journal article dissertations

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How to Write a Journal Article from a Thesis

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You are almost done with your PhD thesis and want to convert it into a journal article. Or, you’re initiating a career as a journal writer and intend to use your thesis as a starting point for an article. Whatever your situation, turning a thesis into a journal article is a logical step and a process that eventually every researcher completes. But…how to start?

The first thing to know about converting a thesis into a journal article is how different they are:

Thesis Characteristics:

• Meets academic requirements
• Reviewed by select committee members
• Contains chapters
• Lengthy, no word limits
• Table of contents
• Lengthy research of literature
• IRB approval described in detail
• Description and copies of tools used
• All findings presented
• Verb tenses may vary

Journal Article Characteristics:

• Meets journalistic standards
• Reviewed by a panel of “blind” reviewers
• Word limits
• Manuscript format
• Succinct research of literature
• IRB described in 1 to 3 sentences
• Essential and succinct tool information
• Selected findings presented
• Verb tenses are fairly consistent

Converting your thesis to a journal article may be complex, but it’s not impossible.

A thesis is a document of academic nature, so it’s more detailed in content. A journal article, however, is shorter, highlighting key points in a more succinct format. Adapting a thesis for conversion into a journal article is a time-consuming and intricate process that can take you away from other important work. In that case, Elsevier’s Language Editing services may help you focus on important matters and provide a high-quality text for submission in no time at all.

If you are going to convert a thesis into a journal article, with or without professional help, here is a list of some of the steps you will likely have to go through:

1. Identify the best journal for your work

• Ensure that your article is within the journal’s aim and scope. How to find the right journal? Find out more .
• Check the journal’s recommended structure and reference style

2. Shorten the length of your thesis

• Treat your thesis as a separate work
• Paraphrase but do not distort meaning
• Select and repurpose parts of your thesis

3. Reformat the introduction as an abstract

• Shorten the introduction to 100-150 words, but maintain key topics to hold the reader’s attention.
• Use the introduction and discussion as basis for the abstract

4. Modify the introduction

• If your thesis has more than one research question or hypothesis, which are not all relevant for your paper, consider combining your research questions or focusing on just one for the article
• Use previously published papers (at least three) from the target journal as examples

5. Tighten the methods section

• Keep the discussion about your research approach short

6. Report main findings in the results

• Expose your main findings in the results section in concise statements

7. Discussion must be clear and concise

• Begin by providing an interpretation of your results: “What is it that we have learned from your research?”
• Situate the findings to the literature
• Discuss how your findings expand known or previous perspectives
• Briefly present ways in which future studies can build upon your work and address limitations in your study

8. Limit the number of references

• To choose the most relevant and recent
• To format them correctly
• Consider using a reference manager system (e.g. Mendeley ) to make your life easier

If you are not a proficient English speaker, the task of converting a thesis into a journal article might make it even more difficult. At Elsevier’s Language Editing services we ensure that your manuscript is written in correct scientific English before submission. Our professional proofers and editors check your manuscript in detail, taking your text as our own and with the guarantee of maximum text quality.

Language editing services by Elsevier Author Services:

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Dissertations and Theses

• Finding dissertations and theses
• Resources for writing & submitting a thesis or dissertation

Dissertations and theses as a research tool

Obtaining theses & dissertations written at other institutions, citing dissertations and theses, databases focused on dissertations and theses, sources indexing dissertations and theses, print dissertation indexes and bibliographies.

Theses and dissertations can be a valuable source of information for research.  They can offer the following benefits:

• Just like journal articles, conference proceedings, and other forms of literature, they present original research. Recently completed theses can provide "sneak previews" of ideas and findings that have yet to reach the public via other publication formats.
• They may be the only publicly-available work by authors who do not otherwise publish for general audiences or through commercial publishers.
• They contain extensive bibliographies.
• They provide inspiration for the formatting and presentation of ideas, graphs, charts, and other components of a document.
• They provide insight into the early work of a particular person and have value for historical and biographical purposes.

Want to borrow a thesis or dissertation written at another institution that isn't available in  full text online ? Request it via  ILLIAD , Tufts' interlibrary loan service. Choose the "Thesis" request form and provide as much descriptive information as you can. Not all theses or dissertations are available or loanable, but we'll try to find you a copy!

Some other ways you might be able to find a copy of an older dissertation:

If you can identify the author's institutional affiliation, visit that institution's webpage to see if they catalog or archive students' dissertations. 

Contact the author.  Some authors will post all or some of their dissertation on their website or have journal articles or other publications which draw heavily on this work.

Search the author's name and/or thesis title in full-text journal databases which include article references. These citations may provide clues as to how to locate the document.

Contact your  subject librarian  for assistance.

As with journal articles, books, and other sources, theses and dissertations must be properly cited in any document that references them.  Most citation styles, including APA, Chicago, and MLA, provide specific instructions for formatting these citations.  Citation Management tools, such as EndNote and Zotero, automatically format references for these sources in your selected citation style.  More information is in the Citing Sources guide.

Although requirements for citing dissertations vary according by style, they generally seek to convey the following information:  that the item is a dissertation (rather than an article or a book); the type of degree it resulted in (master's, PhD, etc); whether it was published; and which institution granted the degree.  An example of a citation for a dissertation is presented here in four major citation styles:

• APA:   Miaoulis, I. N. (1987). Experimental investigation of turbulence spectra of charge density fluctuations in the equilibrium range. Unpublished Ph.D., Tufts University, United States -- Massachusetts.
• Chicago:   Miaoulis, Ioannis Nikolaos. "Experimental Investigation of Turbulence Spectra of Charge Density Fluctuations in the Equilibrium Range." Ph.D., Tufts University, 1987.
• IEEE:   [1]    I. N. Miaoulis, "Experimental investigation of turbulence spectra of charge density fluctuations in the equilibrium range,"  United States -- Massachusetts: Tufts University, 1987, p. 98.
• MLA:   Miaoulis, Ioannis Nikolaos. "Experimental Investigation of Turbulence Spectra of Charge Density Fluctuations in the Equilibrium Range." Ph.D. Tufts University, 1987.

The following sources focus primarily or exclusively on theses and dissertations; some provide direct access to full-text.

• DART-Europe E-theses Portal "A partnership of research libraries and library consortia who are working together to improve global access to European research theses."
• Dissertations & Theses: Full Text Comprehensive collection of dissertations and theses worldwide. Of the over 2 million titles in the database, more than 930,000 are available in PDF format for free download. Those that aren't freely available can be ordered from within the database.
• DSpace@MIT Over 25,000 theses and dissertations from all MIT departments completed as far back as the mid 1800's. Note that this is NOT a complete collection of MIT theses.
• Networked Digital Library of Theses and Dissertations (NDLTD) Search engine for graduate papers completed at universities both in America and abroad.
• Open Access Theses and Dissertations (OATD) Open access (OA) theses and dissertations from institutions worldwide.
• Ethos Service from the British Library for reading and ordering theses produced by students in the United Kingdom.
• Theses Canada Theses from over 60 Canadian universities, going back to 1965.
• Shodhganga@INFLIBNET Centre Digital repository of theses and dissertations from universities in India.

In the following subject-specific databases, the Advance Search option enables filtering by dissertation as the document type.

• American Bibliography of Slavic and East European Studies Sources on East-Central Europe and the former Soviet Union.
• ARTbibliographies Modern Sources on all forms of modern and contemporary art.
• EconLit Economic literature.
• Engineering Village For literature on all engineering disciplines.
• PsycInfo Sources on psychology and related disciplines.
• Sociological Abstracts For the literature on sociology.
• SPORTDiscus with Full Text Sources on sport, physical fitness, and physical education.
• World Shakespeare Bibliography Sources on materials published since 1971 related to Shakespeare.

A number of indexes and bibliographies of dissertations have been published, primarily in print format.  These often focus on specific historical eras, geographic regions, or topics.

• Dissertation Indexes in the Tufts Catalog
• Dissertation Indexes in WorldCat
• Dissertation Indexes in Google Books
• << Previous: Resources for writing & submitting a thesis or dissertation
• Last Updated: Apr 11, 2024 2:23 PM
• URL: https://researchguides.library.tufts.edu/theses

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• Knowledge Base
• Dissertation

How to Write a Dissertation | A Guide to Structure & Content

A dissertation or thesis is a long piece of academic writing based on original research, submitted as part of an undergraduate or postgraduate degree.

The structure of a dissertation depends on your field, but it is usually divided into at least four or five chapters (including an introduction and conclusion chapter).

The most common dissertation structure in the sciences and social sciences includes:

• An introduction to your topic
• A literature review that surveys relevant sources
• An explanation of your methodology
• An overview of the results of your research
• A discussion of the results and their implications
• A conclusion that shows what your research has contributed

Dissertations in the humanities are often structured more like a long essay , building an argument by analysing primary and secondary sources . Instead of the standard structure outlined here, you might organise your chapters around different themes or case studies.

