages, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6887.

Sedan kommunismens fall i Polen har utvecklingen i landet gått mycket fort. Med övergången till en marknadsekonomi följde en våg av nystartade företag. Även utländska aktörer har varit ivriga att investera i Polen, inte minst svenska företag. Drygt 15 år efter kommunismens fall har landet utvecklats till att bli en fullgod partner i den europeiska gemenskapen och utbytet mellan Polen och andra länder, däribland Sverige, har blivit ännu viktigare. Det svensk-polska utbytet har i allmänhet men speciellt på det ekonomiska planet aktualiserat behovet av en ekonomisk fackordordbok mellan svenska och polska. Trots att engelska ofta används internationellt inom ekonomiområdet finns fortfarande ett stort behov av att kunna översätta ekonomiska facktermer mellan polska och svenska.

Under mina år som student i ekonomi vid Handelshögskolan i Stockholm har jag fått god insikt i national- och företagsekonomins olika delar. Detta har i hög grad hjälpt mig vid valet av ämne för detta arbete samt vid urvalet av uppslagsord. Eftersom en stor del av det ekonomiska utbytet mellan länder sker i form av investeringar, anser jag det vara befogat att koncentrera sig just på en terminologi som behandlar olika områden för investeringar, finansiering samt bankväsen.

Mot bakgrund av att det inte finns någon liknande ordlista med finans- och banktermer mellan polska och svenska är det min förhoppning att föreliggande ordlista, trots sin relativt begränsade ordmängd skall kunna vara till hjälp inte bara för tolkar och översättare, utan också för andra personer inom våra båda länders finans- och banksektorer.

Uppslagsorden i denna ordlista omfattar termer av följande karaktär: allmänna finans- och banktermer, aktietermer, termer rörande betalningsmedel, investeringstermer, termer rörande kostnads- och intäktsanalys, termer rörande lån och skulder, bokföringstermer, nationalekonomiska termer, termer rörande pris och prissättning, skattetermer samt valutatermer. Ordlistan omfattar totalt ca 1200 polsk-svenska finans- och banktermer och återfinns på sidorna 19-57.

Grodz, Kristina. "Mokymosi sunkumų priežastys tautinių mažumų mokyklose su gimtąja lenkų kalba." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_180507-24589.

Drummond, Rob John. "Sociolinguistic variation in a second language : the influence of local accent on the pronunciation of non-native English speakers living in Manchester." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/sociolinguistic-variation-in-a-second-language-the-influence-of-local-accent-on-the-pronunciation-of-nonnative-english-speakers-living-in-manchester(614f2f75-4705-4cc0-a93a-4b1914a88e04).html.

Delong, Silvia Regina. "Vitalidade linguística e construção de identidades de descendentes de poloneses no sul do Paraná." Universidade do Vale do Rio dos Sinos, 2016. http://www.repositorio.jesuita.org.br/handle/UNISINOS/6105.

Nogic, Claire. "Politics and policy an analysis of the policy environment and motivating factors behind the English language policy in Rwanda /." Thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/85845.

Harrison, Michelle. "Managing France's regional languages : language policy in bilingual primary education in Alsace." Thesis, University of Liverpool, 2012. http://livrepository.liverpool.ac.uk/11315/.

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Master's Theses

Maintenance of polish language and culture among first generation polish immigrants living in the southern san francisco bay area, california..

Dominika Bialek , San Jose State University Follow

Publication Date

Spring 2012

Degree Type

Degree name.

Master of Arts (MA)

Linguistics and Language Development

Swathi Vanniarajan

maintenance of minority language and culture, Polish culture in the United States, Polish immigrants in California, Polish immigrants in the United States, Polish language and culture, Polish language attrition

Subject Areas

Sociolinguistics; Language; Slavic studies

The focus of this thesis research is to investigate the extent to which first

generation Polish immigrants living in the southern San Francisco Bay Area in California maintain their native Polish language and culture. Qualitative data were collected in the form of interviews and survey questionnaires. The major findings show that in this small immigrant community (1) maintenance of Polish language and culture happens primarily at home; (2) females married to first generation Polish immigrants are more likely than others to maintain Polish language and culture; (3) the small size of the Polish community, knowledge of English at the time of arrival, and a high level of education together contribute to first generation Polish immigrants' shift to the English language and American culture.

