words use in thesis

Developing a Thesis Statement

Many papers you write require developing a thesis statement. In this section you’ll learn what a thesis statement is and how to write one.

Keep in mind that not all papers require thesis statements . If in doubt, please consult your instructor for assistance.

What is a thesis statement?

A thesis statement . . .

• Makes an argumentative assertion about a topic; it states the conclusions that you have reached about your topic.
• Makes a promise to the reader about the scope, purpose, and direction of your paper.
• Is focused and specific enough to be “proven” within the boundaries of your paper.
• Is generally located near the end of the introduction ; sometimes, in a long paper, the thesis will be expressed in several sentences or in an entire paragraph.
• Identifies the relationships between the pieces of evidence that you are using to support your argument.

Not all papers require thesis statements! Ask your instructor if you’re in doubt whether you need one.

Identify a topic

Your topic is the subject about which you will write. Your assignment may suggest several ways of looking at a topic; or it may name a fairly general concept that you will explore or analyze in your paper.

Consider what your assignment asks you to do

Inform yourself about your topic, focus on one aspect of your topic, ask yourself whether your topic is worthy of your efforts, generate a topic from an assignment.

Below are some possible topics based on sample assignments.

Sample assignment 1

Analyze Spain’s neutrality in World War II.

Identified topic

Franco’s role in the diplomatic relationships between the Allies and the Axis

This topic avoids generalities such as “Spain” and “World War II,” addressing instead on Franco’s role (a specific aspect of “Spain”) and the diplomatic relations between the Allies and Axis (a specific aspect of World War II).

Sample assignment 2

Analyze one of Homer’s epic similes in the Iliad.

The relationship between the portrayal of warfare and the epic simile about Simoisius at 4.547-64.

This topic focuses on a single simile and relates it to a single aspect of the Iliad ( warfare being a major theme in that work).

Developing a Thesis Statement–Additional information

Your assignment may suggest several ways of looking at a topic, or it may name a fairly general concept that you will explore or analyze in your paper. You’ll want to read your assignment carefully, looking for key terms that you can use to focus your topic.

Sample assignment: Analyze Spain’s neutrality in World War II Key terms: analyze, Spain’s neutrality, World War II

After you’ve identified the key words in your topic, the next step is to read about them in several sources, or generate as much information as possible through an analysis of your topic. Obviously, the more material or knowledge you have, the more possibilities will be available for a strong argument. For the sample assignment above, you’ll want to look at books and articles on World War II in general, and Spain’s neutrality in particular.

As you consider your options, you must decide to focus on one aspect of your topic. This means that you cannot include everything you’ve learned about your topic, nor should you go off in several directions. If you end up covering too many different aspects of a topic, your paper will sprawl and be unconvincing in its argument, and it most likely will not fulfull the assignment requirements.

For the sample assignment above, both Spain’s neutrality and World War II are topics far too broad to explore in a paper. You may instead decide to focus on Franco’s role in the diplomatic relationships between the Allies and the Axis , which narrows down what aspects of Spain’s neutrality and World War II you want to discuss, as well as establishes a specific link between those two aspects.

Before you go too far, however, ask yourself whether your topic is worthy of your efforts. Try to avoid topics that already have too much written about them (i.e., “eating disorders and body image among adolescent women”) or that simply are not important (i.e. “why I like ice cream”). These topics may lead to a thesis that is either dry fact or a weird claim that cannot be supported. A good thesis falls somewhere between the two extremes. To arrive at this point, ask yourself what is new, interesting, contestable, or controversial about your topic.

As you work on your thesis, remember to keep the rest of your paper in mind at all times . Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Derive a main point from topic

Once you have a topic, you will have to decide what the main point of your paper will be. This point, the “controlling idea,” becomes the core of your argument (thesis statement) and it is the unifying idea to which you will relate all your sub-theses. You can then turn this “controlling idea” into a purpose statement about what you intend to do in your paper.

Look for patterns in your evidence

Compose a purpose statement.

Consult the examples below for suggestions on how to look for patterns in your evidence and construct a purpose statement.