Other important elements of the dissertation include the title page , abstract , and reference list . If in doubt about how your dissertation should be structured, always check your department’s guidelines and consult with your supervisor.

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Table of contents

Acknowledgements, table of contents, list of figures and tables, list of abbreviations, introduction, literature review / theoretical framework, methodology, reference list.

The very first page of your document contains your dissertation’s title, your name, department, institution, degree program, and submission date. Sometimes it also includes your student number, your supervisor’s name, and the university’s logo. Many programs have strict requirements for formatting the dissertation title page .

The title page is often used as cover when printing and binding your dissertation .

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The acknowledgements section is usually optional, and gives space for you to thank everyone who helped you in writing your dissertation. This might include your supervisors, participants in your research, and friends or family who supported you.

The abstract is a short summary of your dissertation, usually about 150-300 words long. You should write it at the very end, when you’ve completed the rest of the dissertation. In the abstract, make sure to:

• State the main topic and aims of your research
• Describe the methods you used
• Summarise the main results
• State your conclusions

Although the abstract is very short, it’s the first part (and sometimes the only part) of your dissertation that people will read, so it’s important that you get it right. If you’re struggling to write a strong abstract, read our guide on how to write an abstract .

In the table of contents, list all of your chapters and subheadings and their page numbers. The dissertation contents page gives the reader an overview of your structure and helps easily navigate the document.

All parts of your dissertation should be included in the table of contents, including the appendices. You can generate a table of contents automatically in Word.

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If you have used a lot of tables and figures in your dissertation, you should itemise them in a numbered list . You can automatically generate this list using the Insert Caption feature in Word.

If you have used a lot of abbreviations in your dissertation, you can include them in an alphabetised list of abbreviations so that the reader can easily look up their meanings.

If you have used a lot of highly specialised terms that will not be familiar to your reader, it might be a good idea to include a glossary . List the terms alphabetically and explain each term with a brief description or definition.

In the introduction, you set up your dissertation’s topic, purpose, and relevance, and tell the reader what to expect in the rest of the dissertation. The introduction should:

• Establish your research topic , giving necessary background information to contextualise your work
• Narrow down the focus and define the scope of the research
• Discuss the state of existing research on the topic, showing your work’s relevance to a broader problem or debate
• Clearly state your objectives and research questions , and indicate how you will answer them
• Give an overview of your dissertation’s structure

Everything in the introduction should be clear, engaging, and relevant to your research. By the end, the reader should understand the what , why and how of your research. Not sure how? Read our guide on how to write a dissertation introduction .

Before you start on your research, you should have conducted a literature review to gain a thorough understanding of the academic work that already exists on your topic. This means:

• Collecting sources (e.g. books and journal articles) and selecting the most relevant ones
• Critically evaluating and analysing each source
• Drawing connections between them (e.g. themes, patterns, conflicts, gaps) to make an overall point

In the dissertation literature review chapter or section, you shouldn’t just summarise existing studies, but develop a coherent structure and argument that leads to a clear basis or justification for your own research. For example, it might aim to show how your research:

• Addresses a gap in the literature
• Takes a new theoretical or methodological approach to the topic
• Proposes a solution to an unresolved problem
• Advances a theoretical debate
• Builds on and strengthens existing knowledge with new data

The literature review often becomes the basis for a theoretical framework , in which you define and analyse the key theories, concepts and models that frame your research. In this section you can answer descriptive research questions about the relationship between concepts or variables.

The methodology chapter or section describes how you conducted your research, allowing your reader to assess its validity. You should generally include:

• The overall approach and type of research (e.g. qualitative, quantitative, experimental, ethnographic)
• Your methods of collecting data (e.g. interviews, surveys, archives)
• Details of where, when, and with whom the research took place
• Your methods of analysing data (e.g. statistical analysis, discourse analysis)
• Tools and materials you used (e.g. computer programs, lab equipment)
• A discussion of any obstacles you faced in conducting the research and how you overcame them
• An evaluation or justification of your methods

Your aim in the methodology is to accurately report what you did, as well as convincing the reader that this was the best approach to answering your research questions or objectives.

Next, you report the results of your research . You can structure this section around sub-questions, hypotheses, or topics. Only report results that are relevant to your objectives and research questions. In some disciplines, the results section is strictly separated from the discussion, while in others the two are combined.

For example, for qualitative methods like in-depth interviews, the presentation of the data will often be woven together with discussion and analysis, while in quantitative and experimental research, the results should be presented separately before you discuss their meaning. If you’re unsure, consult with your supervisor and look at sample dissertations to find out the best structure for your research.

In the results section it can often be helpful to include tables, graphs and charts. Think carefully about how best to present your data, and don’t include tables or figures that just repeat what you have written  –  they should provide extra information or usefully visualise the results in a way that adds value to your text.

Full versions of your data (such as interview transcripts) can be included as an appendix .

The discussion  is where you explore the meaning and implications of your results in relation to your research questions. Here you should interpret the results in detail, discussing whether they met your expectations and how well they fit with the framework that you built in earlier chapters. If any of the results were unexpected, offer explanations for why this might be. It’s a good idea to consider alternative interpretations of your data and discuss any limitations that might have influenced the results.

The discussion should reference other scholarly work to show how your results fit with existing knowledge. You can also make recommendations for future research or practical action.

The dissertation conclusion should concisely answer the main research question, leaving the reader with a clear understanding of your central argument. Wrap up your dissertation with a final reflection on what you did and how you did it. The conclusion often also includes recommendations for research or practice.

In this section, it’s important to show how your findings contribute to knowledge in the field and why your research matters. What have you added to what was already known?

You must include full details of all sources that you have cited in a reference list (sometimes also called a works cited list or bibliography). It’s important to follow a consistent reference style . Each style has strict and specific requirements for how to format your sources in the reference list.

The most common styles used in UK universities are Harvard referencing and Vancouver referencing . Your department will often specify which referencing style you should use – for example, psychology students tend to use APA style , humanities students often use MHRA , and law students always use OSCOLA . M ake sure to check the requirements, and ask your supervisor if you’re unsure.

To save time creating the reference list and make sure your citations are correctly and consistently formatted, you can use our free APA Citation Generator .

Your dissertation itself should contain only essential information that directly contributes to answering your research question. Documents you have used that do not fit into the main body of your dissertation (such as interview transcripts, survey questions or tables with full figures) can be added as appendices .

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Approaching literature review for academic purposes: The Literature Review Checklist

Debora f.b. leite.

I Departamento de Ginecologia e Obstetricia, Faculdade de Ciencias Medicas, Universidade Estadual de Campinas, Campinas, SP, BR

II Universidade Federal de Pernambuco, Pernambuco, PE, BR

III Hospital das Clinicas, Universidade Federal de Pernambuco, Pernambuco, PE, BR

Maria Auxiliadora Soares Padilha

Jose g. cecatti.

A sophisticated literature review (LR) can result in a robust dissertation/thesis by scrutinizing the main problem examined by the academic study; anticipating research hypotheses, methods and results; and maintaining the interest of the audience in how the dissertation/thesis will provide solutions for the current gaps in a particular field. Unfortunately, little guidance is available on elaborating LRs, and writing an LR chapter is not a linear process. An LR translates students’ abilities in information literacy, the language domain, and critical writing. Students in postgraduate programs should be systematically trained in these skills. Therefore, this paper discusses the purposes of LRs in dissertations and theses. Second, the paper considers five steps for developing a review: defining the main topic, searching the literature, analyzing the results, writing the review and reflecting on the writing. Ultimately, this study proposes a twelve-item LR checklist. By clearly stating the desired achievements, this checklist allows Masters and Ph.D. students to continuously assess their own progress in elaborating an LR. Institutions aiming to strengthen students’ necessary skills in critical academic writing should also use this tool.

INTRODUCTION

Writing the literature review (LR) is often viewed as a difficult task that can be a point of writer’s block and procrastination ( 1 ) in postgraduate life. Disagreements on the definitions or classifications of LRs ( 2 ) may confuse students about their purpose and scope, as well as how to perform an LR. Interestingly, at many universities, the LR is still an important element in any academic work, despite the more recent trend of producing scientific articles rather than classical theses.

The LR is not an isolated section of the thesis/dissertation or a copy of the background section of a research proposal. It identifies the state-of-the-art knowledge in a particular field, clarifies information that is already known, elucidates implications of the problem being analyzed, links theory and practice ( 3 - 5 ), highlights gaps in the current literature, and places the dissertation/thesis within the research agenda of that field. Additionally, by writing the LR, postgraduate students will comprehend the structure of the subject and elaborate on their cognitive connections ( 3 ) while analyzing and synthesizing data with increasing maturity.