Recommended Citation

Bialek, Dominika, "Maintenance of Polish Language and Culture among First Generation Polish Immigrants Living in the Southern San Francisco Bay Area, California." (2012). Master's Theses . 4121. DOI: https://doi.org/10.31979/etd.m4hw-qtfv https://scholarworks.sjsu.edu/etd_theses/4121

Since July 14, 2012

https://doi.org/10.31979/etd.m4hw-qtfv

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What is the translation of "thesis" in Polish?

"thesis" in polish, thesis {noun}.

• volume_up teza
• praca dyplomowa
• praca naukowa

PhD thesis {noun}

• volume_up praca doktorska
• rozprawa doktorska
• dysertacja doktorska

BEng Thesis {noun}

• volume_up praca inżynierska

MA thesis {noun}

• volume_up magisterka

BA thesis {noun}

• volume_up praca licencjacka

Polish translations powered by Oxford Languages

Thesis noun, translations.

• open_in_new Link to source
• warning Request revision

Context sentences

English polish contextual examples of "thesis" in polish.

These sentences come from external sources and may not be accurate. bab.la is not responsible for their content.

Monolingual examples

English how to use "thesis" in a sentence, english how to use "phd thesis" in a sentence, english how to use "ma thesis" in a sentence, english how to use "praca doktorska" in a sentence, english how to use "rozprawa doktorska" in a sentence, english how to use "dysertacja doktorska" in a sentence, english how to use "magisterka" in a sentence, collocations, "central thesis" in polish.

• volume_up teza centralna
• volume_up praca centralna

"doctoral thesis" in Polish

"academic thesis" in polish.

• volume_up praca naukowa

Synonyms (English) for "thesis":

• dissertation
• thermotherapy
• theropod dinosaur
• these books are thick/thin on the ground
• these fashions are here today, gone tomorrow
• these things are sent to try us
• thesis examine
• thesis paper
• thesis project
• thesis statement
• thesis supervisor
• theta waves

Do you want to translate into other languages? Have a look at our English-Danish dictionary .

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Revising, Proofreading and Polishing the PhD Thesis

Posted by Rene Tetzner | Oct 23, 2021 | PhD Success | 0 |

4.7 Revising, Proofreading and Polishing the Thesis Draft: How Many Times?

You are probably breathing an enormous sigh of relief at this point and rightly so. You should also give yourself a hearty pat on the back and perhaps go out and celebrate with your family or friends. You have, after all, drafted the whole of the beast that has no doubt been hounding your waking and sleeping hours for months and quite possibly years, so do give yourself a little time to enjoy the feeling of accomplishment. The time you allow yourself will also be helpful for the work you will need to do to proofread, revise and polish your thesis: it will put a little distance between you and your writing, and distance is always helpful when you need an objective and critical perspective. Although you may be tempted to submit your thesis to your supervisor for reading and commentary right away while you are gaining that distance, it is wisest to read through the entire draft yourself at this point before sharing it with any other reader. I certainly do not mean to undermine your well-earned sense of accomplishment, but what you have at this point is what a student of mine once called ‘a drafty draft’ – a lovely little phrase for a text that has been fully drafted, but still contains many imperfections (holes or gaps, as it were, through which the wind of criticism can easily enter). This will be the case even if you have diligently shared each and every chapter as you completed it with your supervisor and other committee members, and responded to their feedback with careful revisions. The thesis as a whole is an altogether different entity than its individual chapters, so while keeping your committee up to date with what you write and revising according to their advice as you proceed will mean a lot fewer changes in the thesis draft, it will not eliminate the need to read and polish the entire thesis before submitting it for commentary.

Once you have given yourself enough space from your writing to gain as close to an objective perspective as possible (and time constraints may limit the space you have), you should read through the thesis with a critical eye from beginning to end in a single sitting. Depending on the length of the thesis and your schedule, this may take you more than a day (and hence a single sitting), but the point is that you should, if at all possible, perform this careful reading without any major (especially intellectual) interruptions so that you can gain a clear view of how the thesis progresses. There are so many matters, both major and minor, to watch for as you read that it can be difficult to do everything simultaneously, so you may want to read through the text more than once or decide upon certain aspects to deal with separately – in-text references and the reference list as well as quotations can, for instance, be productively checked for accuracy and consistency on their own, and tables and figures can as well, though the information they contain should also be compared with that in other parts of the thesis. Most of the work will need to be tackled in the context of the entire thesis, however, so you will have to apply the skills of a proofreader to your own work, attending to each and every detail while also observing the larger picture. This is an excellent time to make connections and correct inconsistencies of all kinds across chapters and throughout the thesis as a whole.