At the same time, the LR transforms the student and hints at the contents of other chapters for the reader. First, the LR explains the research question; second, it supports the hypothesis, objectives, and methods of the research project; and finally, it facilitates a description of the student’s interpretation of the results and his/her conclusions. For scholars, the LR is an introductory chapter ( 6 ). If it is well written, it demonstrates the student’s understanding of and maturity in a particular topic. A sound and sophisticated LR can indicate a robust dissertation/thesis.

A consensus on the best method to elaborate a dissertation/thesis has not been achieved. The LR can be a distinct chapter or included in different sections; it can be part of the introduction chapter, part of each research topic, or part of each published paper ( 7 ). However, scholars view the LR as an integral part of the main body of an academic work because it is intrinsically connected to other sections ( Figure 1 ) and is frequently present. The structure of the LR depends on the conventions of a particular discipline, the rules of the department, and the student’s and supervisor’s areas of expertise, needs and interests.

Interestingly, many postgraduate students choose to submit their LR to peer-reviewed journals. As LRs are critical evaluations of current knowledge, they are indeed publishable material, even in the form of narrative or systematic reviews. However, systematic reviews have specific patterns 1 ( 8 ) that may not entirely fit with the questions posed in the dissertation/thesis. Additionally, the scope of a systematic review may be too narrow, and the strict criteria for study inclusion may omit important information from the dissertation/thesis. Therefore, this essay discusses the definition of an LR is and methods to develop an LR in the context of an academic dissertation/thesis. Finally, we suggest a checklist to evaluate an LR.

WHAT IS A LITERATURE REVIEW IN A THESIS?

Conducting research and writing a dissertation/thesis translates rational thinking and enthusiasm ( 9 ). While a strong body of literature that instructs students on research methodology, data analysis and writing scientific papers exists, little guidance on performing LRs is available. The LR is a unique opportunity to assess and contrast various arguments and theories, not just summarize them. The research results should not be discussed within the LR, but the postgraduate student tends to write a comprehensive LR while reflecting on his or her own findings ( 10 ).

Many people believe that writing an LR is a lonely and linear process. Supervisors or the institutions assume that the Ph.D. student has mastered the relevant techniques and vocabulary associated with his/her subject and conducts a self-reflection about previously published findings. Indeed, while elaborating the LR, the student should aggregate diverse skills, which mainly rely on his/her own commitment to mastering them. Thus, less supervision should be required ( 11 ). However, the parameters described above might not currently be the case for many students ( 11 , 12 ), and the lack of formal and systematic training on writing LRs is an important concern ( 11 ).

An institutional environment devoted to active learning will provide students the opportunity to continuously reflect on LRs, which will form a dialogue between the postgraduate student and the current literature in a particular field ( 13 ). Postgraduate students will be interpreting studies by other researchers, and, according to Hart (1998) ( 3 ), the outcomes of the LR in a dissertation/thesis include the following:

• To identify what research has been performed and what topics require further investigation in a particular field of knowledge;
• To determine the context of the problem;
• To recognize the main methodologies and techniques that have been used in the past;
• To place the current research project within the historical, methodological and theoretical context of a particular field;
• To identify significant aspects of the topic;
• To elucidate the implications of the topic;
• To offer an alternative perspective;
• To discern how the studied subject is structured;
• To improve the student’s subject vocabulary in a particular field; and
• To characterize the links between theory and practice.

A sound LR translates the postgraduate student’s expertise in academic and scientific writing: it expresses his/her level of comfort with synthesizing ideas ( 11 ). The LR reveals how well the postgraduate student has proceeded in three domains: an effective literature search, the language domain, and critical writing.

Effective literature search

All students should be trained in gathering appropriate data for specific purposes, and information literacy skills are a cornerstone. These skills are defined as “an individual’s ability to know when they need information, to identify information that can help them address the issue or problem at hand, and to locate, evaluate, and use that information effectively” ( 14 ). Librarian support is of vital importance in coaching the appropriate use of Boolean logic (AND, OR, NOT) and other tools for highly efficient literature searches (e.g., quotation marks and truncation), as is the appropriate management of electronic databases.

Language domain

Academic writing must be concise and precise: unnecessary words distract the reader from the essential content ( 15 ). In this context, reading about issues distant from the research topic ( 16 ) may increase students’ general vocabulary and familiarity with grammar. Ultimately, reading diverse materials facilitates and encourages the writing process itself.

Critical writing

Critical judgment includes critical reading, thinking and writing. It supposes a student’s analytical reflection about what he/she has read. The student should delineate the basic elements of the topic, characterize the most relevant claims, identify relationships, and finally contrast those relationships ( 17 ). Each scientific document highlights the perspective of the author, and students will become more confident in judging the supporting evidence and underlying premises of a study and constructing their own counterargument as they read more articles. A paucity of integration or contradictory perspectives indicates lower levels of cognitive complexity ( 12 ).

Thus, while elaborating an LR, the postgraduate student should achieve the highest category of Bloom’s cognitive skills: evaluation ( 12 ). The writer should not only summarize data and understand each topic but also be able to make judgments based on objective criteria, compare resources and findings, identify discrepancies due to methodology, and construct his/her own argument ( 12 ). As a result, the student will be sufficiently confident to show his/her own voice .

Writing a consistent LR is an intense and complex activity that reveals the training and long-lasting academic skills of a writer. It is not a lonely or linear process. However, students are unlikely to be prepared to write an LR if they have not mastered the aforementioned domains ( 10 ). An institutional environment that supports student learning is crucial.

Different institutions employ distinct methods to promote students’ learning processes. First, many universities propose modules to develop behind the scenes activities that enhance self-reflection about general skills (e.g., the skills we have mastered and the skills we need to develop further), behaviors that should be incorporated (e.g., self-criticism about one’s own thoughts), and each student’s role in the advancement of his/her field. Lectures or workshops about LRs themselves are useful because they describe the purposes of the LR and how it fits into the whole picture of a student’s work. These activities may explain what type of discussion an LR must involve, the importance of defining the correct scope, the reasons to include a particular resource, and the main role of critical reading.

Some pedagogic services that promote a continuous improvement in study and academic skills are equally important. Examples include workshops about time management, the accomplishment of personal objectives, active learning, and foreign languages for nonnative speakers. Additionally, opportunities to converse with other students promotes an awareness of others’ experiences and difficulties. Ultimately, the supervisor’s role in providing feedback and setting deadlines is crucial in developing students’ abilities and in strengthening students’ writing quality ( 12 ).

HOW SHOULD A LITERATURE REVIEW BE DEVELOPED?

A consensus on the appropriate method for elaborating an LR is not available, but four main steps are generally accepted: defining the main topic, searching the literature, analyzing the results, and writing ( 6 ). We suggest a fifth step: reflecting on the information that has been written in previous publications ( Figure 2 ).

First step: Defining the main topic

Planning an LR is directly linked to the research main question of the thesis and occurs in parallel to students’ training in the three domains discussed above. The planning stage helps organize ideas, delimit the scope of the LR ( 11 ), and avoid the wasting of time in the process. Planning includes the following steps:

• Reflecting on the scope of the LR: postgraduate students will have assumptions about what material must be addressed and what information is not essential to an LR ( 13 , 18 ). Cooper’s Taxonomy of Literature Reviews 2 systematizes the writing process through six characteristics and nonmutually exclusive categories. The focus refers to the reviewer’s most important points of interest, while the goals concern what students want to achieve with the LR. The perspective assumes answers to the student’s own view of the LR and how he/she presents a particular issue. The coverage defines how comprehensive the student is in presenting the literature, and the organization determines the sequence of arguments. The audience is defined as the group for whom the LR is written.
• Designating sections and subsections: Headings and subheadings should be specific, explanatory and have a coherent sequence throughout the text ( 4 ). They simulate an inverted pyramid, with an increasing level of reflection and depth of argument.
• Identifying keywords: The relevant keywords for each LR section should be listed to guide the literature search. This list should mirror what Hart (1998) ( 3 ) advocates as subject vocabulary . The keywords will also be useful when the student is writing the LR since they guide the reader through the text.
• Delineating the time interval and language of documents to be retrieved in the second step. The most recently published documents should be considered, but relevant texts published before a predefined cutoff year can be included if they are classic documents in that field. Extra care should be employed when translating documents.

Second step: Searching the literature

The ability to gather adequate information from the literature must be addressed in postgraduate programs. Librarian support is important, particularly for accessing difficult texts. This step comprises the following components:

• Searching the literature itself: This process consists of defining which databases (electronic or dissertation/thesis repositories), official documents, and books will be searched and then actively conducting the search. Information literacy skills have a central role in this stage. While searching electronic databases, controlled vocabulary (e.g., Medical Subject Headings, or MeSH, for the PubMed database) or specific standardized syntax rules may need to be applied.

In addition, two other approaches are suggested. First, a review of the reference list of each document might be useful for identifying relevant publications to be included and important opinions to be assessed. This step is also relevant for referencing the original studies and leading authors in that field. Moreover, students can directly contact the experts on a particular topic to consult with them regarding their experience or use them as a source of additional unpublished documents.