Absolutely central to the success of a thesis is its argument, so you will need to pay special attention to the overall intellectual progression of your writing as well as to transitions of all kinds: between chapters, topics, sources, theories, ideas, methods, instruments, results, subjects, participants, variables, conditions, comparisons, paragraphs, sentences and so on. Ask yourself as a critical reader whether your text communicates clearly what you intended it to communicate at every turn, and ask yourself, too, if it does, as far as you understand it, what a doctoral thesis ought to do in your department and discipline. Ensure that there is an obvious line of thought (your argument) to the progression of which all aspects of the thesis contribute in a reasonable and orderly fashion, and add clarification, explanation and elaboration if necessary. Your argument should be closely related to the structure of your thesis and its division into chapters, sections, subsections and other parts, so spend some time considering the ways in which you arranged material and the headings you used to describe each chapter and section. The arrangement should be logical, include all elements required by university or department guidelines and help make the information accessible and digestible for your readers, while your headings should be clear and concise and accurately describe the material that appears beneath them. If you have used numbered headings, a consistent format (font, capitalisation, placement, punctuation etc.) is usually used across all headings, and you should also ensure that the numbering is accurate and effectively distinguishes different levels of heading. If your headings are unnumbered, all headings of the same level (all chapter headings, for instance, or all first-level headings) should observe a consistent format, but headings of different levels should normally be differentiated by changes in formatting (the format of first-level headings should differ from that of second-level headings, for instance). Such details are more important to a reader’s comprehension of an argument than they may seem, so do take a look at Section 6.1 below for suggestions on how to use headings effectively.

A delicate balance of accuracy, consistency and differentiation in the right places and situations is essential to many aspects of a thesis, so you will need to apply that critical eye to many other formatting matters. Numbers, for instance, whether recorded as words or numerals, must be accurate and their formats consistent, but there are also specific conventions for using numbers that are rather complex and tend to vary from discipline to discipline, so considerable attention should be paid to the numbers you include in your thesis (see Section 6.4 for details). Capitalisation and special fonts should be used in logical and effective ways for highlighting and emphasising the words that feature them, and their use must also conform to acceptable scholarly practices, perhaps even to university or department guidelines or to a particular style guide (see Section 6.2). All nonstandard abbreviations must be defined or explained when first used in a thesis (in some cases in each new chapter), defined separately when they appear in the abstract or in any tables, figures and appendices and then used consistently from that point on. Each term must be abbreviated in exactly the same way in all instances, and if a list of abbreviations is required, every nonstandard abbreviation used must be included in the list with its form and definition exactly as they appear in the main body and other parts of the thesis (see Section 6.3). Formatting issues of this kind may seem small and insignificant when compared with the argument and content of your thesis, but they are not. The concepts that have become so familiar to you are not necessarily familiar to your readers, so inconsistent or incorrect usage can create true confusion, and using such features accurately and precisely is expected in formal scholarly prose at the doctoral level.

Three other elements of a thesis should be given a careful final check as well:

• Tables and figures require special attention as you read through your work because a lot of information, often of a detailed and complex nature, tends to be included in each table or figure, so accuracy, clarity and consistency are paramount (see Sections 1.3 and 4.4.1 for further advice). You should also ensure that each table or figure is referred to by number in the thesis and in a way that clearly indicates what the table or figure is meant to show the reader. In fact, all cross references (to sections, chapters, appendices etc.) used in your thesis should be checked for accuracy and consistency.
• Citations of sources always require more than a passing glance. In-text references or the note numbers for them need to be appropriately placed to reflect exactly what material has been borrowed. Information about sources included in parenthetical citations and notes must match the same information in the reference list or bibliography. The details provided for references as well as the order and punctuation of those details must be consistent for all references in the text and similarly for all references in the list. Any text directly quoted from sources must be transcribed with the utmost accuracy, integrated into your text effectively and provided with page numbers (or similar means for readers to locate the quoted text). Finally, all sources cited in the text must be included in the list of references (for more information on references and quotations, see Chapters 7 and 8).
• Particular attention should also be dedicated to the abstract (see Sections 1.1.2 and 4.2). You may have already revised it as you finished your first draft of the entire thesis and perhaps again when you began proofreading your draft, but it can be incredibly helpful to read and revise the abstract immediately after you have read the entire thesis with a critical eye because, with the thesis contents still fresh in your mind, you will be able to determine more effectively whether the abstract accurately summarises the study as a whole and highlights its most important points. This is also a good time to ensure that the abstract and the entire thesis still meet length requirements, as further revisions of one or both might be necessary if they do not.

Finally, you will need to attend to your writing style and use of language in the thesis. Academic and scientific writing should always be clear and correct, and it should also maintain scholarly formality. Sentences and paragraphs should be carefully constructed using effective syntax and sound logic. Each word should be used accurately, with discipline-specific terminology and especially jargon kept to a minimum; any usage that may prove confusing to readers should be defined or explained. Grammar and spelling should be correct at all times, and the spelling, vocabulary and phrasing of either British or American English should be adopted and maintained, so be sure to find out which version of the language is appropriate for your university and department and then conform to it consistently. Punctuation should be correct and its patterns consistent to clarify the meaning of your sentences and accurately present lists and quoted material.

Your text as a whole should come across as a professional document that communicates facts and ideas clearly and smoothly, and if your research focuses on language, it is ideal to aspire to some level of elegance and eloquence in your own writing. Writing such accomplished English while attempting to share the complex and detailed material generally included in a doctoral thesis can be a significant challenge, even for those fluent in the English language and endowed with excellent writing skills; for those whose first language is not English or who struggle to express their thoughts in writing, it can at times seem an insurmountable barrier. Chapter 5 of this book provides specific advice on dealing with aspects of the English language that tend to be particularly problematic for academic and scientific writers of all kinds, but be sure to use it along with any relevant university or department guidelines regarding the style of English required for a thesis in your discipline.

Once you have proofread and polished your thesis draft as much as possible, ensuring that you have eliminated to the best of your ability all problems with formatting and language so that your committee members will be able to focus instead on the intellectual content and overall argument and structure of your thesis, you will need to submit it for reading and commentary. The usual process is to share it with your supervisor first, deal with any revisions that he or she requests or suggests and then submit the revised draft to your other committee members as well. In an ideal world, you would be able to revise one last time in response to their feedback and then submit the thesis for the formal examination, but in the real world, the process can be far longer and more complicated. You may, for instance, have to resubmit the thesis to your supervisor and other committee members at least one more time so that the changes you have made can be checked and approved, and if there were many changes or the problems were significant, further alterations and submissions may still be necessary.

You must treat each and every concern raised with respect and serious consideration, doing your best to accommodate all perspectives and clearly explaining your reasoning whenever you find that you are unable to make requested changes. It is therefore impossible to predict how many times you will need to revise, reread, discuss and resubmit your thesis before you, your supervisor and your other committee members consider it ready for examination. The process will involve a large number of niggling details – do not forget, for instance, to update your acknowledgements to include any assistance you receive during this process and to adjust the page numbers in your table of contents if revisions have made this necessary – and your progress may be complicated or occasionally hindered by the schedules of committee members and the amount of time they are able to dedicate to your thesis. Rest assured, however, that the process will end successfully if you work hard, remain positive and stay focussed on your ultimate goal – the completion of your thesis and the achievement of your doctorate.