Before submitting a dissertation/thesis, the electronic search strategy should be repeated. This process will ensure that the most recently published papers will be considered in the LR.

• Selecting documents for inclusion: Generally, the most recent literature will be included in the form of published peer-reviewed papers. Assess books and unpublished material, such as conference abstracts, academic texts and government reports, are also important to assess since the gray literature also offers valuable information. However, since these materials are not peer-reviewed, we recommend that they are carefully added to the LR.

This task is an important exercise in time management. First, students should read the title and abstract to understand whether that document suits their purposes, addresses the research question, and helps develop the topic of interest. Then, they should scan the full text, determine how it is structured, group it with similar documents, and verify whether other arguments might be considered ( 5 ).

Third step: Analyzing the results

Critical reading and thinking skills are important in this step. This step consists of the following components:

• Reading documents: The student may read various texts in depth according to LR sections and subsections ( defining the main topic ), which is not a passive activity ( 1 ). Some questions should be asked to practice critical analysis skills, as listed below. Is the research question evident and articulated with previous knowledge? What are the authors’ research goals and theoretical orientations, and how do they interact? Are the authors’ claims related to other scholars’ research? Do the authors consider different perspectives? Was the research project designed and conducted properly? Are the results and discussion plausible, and are they consistent with the research objectives and methodology? What are the strengths and limitations of this work? How do the authors support their findings? How does this work contribute to the current research topic? ( 1 , 19 )
• Taking notes: Students who systematically take notes on each document are more readily able to establish similarities or differences with other documents and to highlight personal observations. This approach reinforces the student’s ideas about the next step and helps develop his/her own academic voice ( 1 , 13 ). Voice recognition software ( 16 ), mind maps ( 5 ), flowcharts, tables, spreadsheets, personal comments on the referenced texts, and note-taking apps are all available tools for managing these observations, and the student him/herself should use the tool that best improves his/her learning. Additionally, when a student is considering submitting an LR to a peer-reviewed journal, notes should be taken on the activities performed in all five steps to ensure that they are able to be replicated.

Fourth step: Writing

The recognition of when a student is able and ready to write after a sufficient period of reading and thinking is likely a difficult task. Some students can produce a review in a single long work session. However, as discussed above, writing is not a linear process, and students do not need to write LRs according to a specific sequence of sections. Writing an LR is a time-consuming task, and some scholars believe that a period of at least six months is sufficient ( 6 ). An LR, and academic writing in general, expresses the writer’s proper thoughts, conclusions about others’ work ( 6 , 10 , 13 , 16 ), and decisions about methods to progress in the chosen field of knowledge. Thus, each student is expected to present a different learning and writing trajectory.

In this step, writing methods should be considered; then, editing, citing and correct referencing should complete this stage, at least temporarily. Freewriting techniques may be a good starting point for brainstorming ideas and improving the understanding of the information that has been read ( 1 ). Students should consider the following parameters when creating an agenda for writing the LR: two-hour writing blocks (at minimum), with prespecified tasks that are possible to complete in one section; short (minutes) and long breaks (days or weeks) to allow sufficient time for mental rest and reflection; and short- and long-term goals to motivate the writing itself ( 20 ). With increasing experience, this scheme can vary widely, and it is not a straightforward rule. Importantly, each discipline has a different way of writing ( 1 ), and each department has its own preferred styles for citations and references.

Fifth step: Reflecting on the writing

In this step, the postgraduate student should ask him/herself the same questions as in the analyzing the results step, which can take more time than anticipated. Ambiguities, repeated ideas, and a lack of coherence may not be noted when the student is immersed in the writing task for long periods. The whole effort will likely be a work in progress, and continuous refinements in the written material will occur once the writing process has begun.

LITERATURE REVIEW CHECKLIST

In contrast to review papers, the LR of a dissertation/thesis should not be a standalone piece or work. Instead, it should present the student as a scholar and should maintain the interest of the audience in how that dissertation/thesis will provide solutions for the current gaps in a particular field.

A checklist for evaluating an LR is convenient for students’ continuous academic development and research transparency: it clearly states the desired achievements for the LR of a dissertation/thesis. Here, we present an LR checklist developed from an LR scoring rubric ( 11 ). For a critical analysis of an LR, we maintain the five categories but offer twelve criteria that are not scaled ( Figure 3 ). The criteria all have the same importance and are not mutually exclusive.

First category: Coverage

1. justified criteria exist for the inclusion and exclusion of literature in the review.

This criterion builds on the main topic and areas covered by the LR ( 18 ). While experts may be confident in retrieving and selecting literature, postgraduate students must convince their audience about the adequacy of their search strategy and their reasons for intentionally selecting what material to cover ( 11 ). References from different fields of knowledge provide distinct perspective, but narrowing the scope of coverage may be important in areas with a large body of existing knowledge.

Second category: Synthesis

2. a critical examination of the state of the field exists.

A critical examination is an assessment of distinct aspects in the field ( 1 ) along with a constructive argument. It is not a negative critique but an expression of the student’s understanding of how other scholars have added to the topic ( 1 ), and the student should analyze and contextualize contradictory statements. A writer’s personal bias (beliefs or political involvement) have been shown to influence the structure and writing of a document; therefore, the cultural and paradigmatic background guide how the theories are revised and presented ( 13 ). However, an honest judgment is important when considering different perspectives.

3. The topic or problem is clearly placed in the context of the broader scholarly literature

The broader scholarly literature should be related to the chosen main topic for the LR ( how to develop the literature review section). The LR can cover the literature from one or more disciplines, depending on its scope, but it should always offer a new perspective. In addition, students should be careful in citing and referencing previous publications. As a rule, original studies and primary references should generally be included. Systematic and narrative reviews present summarized data, and it may be important to cite them, particularly for issues that should be understood but do not require a detailed description. Similarly, quotations highlight the exact statement from another publication. However, excessive referencing may disclose lower levels of analysis and synthesis by the student.

4. The LR is critically placed in the historical context of the field

Situating the LR in its historical context shows the level of comfort of the student in addressing a particular topic. Instead of only presenting statements and theories in a temporal approach, which occasionally follows a linear timeline, the LR should authentically characterize the student’s academic work in the state-of-art techniques in their particular field of knowledge. Thus, the LR should reinforce why the dissertation/thesis represents original work in the chosen research field.

5. Ambiguities in definitions are considered and resolved

Distinct theories on the same topic may exist in different disciplines, and one discipline may consider multiple concepts to explain one topic. These misunderstandings should be addressed and contemplated. The LR should not synthesize all theories or concepts at the same time. Although this approach might demonstrate in-depth reading on a particular topic, it can reveal a student’s inability to comprehend and synthesize his/her research problem.

6. Important variables and phenomena relevant to the topic are articulated

The LR is a unique opportunity to articulate ideas and arguments and to purpose new relationships between them ( 10 , 11 ). More importantly, a sound LR will outline to the audience how these important variables and phenomena will be addressed in the current academic work. Indeed, the LR should build a bidirectional link with the remaining sections and ground the connections between all of the sections ( Figure 1 ).

7. A synthesized new perspective on the literature has been established

The LR is a ‘creative inquiry’ ( 13 ) in which the student elaborates his/her own discourse, builds on previous knowledge in the field, and describes his/her own perspective while interpreting others’ work ( 13 , 17 ). Thus, students should articulate the current knowledge, not accept the results at face value ( 11 , 13 , 17 ), and improve their own cognitive abilities ( 12 ).

Third category: Methodology

8. the main methodologies and research techniques that have been used in the field are identified and their advantages and disadvantages are discussed.

The LR is expected to distinguish the research that has been completed from investigations that remain to be performed, address the benefits and limitations of the main methods applied to date, and consider the strategies for addressing the expected limitations described above. While placing his/her research within the methodological context of a particular topic, the LR will justify the methodology of the study and substantiate the student’s interpretations.

9. Ideas and theories in the field are related to research methodologies

The audience expects the writer to analyze and synthesize methodological approaches in the field. The findings should be explained according to the strengths and limitations of previous research methods, and students must avoid interpretations that are not supported by the analyzed literature. This criterion translates to the student’s comprehension of the applicability and types of answers provided by different research methodologies, even those using a quantitative or qualitative research approach.

Fourth category: Significance

10. the scholarly significance of the research problem is rationalized.

The LR is an introductory section of a dissertation/thesis and will present the postgraduate student as a scholar in a particular field ( 11 ). Therefore, the LR should discuss how the research problem is currently addressed in the discipline being investigated or in different disciplines, depending on the scope of the LR. The LR explains the academic paradigms in the topic of interest ( 13 ) and methods to advance the field from these starting points. However, an excess number of personal citations—whether referencing the student’s research or studies by his/her research team—may reflect a narrow literature search and a lack of comprehensive synthesis of ideas and arguments.

11. The practical significance of the research problem is rationalized

The practical significance indicates a student’s comprehensive understanding of research terminology (e.g., risk versus associated factor), methodology (e.g., efficacy versus effectiveness) and plausible interpretations in the context of the field. Notably, the academic argument about a topic may not always reflect the debate in real life terms. For example, using a quantitative approach in epidemiology, statistically significant differences between groups do not explain all of the factors involved in a particular problem ( 21 ). Therefore, excessive faith in p -values may reflect lower levels of critical evaluation of the context and implications of a research problem by the student.

Fifth category: Rhetoric

12. the lr was written with a coherent, clear structure that supported the review.

This category strictly relates to the language domain: the text should be coherent and presented in a logical sequence, regardless of which organizational ( 18 ) approach is chosen. The beginning of each section/subsection should state what themes will be addressed, paragraphs should be carefully linked to each other ( 10 ), and the first sentence of each paragraph should generally summarize the content. Additionally, the student’s statements are clear, sound, and linked to other scholars’ works, and precise and concise language that follows standardized writing conventions (e.g., in terms of active/passive voice and verb tenses) is used. Attention to grammar, such as orthography and punctuation, indicates prudence and supports a robust dissertation/thesis. Ultimately, all of these strategies provide fluency and consistency for the text.

Although the scoring rubric was initially proposed for postgraduate programs in education research, we are convinced that this checklist is a valuable tool for all academic areas. It enables the monitoring of students’ learning curves and a concentrated effort on any criteria that are not yet achieved. For institutions, the checklist is a guide to support supervisors’ feedback, improve students’ writing skills, and highlight the learning goals of each program. These criteria do not form a linear sequence, but ideally, all twelve achievements should be perceived in the LR.

CONCLUSIONS

A single correct method to classify, evaluate and guide the elaboration of an LR has not been established. In this essay, we have suggested directions for planning, structuring and critically evaluating an LR. The planning of the scope of an LR and approaches to complete it is a valuable effort, and the five steps represent a rational starting point. An institutional environment devoted to active learning will support students in continuously reflecting on LRs, which will form a dialogue between the writer and the current literature in a particular field ( 13 ).

The completion of an LR is a challenging and necessary process for understanding one’s own field of expertise. Knowledge is always transitory, but our responsibility as scholars is to provide a critical contribution to our field, allowing others to think through our work. Good researchers are grounded in sophisticated LRs, which reveal a writer’s training and long-lasting academic skills. We recommend using the LR checklist as a tool for strengthening the skills necessary for critical academic writing.

AUTHOR CONTRIBUTIONS

Leite DFB has initially conceived the idea and has written the first draft of this review. Padilha MAS and Cecatti JG have supervised data interpretation and critically reviewed the manuscript. All authors have read the draft and agreed with this submission. Authors are responsible for all aspects of this academic piece.

ACKNOWLEDGMENTS

We are grateful to all of the professors of the ‘Getting Started with Graduate Research and Generic Skills’ module at University College Cork, Cork, Ireland, for suggesting and supporting this article. Funding: DFBL has granted scholarship from Brazilian Federal Agency for Support and Evaluation of Graduate Education (CAPES) to take part of her Ph.D. studies in Ireland (process number 88881.134512/2016-01). There is no participation from sponsors on authors’ decision to write or to submit this manuscript.

No potential conflict of interest was reported.

1 The questions posed in systematic reviews usually follow the ‘PICOS’ acronym: Population, Intervention, Comparison, Outcomes, Study design.

2 In 1988, Cooper proposed a taxonomy that aims to facilitate students’ and institutions’ understanding of literature reviews. Six characteristics with specific categories are briefly described: Focus: research outcomes, research methodologies, theories, or practices and applications; Goals: integration (generalization, conflict resolution, and linguistic bridge-building), criticism, or identification of central issues; Perspective: neutral representation or espousal of a position; Coverage: exhaustive, exhaustive with selective citations, representative, central or pivotal; Organization: historical, conceptual, or methodological; and Audience: specialized scholars, general scholars, practitioners or policymakers, or the general public.

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Research Process

• Brainstorming
• Explore Google This link opens in a new window
• Explore Web Resources
• Explore Background Information
• Explore Books
• Explore Scholarly Articles
• Narrowing a Topic
• Primary and Secondary Resources
• Academic, Popular & Trade Publications
• Scholarly and Peer-Reviewed Journals
• Grey Literature
• Clinical Trials
• Evidence Based Treatment
• Scholarly Research
• Database Research Log
• Search Limits
• Keyword Searching
• Boolean Operators
• Phrase Searching
• Truncation & Wildcard Symbols
• Proximity Searching
• Field Codes
• Subject Terms and Database Thesauri
• Reading a Scientific Article
• Website Evaluation
• Article Keywords and Subject Terms
• Cited References
• Citing Articles
• Related Results
• Search Within Publication
• Database Alerts & RSS Feeds
• Personal Database Accounts
• Persistent URLs
• Literature Gap and Future Research
• Web of Knowledge
• Annual Reviews
• Systematic Reviews & Meta-Analyses
• Finding Seminal Works
• Exhausting the Literature
• Finding Dissertations
• Researching Theoretical Frameworks
• Research Methodology & Design
• Tests and Measurements
• Organizing Research & Citations This link opens in a new window
• Scholarly Publication
• Learn the Library This link opens in a new window

ProQuest Dissertations & Theses

Content: Global student dissertations and literature reviews.

Purpose: Use for foundational research, to locate test instruments and data, and more. 

Special Features: Search by advisor (chair), degree, degree level, or department. Includes a read-aloud feature

The ProQuest Dissertations & Theses database (PQDT) is the world's most comprehensive collection of dissertations and theses. It is the database of record for graduate research, with over 2.3 million dissertations and theses included from around the world.

Content: National University & NCU student dissertations and literature reviews.

Special Features: Search by advisor (chair), degree, degree level, or department. Includes a read-aloud feature.

When writing a dissertation, the goal of creating original, scholarly research is to add to the body of knowledge. Your first step, therefore, should be to make sure that your proposed study is unique.

You can accomplish this by searching for dissertations similar to your proposed topic in the ProQuest Dissertations & Theses (PQDT) database.

PQDT is the largest single repository of graduate dissertations and theses, with over 3.8 million works from universities worldwide. Use advanced search techniques covered in Searching 101 like subject searching, truncation, and Boolean operators to make your search more precise. You may also read about these search techniques by referring to the Preparing to Search section of our Research Process Guide.

For example, if you are studying the perceptions of elementary school teachers on the inclusive classroom, you could setup the search as shown below:

Researching similar dissertations is not only a way to ensure that you will be contributing original research to the field, but also a great way to see examples of how other students conducted a literature review and used a particular research methodology. Additionally, you can potentially identify a particular test instrument or theoretical framework appropriate for your study, as well as discover scholarly research articles that you may not have come across in your own research.

For additional guidance on using ProQuest Dissertations and Theses, see the following:

• ProQuest Dissertations & Theses Quick Tutorial Video This short video will demonstrate how to use the ProQuest Dissertations & Theses database to find full-text dissertations, narrow search results, and locate dissertations by particular Dissertation Chair.
• ProQuest Dissertations & Theses LibGuide A guide to all aspects of ProQuest Dissertations & Theses Global including content, searching, and viewing results on the ProQuest platform.

Open Access Dissertation Repositories

Searching 101 Workshop

• Searching 101 Workshop Outline

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Writing & Submitting a Thesis: Thesis Submission

• Getting Started
• Thesis Preparation
• Thesis Copyright
• Thesis Presentation
• Thesis Submission

Making your Thesis available on Research Commons

Prior to depositing the final version of your thesis with Research Commons, it must be submitted via the School of Graduate Research (Higher Research) or Student Services (Masters).

For help with formatting your long document, please contact the  E-tuts  team.

• Masters Thesis Submissions
• Higher Research Degree Submissions

Deposit your thesis

Final version.

The final version of your thesis must be submitted in PDF format to the University’s research repository,  Research Commons .

• Digital Thesis Deposit Guide
• Deposit your Higher Degree thesis

When you follow the link to the deposit form, you will be asked to sign in to Research Commons. You  must  choose the “Waikato log in" option. You may then be asked to log in using the University of Waikato Single sign-in.

It is easier if you upload your thesis file first, before continuing to fill out the form.

• Use "Save" to save your progress while keeping the form open.
• Use "Save for later" if you wish to come back to the form another time. You'll be able to access your incomplete deposit after logging in to Research Commons using the "Waikato log in" option.
• Use the green "Deposit" button to complete your deposit.
• You will be warned about any missing required fields.
• Before finalising your submission, you  must  accept the Declaration and Conditions of use.

After Submission

Once submitted, your thesis does not go live immediately.