PRS Tip: A professional proofreader can be particularly beneficial at this crucial stage in the writing process. You might want to have your thesis read by such a proofreader immediately after you polish the entire draft for the initial submission to your supervisor or you may want to wait until you have received feedback from all committee members and revised the thesis in response to their commentary. Either way, a qualified English proofreader can offer a great deal: he or she can check all stylistic and formatting details for accuracy and consistency, ensure that your spelling, punctuation, grammar and syntax are correct and effective, highlight instances in which terminology, headings, tables and figures might benefit from clarification, make sure that your references are accurate, complete and consistent, and focus on any particular aspect of your writing that presents special challenges for you. The intellectual content of your thesis is your own, of course, and you are the only one who can shape and reshape it appropriately, but a professional proofreader can worry about everything else so that you have more time to focus on that content. Very few working scholars (such as those on your committee) will have the time or the inclination to help you with the language and formatting of your thesis, and once you have read and revised your own text repeatedly over a short period of time you will almost certainly find it more and more difficult to see clearly where the problems may lie, especially if small details of style and formatting need attention. A PRS proofreader will be able to bring an objective and critical perspective to your thesis, and if you have already used a PRS proofreader to check one or more of your individual chapters, you can request that same proofreader to work on the thesis as a whole; alternatively, if you would like a fresh perspective, you can request a different proofreader. Engaging the services of such a proofreader will increase your confidence for the final examination, and it is also an excellent idea once that examination is over, all revisions are completed and you have the final version of the thesis ready to submit for your degree – it is a reliable way to ensure a professional polish on what is, after all, not only a major piece of written work, but the beginning of what will ideally be a rewarding career. In addition, if you are planning to publish your thesis (or need to do so as part of your degree requirements), having it professionally proofread is an excellent start.

Why PhD Success?

To Graduate Successfully

This article is part of a book called "PhD Success" which focuses on the writing process of a phd thesis, with its aim being to provide sound practices and principles for reporting and formatting in text the methods, results and discussion of even the most innovative and unique research in ways that are clear, correct, professional and persuasive.

The assumption of the book is that the doctoral candidate reading it is both eager to write and more than capable of doing so, but nonetheless requires information and guidance on exactly what he or she should be writing and how best to approach the task. The basic components of a doctoral thesis are outlined and described, as are the elements of complete and accurate scholarly references, and detailed descriptions of writing practices are clarified through the use of numerous examples.

The basic components of a doctoral thesis are outlined and described, as are the elements of complete and accurate scholarly references, and detailed descriptions of writing practices are clarified through the use of numerous examples. PhD Success provides guidance for students familiar with English and the procedures of English universities, but it also acknowledges that many theses in the English language are now written by candidates whose first language is not English, so it carefully explains the scholarly styles, conventions and standards expected of a successful doctoral thesis in the English language.

Individual chapters of this book address reflective and critical writing early in the thesis process; working successfully with thesis supervisors and benefiting from commentary and criticism; drafting and revising effective thesis chapters and developing an academic or scientific argument; writing and formatting a thesis in clear and correct scholarly English; citing, quoting and documenting sources thoroughly and accurately; and preparing for and excelling in thesis meetings and examinations. 

Completing a doctoral thesis successfully requires long and penetrating thought, intellectual rigour and creativity, original research and sound methods (whether established or innovative), precision in recording detail and a wide-ranging thoroughness, as much perseverance and mental toughness as insight and brilliance, and, no matter how many helpful writing guides are consulted, a great deal of hard work over a significant period of time. Writing a thesis can be an enjoyable as well as a challenging experience, however, and even if it is not always so, the personal and professional rewards of achieving such an enormous goal are considerable, as all doctoral candidates no doubt realise, and will last a great deal longer than any problems that may be encountered during the process.

Interested in Proofreading your PhD Thesis? Get in Touch with us

If you are interested in proofreading your PhD thesis or dissertation, please explore our expert dissertation proofreading services.

Rene Tetzner

Rene Tetzner's blog posts dedicated to academic writing. Although the focus is on How To Write a Doctoral Thesis, many other important aspects of research-based writing, editing and publishing are addressed in helpful detail.

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'A small seed of curiosity can grow and mature into a full-fledged thesis project'

Valerie Hu: Biology & Society

A&S Communications

Biology & Society Sunnyvale, Calif.

What is your main extracurricular activity and why is it important to you? 