• For doctoral theses , the School of Graduate Research will check that you have completed the requirements for the Degree and then release the thesis to the public via the Research Commons (unless an embargo has been applied)
• For Masters theses , the Student Centre will check that you have completed the requirements for the Masters thesis and then release the thesis to the public via the Research Commons (unless an embargo has been applied)
• Following this step, you will receive an automated notification from Research Commons
• The full text will be openly available in Research Commons with a unique, permanent URL
• A description will appear in Library Search with a link to the thesis in Research Commons
• Your thesis will be indexed and available through search engines (such as Google Scholar)
• If you have applied for, and been granted an embargo, the thesis and associated metadata will not be made publicly available until the embargo has been lifted

Embargoes on theses

As freedom to exchange ideas and to publish acquired knowledge are fundamental to the purposes of a university, restrictions on freedom of access to dissertations and theses are acceptable only in limited circumstances. Embargoes on access to dissertations and theses require the written approval of the Deputy Vice-Chancellor Research.

The only grounds under which an embargo of a thesis or dissertation is likely to be approved, and even then for only a limited period, are:

• If it is pending publication;
• If it is pending the filing of a patent;
• To allow for a sponsor of the research to comment;
• To protect pre-existing commercial secrets of a sponsor;
• If there is a pre-existing contractual obligation;
• If restriction is necessary under the Privacy Act 1993 or the Official Information Act 1982.

If you wish to apply for an embargo you must apply as soon as possible using this form:

Application to Embargo / Restrict a Thesis .

Thesis with Publications

Including published journal articles.

If your thesis contains previously published journal articles, it's important to check the author agreement with the publisher to determine what versions of the articles can be included in Research Commons:

1. Published Version

Check if the publisher allows uploading of the published version online.

2. Author Accepted Manuscript

Determine if the publisher permits uploading of the "author accepted manuscript," which is the post-refereed, pre-published version of the article.

Find out if the publisher has placed an embargo on the author accepted manuscript. Many open access versions of papers have a 12- or 24-month embargo period before they can be made public.

Options Available:

• Omit the chapter/article from the online public version of your thesis if necessary.
• Replace the chapter/article with a redirection link to the published article or its open access version.
• Make the author accepted version of a published paper available on Research Commons.

During Submission

What's Next?

A thesis or parts of a thesis are often subsequently published either as journal articles or as books. For more information or advice on publishing, check out the following:

• Publishing your research
• Higher Education Network - Getting Published: what academics need to know
• So you want people to read your thesis?
• Cabell's Scholarly Analytics Blacklist
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• Last Updated: Apr 17, 2024 2:18 PM
• URL: https://libraryguides.waikato.ac.nz/thesis-guide

Linguistics and Language: A Research Guide: Journal Articles & Dissertations

• Library Support for Linguistics
• Reference Sources
• Journal Articles & Dissertations
• World Languages
• About English
• Catalogs and Bibliographies
• Corpora / Text Analysis
• Data Management
• Linguistics @ Cornell
• Linguistics Associations and Resources
• Citation and Style Manuals
• Off Campus Access

Finding Journal Articles and Dissertations

Primary online indexes and databases for linguistics.

• LLBA Language, Linguistics and Behavior Abstracts Covers all aspects of the study of language including phonetics, phonology, morphology, syntax and semantics. Documents indexed include journal articles, book reviews, books, book chapters, dissertations and working papers.
• Linguistic Bibliography Online "Contains over 440,000 detailed bibliographical descriptions of linguistic publications on general and language-specific theoretical linguistics. While the bibliography aims to cover all languages of the world, particular attention is given to the inclusion of publications on endangered and lesser-studied languages. Publications in any language are collected, analyzed and annotated (using a state-of-the-art system of subject and language keywords) by an international team of linguists and bibliographers from all over the world." [Introduction]
• MLA International Bibliography An international index and database providing references to scholarly articles from over 4000 journals in literature, folklore, literary theory, semiotics, and linguistics.
• ProQuest Dissertations and Theses Global 1731 to the present. Many are full-text online. Others (citation-only sources) are available through interlibrary loan.

Print Indexes for Linguistics

• Bibliographie linguistischer Literatur (BLL) Call Number: Uris Library Stacks Oversize Z 7003 .B58 ++ Cancelled after 2018. BLL covers articles in periodicals and essays in collective works, including conference and congress proceedings and festschriften. The number of periodicals it covers has gradually increased from 123 in Band 1 to about 770 titles in Band 12 (1986). Coverage is international in scope with a one- or two-year time lag. Besides a division on general linguistics it also includes divisions on English, German, and Romance linguistics. Each of these divisions is subdivided into a form section, a systematic section, and a language section (the latter missing of course in the general linguistics division). The systematic section of each division contains all the entries for that division classified under appropriate subject categories. These entries may also qualify for listing again in the form and/or language sections. This whole classification scheme is fully explained in the introduction which, beginning with Band 7, appears in both German and English, as do the headings. A cumulative author index and subject and name index complete each annual volume. This index and the Bibliographie Linguistique/Linguistic Bibliography are international in scope. The BLL, however, is more current and has the advantage of a subject index. On the other hand it does not begin to cover the variety of languages that the Bibliographie Linguistique does. (De Miller)
• Bibliographie linguistique Call Number: Uris Library Stacks Z 7001 .P451 Library has 1984-2004. See also: Online edition, above.

Related Indexes and Databases

• Language Teaching [journal] Available online via Cambridge Core. The Cornell Library also has the print edition from 1982 - 2006. " ... offers critical survey articles of recent research on specific topics, second and foreign languages and countries, and invites original research articles reporting on replication studies and meta-analyses. The journal also includes regional surveys of outstanding doctoral dissertations, topic-based research timelines, theme-based research agendas, recent plenary conference speeches, and research-in-progress reports." [publisher]
• PsycINFO Access to the international literature in psychology and related behavioral and social sciences, including psychiatry, sociology, anthropology, education, pharmacology, and linguistics.
• Sociology Source Ultimate Offers coverage from all sub-disciplines of sociology.
• Web of Science Web of Science indexes journal articles in the sciences, social sciences, and humanities. It is also a citation database that allows cited- reference searching to identify articles that have cited a particular article or author.

Online Repositories

Increasingly scholars are submitting their papers to open access archives. These digital repositories capture, store, index, preserve, and redistribute digital research material. Many materials archived in digital repositories are searchable by search engines such as Google, as opposed to being sequestered in proprietary databases such as JSTOR or ProQuest.

• LingBuzz LingBuzz is an openly accessible repository of scholarly papers, discussions and other documents for linguistics.
• semanticsarchive.net For exchanging papers of interest to natural language semanticists and philosophers of language. Maintained by the Linguistic Society of America.
• ROA: Rutgers Optimality Archive "The Rutgers Optimality Archive is a distribution point for research in Optimality Theory and its conceptual affiliates." -- home page
• << Previous: Reference Sources
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• Last Updated: Apr 9, 2024 9:49 AM
• URL: https://guides.library.cornell.edu/linguistics

• Proceedings Proposal
• Abstract Book Proposal
• Conference Issue Proposal
• Publication Newsletters & Alerts

Thesis vs Journal Article: A Comprehensive Comparison

In the world of academia, two prominent forms of scholarly writing are the Thesis and the Journal Article . While both contribute to the advancement of knowledge and showcase research skills, they have distinct characteristics and serve different purposes. Understanding the differences between a thesis and a journal article is crucial for researchers, scholars, and students. In this article, we will provide a detailed and insightful comparison of these two forms of academic writing, examining their purpose, structure, audience, and publication process.

A thesis serves as a comprehensive demonstration of a student’s ability to conduct independent research, analyze data, and contribute original insights to their field of study. Its primary purpose is to fulfill the requirements for the completion of a degree, whether it be a master’s or a doctoral program. A thesis delves deep into a specific research problem, addressing gaps in existing knowledge and making a unique contribution to the field.

On the other hand, a journal article focuses on the dissemination of research findings to the wider academic community. Its purpose is to contribute to the existing body of knowledge, engage in scholarly discourse, and facilitate further research. Journal articles are typically more specific in scope, targeting a particular research question or hypothesis, and highlighting the significance of the findings within the context of the field.

Thesis and journal articles follow different structures to fulfill their respective purposes.

A thesis typically consists of several chapters, including an introduction, literature review, methodology, results, discussion, and conclusion. These chapters are interconnected, forming a cohesive narrative that showcases the student’s research journey. Additionally, a thesis may include supplementary sections such as an abstract, acknowledgments, and appendices. The structure of a thesis allows for an extensive exploration of the research problem, thorough analysis of the findings, and comprehensive discussion of their implications.

In contrast, a journal article adheres to a more concise and standardized structure. It typically includes an abstract, introduction, methodology, results, discussion, and conclusion. Journal articles are focused and aim to present the research in a clear and concise manner within the limited word count set by the target journal. The structure of a journal article emphasizes brevity, with a specific focus on the key findings and their implications.

Audience and Publication

Theses and journal articles differ in their target audience and publication process.

Theses are primarily intended for academic evaluation and examination. They are typically assessed by a committee of professors or experts in the field. Theses contribute to the existing body of knowledge within a specific discipline, but they are not usually published in academic journals. While some theses may be made available through institutional repositories, their primary audience is the academic community within the student’s institution.

Journal articles, on the other hand, target a broader audience of researchers, scholars, and practitioners in the field. They undergo a rigorous peer-review process, where experts in the field assess the quality, validity, and contribution of the research. Successful publication in a reputable journal allows researchers to share their findings with the wider academic community, receive feedback, and contribute to ongoing scholarly discussions.

Length and Depth

Another significant difference between theses and journal articles lies in their length and depth.

Theses are typically longer and more extensive in terms of content. They require students to conduct comprehensive research, provide detailed literature reviews, and present thorough analyses. The length of a thesis can vary depending on the field and degree level, ranging from tens to hundreds of pages. This length allows for an in-depth exploration of the research problem and the incorporation of relevant theoretical frameworks and methodologies.

Journal articles, on the other hand, are generally shorter and more concise. They aim to present the research findings within the constraints of the target journal’s word count limitations. Journal articles can range from a few thousand words to around 8,000 words, depending on the journal’s requirements. The brevity of journal articles necessitates clear and focused writing, emphasizing the key findings, their interpretation, and their implications for the field. While the depth of analysis may be more limited compared to a thesis, journal articles are expected to provide sufficient information for other researchers to understand and build upon the presented research.

Citation and Referencing

Both theses and journal articles require accurate and comprehensive referencing to acknowledge the contributions of other researchers and provide credibility to the work.

In the case of theses, referencing is typically more extensive, as they involve comprehensive literature reviews and incorporate a broader range of sources. Theses follow specific citation styles, such as APA, MLA, or Chicago, as per the guidelines provided by the institution or department.

Journal articles also adhere to specific citation styles determined by the target journal. However, the referencing in journal articles tends to be more focused on the specific literature and studies directly relevant to the research question at hand. The emphasis is on providing adequate support for the key arguments and findings presented in the article.

The thesis and the journal article are distinct forms of academic writing, each with its own purpose, structure, audience, and publication process.

Theses demonstrate a student’s research capabilities and contribute original insights to their field of study. They are comprehensive in scope, consisting of several chapters that explore the research problem in depth. Theses are primarily evaluated by academic committees and are not typically published in academic journals.

Journal articles, on the other hand, aim to disseminate research findings to the wider academic community. They focus on specific research questions and contribute to existing knowledge. Journal articles follow a concise and standardized structure, adhering to the guidelines of the target journal. They undergo rigorous peer review and are published in reputable journals to reach a broader audience.

Understanding the distinctions between theses and journal articles enables researchers, scholars, and students to approach each form of writing with the appropriate structure, depth, and style required for their intended purpose and audience. Both theses and journal articles play vital roles in advancing knowledge and fostering academic discourse within their respective fields.

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Extended Clopidogrel Monotherapy vs DAPT in Patients With Acute Coronary Syndromes at High Ischemic and Bleeding Risk : The OPT-BIRISK Randomized Clinical Trial

• 1 State Key Laboratory of Frigid Zone Cardiovascular Disease, General Hospital of Northern Theater Command, Shenyang, China
• 2 Beijing Anzhen Hospital, Capital Medical University, Beijing, China
• 3 The People’s Hospital of Liaoning Province, Shenyang, China
• 4 Xinxiang Central Hospital, Xinxiang, China
• 5 Benxi Central Hospital, Benxi, China
• 6 Meihekou Central Hospital, Meiheko, China
• 7 Xuzhou Third People’s Hospital, Xuzhou, China
• 8 Beijing Tsinghua Changgung Hospital, Beijing, China
• 9 Dandong Central Hospital, Dandong, China
• 10 The Second Hospital of Jilin University, Changchun, China
• 11 Linfen Central Hospital, Linfen, China
• 12 Cangzhou Central Hospital, Cangzhou, China
• 13 Guangzhou Red Cross Hospital, Guangzhou, China
• 14 Central Hospital Affiliated to Shandong First Medical University, Ji’nan, China
• 15 Yingkou Central Hospital, Yingkou, China
• 16 The Third Xiangya Hospital of Central South University, Changsha, China
• 17 The Second Hospital of Dalian Medical University, Dalian, China
• 18 Tongji Hospital, Tongji Medical College of Huazhong University of Science and Technology, Wuhan, China
• 19 The Second Affiliated Hospital of Shenyang Medical College, Shenyang, China
• 20 Bethune International Peace Hospital, Shijiazhuang, China
• 21 Nanjing First Hospital, Nanjing, China
• 22 Fuwai Hospital Chinese Academy of Medical Sciences, Beijing, China
• 23 The Zena and Michael A. Wiener Cardiovascular Institute, Icahn School of Medicine at Mount Sinai, New York, New York
• 24 University of Florida College of Medicine, Jacksonville
• Invited Commentary Clopidogrel Monotherapy for Double-Risk Acute Coronary Syndrome Marco Valgimigli, MD, PhD; Antonio Landi, MD JAMA Cardiology

Question   What is the optimal antiplatelet regimen in patients with acute coronary syndromes (ACS) undergoing percutaneous coronary interventions (PCIs) who are at both high bleeding and ischemic risks (birisk)?

Findings   In this double-blind, randomized clinical trial including 7758 PCI-treated birisk patients with ACS who completed 9 to 12 months of dual antiplatelet therapy (DAPT) after PCI, clopidogrel monotherapy for an additional 9 months resulted in a 25% reduction in the risk of Bleeding Academic Research Consortium types 2, 3, or 5 bleeding compared with clopidogrel plus aspirin.

Meaning   Among birisk patients with ACS who completed 9 to 12 months of DAPT after PCI, subsequent treatment with clopidogrel was superior to continuing DAPT with aspirin and clopidogrel in reducing clinically relevant bleeding.

Importance   Purinergic receptor P2Y12 (P2Y12) inhibitor monotherapy after a certain period of dual antiplatelet therapy (DAPT) may be an attractive option of maintenance antiplatelet treatment for patients undergoing percutaneous coronary intervention (PCI) who are at both high bleeding and ischemic risk (birisk).

Objective   To determine if extended P2Y12 inhibitor monotherapy with clopidogrel is superior to ongoing DAPT with aspirin and clopidogrel after 9 to 12 months of DAPT after PCI in birisk patients with acute coronary syndromes (ACS).

Design, Setting, and Participants   This was a multicenter, double-blind, placebo-controlled, randomized clinical trial including birisk patients with ACS who had completed 9 to 12 months of DAPT after drug-eluting stent implantation and were free from adverse events for at least 6 months at 101 China centers between February 2018 and December 2020. Study data were analyzed from April 2023 to May 2023.

Interventions   Patients were randomized either to clopidogrel plus placebo or clopidogrel plus aspirin for an additional 9 months.

Main Outcomes and Measures   The primary end point was Bleeding Academic Research Consortium (BARC) types 2, 3, or 5 bleeding 9 months after randomization. The key secondary end point was major adverse cardiac and cerebral events (MACCE; the composite of all-cause death, myocardial infarction, stroke or clinically driven revascularization). The primary end point was tested for superiority, and the MACCE end point was tested for sequential noninferiority and superiority.

Results   A total of 7758 patients (mean [SD] age, 64.8 [9.0] years; 4575 male [59.0%]) were included in this study. The primary end point of BARC types 2, 3, or 5 bleeding occurred in 95 of 3873 patients (2.5%) assigned to clopidogrel plus placebo and 127 of 3885 patients (3.3%) assigned to clopidogrel plus aspirin (hazard ratio [HR], 0.75; 95% CI, 0.57-0.97; difference, −0.8%; 95% CI, −1.6% to −0.1%; P  = .03). The incidence of MACCE was 2.6% (101 of 3873 patients) in the clopidogrel plus placebo group and 3.5% (136 of 3885 patients) in the clopidogrel plus aspirin group (HR, 0.74; 95% CI, 0.57-0.96; difference, −0.9%; 95% CI, −1.7% to −0.1%; P  < .001 for noninferiority; P  = .02 for superiority).

Conclusions and Relevance   Among birisk patients with ACS who completed 9 to 12 months of DAPT after drug-eluting stent implantation and were free from adverse events for at least 6 months before randomization, an extended 9-month clopidogrel monotherapy regimen was superior to continuing DAPT with clopidogrel in reducing clinically relevant bleeding without increasing ischemic events.