When I came to Cornell, I knew I wanted to get involved in initiatives that aligned with my personal values of justice and mercy and served a community beyond the one on campus. I joined the Parole Preparation Project (now Cornell University Parole Initiative) and began working with an incarcerated person in preparation for a Parole Board hearing that determines whether he can be released on parole. Along with two other student volunteers, I liaised with community partners to establish a plan for re-entry, gathered various legal and medical documents for the parole packet, and met regularly with the parole applicant in a maximum-security correctional facility to practice for his hearing. Three and a half years later, I now consider the incarcerated applicant I work with not only a teammate and coworker, but also a friend. Through working together, we have found common ground in the pursuit of justice, the importance of family and the role of faith and prayer in guiding our lives. This year, I became a teaching assistant for the Cornell Prison Education Program, going to Auburn Correctional Facility once a week to teach incarcerated students within a French club and an anthropology course, which has allowed me to explore my interests in the intersection of education and incarceration. Due to Cornell’s resources and investment in community engagement, I had the unique opportunity to work within facilities that reveal the immense inequalities in America’s criminal legal system and to play a role in working toward a more equitable world.

What Cornell memory do you treasure the most?         

The Cornell memories I treasure the most are the evenings I’ve hosted potlucks or dinners with large groups of people at my apartment because they embody the best parts of my time at Cornell: community and bringing people together. I’ve invited close friends and acquaintances from my classes, faith community, work and clubs, many of whom do not know each other and otherwise wouldn’t cross paths, and new friendships have been formed. On these evenings, my kitchen and living room are full of conversations and laughter, and the area sometimes gets so warm because of the number of people that we have to open a window even in the winter, while we share food and discover unlikely common ground.

What are the most valuable skills you gained from your Arts & Sciences education?     

I learned how to critically examine the things I see and learn, rather than take them at face value and accept the status quo. I came into college accustomed to the type of learning that consisted of knowing facts and successfully regurgitating them on a test or essay. My eyes were opened to the beauty of academic discourse and debate in one of my first classes at Cornell. For each class topic, we read multiple scientific articles that built upon each other or disagreed with one another. As we discussed the strengths and weaknesses of each scientist’s research findings, I developed critical thinking and analysis skills. I learned not to take at face value every piece of information I am given within the context of a classroom, but gained the courage and confidence to challenge and critique other viewpoints while developing my own.    

What have you accomplished as a Cornell student that you are most proud of?

While working as an investigator at the public defender’s office in D.C., I wondered about a paradoxical observation I made: that people who have had negative experiences with the police seem to call the police a lot. At the beginning of my junior year, I had the opportunity to turn that curiosity into a semester-long research paper for Professor Joseph Margulies’ Crime and Punishment class. I began interviewing young people who have had negative encounters with law enforcement about times they have called the police. The class project evolved beyond the semester into an independent study, and eventually into my senior honors thesis. I’m most proud of my research because I learned that a small seed of curiosity can grow and mature into a full-fledged thesis project. Through my thesis, I’ve been able to combine my interests in social justice with academic pursuits, and I learned how to conduct research that has implications for public policy and social change.

Who or what influenced your Cornell education the most?     

Cru has undoubtedly influenced my Cornell education more than anything else. I came into college with an abundance of questions about meaning and purpose, both generally and personally. Through the Cru community, I have become close friends with people from so many more backgrounds, cultures, and life experiences than I thought possible. Together, we have wrestled with difficult and existential questions. The diverse set of friends offering input and encouragement has been invaluable to my growth, as I figure out who I am and why I’m here. We have also supported each other through some of the most challenging times of sorrow and loss that tested the strength and genuineness of our beliefs. The Cru community has taught me to be resilient in the face of difficulties and to find hope in something bigger than myself. I learned how to allow my personal values to fuel every pursuit —academic, extracurricular, spiritual and personal — and every moment of my life, from the biggest highlights to the utterly mundane.

Every year, our faculty nominate graduating Arts & Sciences students to be featured as part of our Extraordinary Journeys series.  Read more about the Class of 202 4.

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CREECA Supplemental Graduate Student FLAS Competition for AY 2024-25 – Apply by June 15!

Eligible applicants must be U.S. citizens or permanent residents, enrolled in full-time study for the duration of the award, and take one of the  approved AY regional languages  in both fall 2024 and spring 2025, plus an area studies class each semester.

Academic year graduate FLAS fellows receive a stipend of $20,000 as a 9-month assistantship, which includes eligibility for health insurance; stipend payments are made biweekly. The tuition portion of the FLAS fellowship covers graduate tuition, fees, and fringe benefits.

The deadline to submit your application is 11:59 pm, Saturday, June 15, 2024.

Applicants can access the application portal  HERE .

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