Trial Registration   ClinicalTrials.gov Identifier: NCT03431142

• Invited Commentary Clopidogrel Monotherapy for Double-Risk Acute Coronary Syndrome JAMA Cardiology

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Li Y , Li J , Wang B, et al. Extended Clopidogrel Monotherapy vs DAPT in Patients With Acute Coronary Syndromes at High Ischemic and Bleeding Risk : The OPT-BIRISK Randomized Clinical Trial . JAMA Cardiol. Published online April 17, 2024. doi:10.1001/jamacardio.2024.0534

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Lactic acid bacteria modulate the cncc pathway to enhance resistance to β-cypermethrin in the oriental fruit fly.

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Tian Zeng, Qianyan Fu, Fangyi Luo, Jian Dai, Rong Fu, Yixiang Qi, Xiaojuan Deng, Yongyue Lu, Yijuan Xu, Lactic acid bacteria modulate the CncC pathway to enhance resistance to β-cypermethrin in the oriental fruit fly, The ISME Journal , 2024;, wrae058, https://doi.org/10.1093/ismejo/wrae058

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The gut microbiota of insects has been shown to regulate host detoxification enzymes. However, the potential regulatory mechanisms involved remain unknown. Here, we report that gut bacteria increase insecticide resistance by activating the cap “n” collar isoform-C (CncC) pathway through enzymatically generated reactive oxygen species (ROS) in Bactrocera dorsalis. We demonstrated that Enterococcus casseliflavus and Lactococcus lactis , two lactic acid (LA)-producing bacteria, increase the resistance of B. dorsalis to β-cypermethrin by regulating cytochrome P450 (P450) enzymes and α-glutathione S-transferase (GST) activities. These gut symbionts also induced the expression of CncC and muscle aponeurosis fibromatosis (Maf). BdCncC knockdown led to a decrease in resistance caused by gut bacteria. Ingestion of the ROS scavenger vitamin C (VC) in resistant strain (RS) affected the expression of BdCncC / BdKeap1 / BdMafK , resulting in reduced P450 and GST activity. Furthermore, feeding with E. casseliflavus or L. lactis showed that BdNOX5 increased ROS production, and BdNOX5 knockdown affected the expression of the BdCncC / BdMafK pathway and detoxification genes. Moreover, LA feeding activated the ROS-associated regulation of P450 and GST activity. Collectively, our findings indicate that symbiotic gut bacteria modulate intestinal detoxification pathways by affecting physiological biochemistry, thus providing new insights into the involvement of insect gut microbes in the development of insecticide resistance.

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April 18, 2024 | Mike Enright '88 (CLAS), University Communications

Six UConn Faculty Members Named AAAS Fellows

The AAAS is the world’s largest general scientific society and publisher of the Science family of journals

(Sean Flynn/UConn Photo)

Six University of Connecticut faculty members have been elected by the American Association for the Advancement of Science (AAAS) to its newest class of fellows. The AAAS is the world’s largest general scientific society and publisher of the Science family of journals.

The six are:

* Daniel Bolnick , a professor in the Department of Ecology and Evolutionary Biology in the College of Liberal Arts and Sciences.

* Ming-Hui Chen , a professor and head of the Department of Statistics in the College of Liberal Arts and Sciences.

* Brenton Graveley , Health Net, Inc. Chair in Genetics and Developmental Biology, chair of the Department of Genetics and Genome Sciences at the UConn School of Medicine, and Associate Director of the Institute for Systems Genomics.

* Dr. George Kuchel , Director of the UConn Center on Aging and The Travelers Chair in Geriatrics and Gerontology in the UConn School of Medicine.

* Guozhen Lu , a professor in the Department of Mathematics in the College of Liberal Arts and Sciences.

* Guiling Wang , a professor in the Department of Civil and Environmental Engineering and the Center for Environmental Science and Engineering.

Bolnick is interested in how evolution maintains genetic variation within species. Natural selection is usually thought of as a filtering process that removes all but the most-fit variants within a population, thus reducing variation. Yet, most natural populations of organisms harbor substantial genetic diversity. Bolnick’s research explores several possible solutions to this paradox. Recently, his work has focused on how parasites and their hosts co-evolve, and how their antagonism shapes variation in host immunity.

Chen has published more than 470 peer-reviewed journal articles and five books, including two advanced graduate-level books on Bayesian survival analysis and Monte Carlo methods in Bayesian computation. He served as president of the International Chinese Statistical Association and the New England Statistical Society and the chair of the Eastern Asia Chapter of International Society for Bayesian Analysis. He is currently co editor-in-chief of Statistics and Its Interface and co editor-in-chief of the New England Journal of Statistics in Data Science.

Graveley’s research interests are focused on studying RNA biology, particularly for advancing our understanding of the Drosophila transcriptome, alternative splicing, and human RNA binding proteins, as well as the fundamental mechanisms of CRISPR biology. A major focus of Graveley’s lab has been the Drosophila Dscam1 gene, which contains 95 alternative exons and has the potential to express over 38,000 isoforms through extensive alternative splicing.

Kuchel was recognized for distinguished contributions to the field of medical sciences and aging research, particularly using multidisciplinary translational approaches to improve the lives of older adults. His work defining the role of biological aging in functional declines involving host defense, mobility, cognition, and voiding has contributed to the emergence of the field of geroscience and to the testing of gerotherapeutic interventions for their ability to delay the onset and progression of varied chronic diseases of aging by targeting biological aging.

Lu is well-known for his contributions in harmonic analysis (particularly multiparameter harmonic analysis), geometric analysis. and partial differential equations. He is a leading mathematician in the areas of sharp geometric and functional inequalities, particularly using the Helgason-Fourier analysis. He has published over 200 research articles and his impactful works have been cited widely by his peers. Lu is an American Mathematical Society fellow and has awarded the prestigious Simons Fellowship twice. He serves as the editor-in-chief for both the premier journal Advanced Nonlinear Studies and the De Gruyter flagship book series Studies in Mathematics. Lu’s doctoral students have taken postdoctoral positions at prestigious universities in the United States and Canada

Wang studies the Earth’s hydrological cycle, its interaction with the terrestrial ecosystems, and its variability, change, and extremes. Her research spans the topics of land-atmosphere interactions at the subseasonal to seasonal timescales, ecosystem-climate interactions at the decadal to centennial timescales, and climate change impact on water, energy, and food security. She makes use of theoretical and process-based models of various complexity, empirical modeling including machine learning, satellite remote sensing and ground observational data. Her research led to improved predictions of regional climate and hydrological extremes.

The latest class of AAAS Fellows includes 502 scientists, engineers, and innovators spanning 24 scientific disciplines who are being recognized for their scientifically and socially distinguished achievements. AAAS first started naming Fellows in 1874.

The AAAS is the publisher of the journal Science, as well as Science Translational Medicine; Science Signaling; a digital, open-access journal, Science Advances; Science Immunology; and Science Robotics. AAAS was founded in 1848 and includes more than 250 affiliated societies and academies of science, serving 10 million individuals. The nonprofit AAAS is open to all and fulfills its mission to “advance science and serve society” through initiatives in science policy, international programs, science education, public engagement, and more.

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Prediction of mass spectrometry ionization efficiency based on COSMO-RS and machine learning algorithms †

* Corresponding authors

a School of Food Science and Technology, State Key Laboratory of Marine Food Processing & Safety Control, National Engineering Research Center of Seafood, Dalian Polytechnic University, Dalian 116034, China E-mail: [email protected] Tel: +86-411-86323262

Non-targeted analysis of high-resolution mass spectrometry (MS) can identify thousands of compounds, which also gives a huge challenge to their quantification. The aim of this study is to investigate the impact of mass spectrometry ionization efficiency on various compounds in food at different solvent ratios and to develop a predictive model for mass spectrometry ionization efficiency to enable non-targeted quantitative prediction of unknown compounds. This study covered 70 compounds in 14 different mobile phase ratio environments in positive ion mode to analyze the rules of the matrix effect. With the organic phase ratio from low to high, most compounds changed by 1.0 log units in log IE. The addition of formic acid enhanced the signal but also promoted the matrix effect, which often occurred in compounds with strong ionization capacity. It was speculated that the matrix effect was mainly in the form of competitive charge and charged droplet’ gasification sites during MS detection. Subsequently, we present a log IE prediction method built using the COSMO-RS software and the artificial neural network (ANN) algorithm to address this difficulty and overcome the shortcomings of previous models, which always ignore the matrix effect. This model was developed following the principles of QSAR modeling recommended by the Organization for Economic Cooperation and Development (OECD). Furthermore, we validated this approach by predicting the log IE of 70 compounds, including those not involved in the log IE model development. The results presented demonstrate that the method we put forward has an excellent prediction accuracy for log IE ( R 2 pred = 0.880), which means that it has the potential to predict the log IE of new compounds without authentic standards.

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Prediction of mass spectrometry ionization efficiency based on COSMO-RS and machine learning algorithms

C. Nie, H. Liu, X. Huang, D. Zhou, X. Wang and L. Qin, Analyst , 2024, Advance Article , DOI: 10.1039/D4AN00301B

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