• Franco first tried to negotiate with the Axis
• Franco turned to the Allies when he couldn’t get some concessions that he wanted from the Axis

Possible conclusion:

Spain’s neutrality in WWII occurred for an entirely personal reason: Franco’s desire to preserve his own (and Spain’s) power.

Purpose statement

This paper will analyze Franco’s diplomacy during World War II to see how it contributed to Spain’s neutrality.

• The simile compares Simoisius to a tree, which is a peaceful, natural image.
• The tree in the simile is chopped down to make wheels for a chariot, which is an object used in warfare.

At first, the simile seems to take the reader away from the world of warfare, but we end up back in that world by the end.

This paper will analyze the way the simile about Simoisius at 4.547-64 moves in and out of the world of warfare.

Derive purpose statement from topic

To find out what your “controlling idea” is, you have to examine and evaluate your evidence . As you consider your evidence, you may notice patterns emerging, data repeated in more than one source, or facts that favor one view more than another. These patterns or data may then lead you to some conclusions about your topic and suggest that you can successfully argue for one idea better than another.

For instance, you might find out that Franco first tried to negotiate with the Axis, but when he couldn’t get some concessions that he wanted from them, he turned to the Allies. As you read more about Franco’s decisions, you may conclude that Spain’s neutrality in WWII occurred for an entirely personal reason: his desire to preserve his own (and Spain’s) power. Based on this conclusion, you can then write a trial thesis statement to help you decide what material belongs in your paper.

Sometimes you won’t be able to find a focus or identify your “spin” or specific argument immediately. Like some writers, you might begin with a purpose statement just to get yourself going. A purpose statement is one or more sentences that announce your topic and indicate the structure of the paper but do not state the conclusions you have drawn . Thus, you might begin with something like this:

• This paper will look at modern language to see if it reflects male dominance or female oppression.
• I plan to analyze anger and derision in offensive language to see if they represent a challenge of society’s authority.

At some point, you can turn a purpose statement into a thesis statement. As you think and write about your topic, you can restrict, clarify, and refine your argument, crafting your thesis statement to reflect your thinking.

As you work on your thesis, remember to keep the rest of your paper in mind at all times. Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Compose a draft thesis statement

If you are writing a paper that will have an argumentative thesis and are having trouble getting started, the techniques in the table below may help you develop a temporary or “working” thesis statement.

Begin with a purpose statement that you will later turn into a thesis statement.

Assignment: Discuss the history of the Reform Party and explain its influence on the 1990 presidential and Congressional election.

Purpose Statement: This paper briefly sketches the history of the grassroots, conservative, Perot-led Reform Party and analyzes how it influenced the economic and social ideologies of the two mainstream parties.

Question-to-Assertion

If your assignment asks a specific question(s), turn the question(s) into an assertion and give reasons why it is true or reasons for your opinion.

Assignment : What do Aylmer and Rappaccini have to be proud of? Why aren’t they satisfied with these things? How does pride, as demonstrated in “The Birthmark” and “Rappaccini’s Daughter,” lead to unexpected problems?

Beginning thesis statement: Alymer and Rappaccinni are proud of their great knowledge; however, they are also very greedy and are driven to use their knowledge to alter some aspect of nature as a test of their ability. Evil results when they try to “play God.”

Write a sentence that summarizes the main idea of the essay you plan to write.

Main idea: The reason some toys succeed in the market is that they appeal to the consumers’ sense of the ridiculous and their basic desire to laugh at themselves.

Make a list of the ideas that you want to include; consider the ideas and try to group them.

• nature = peaceful
• war matériel = violent (competes with 1?)
• need for time and space to mourn the dead
• war is inescapable (competes with 3?)

Use a formula to arrive at a working thesis statement (you will revise this later).

• although most readers of _______ have argued that _______, closer examination shows that _______.
• _______ uses _______ and _____ to prove that ________.
• phenomenon x is a result of the combination of __________, __________, and _________.

What to keep in mind as you draft an initial thesis statement

Beginning statements obtained through the methods illustrated above can serve as a framework for planning or drafting your paper, but remember they’re not yet the specific, argumentative thesis you want for the final version of your paper. In fact, in its first stages, a thesis statement usually is ill-formed or rough and serves only as a planning tool.

As you write, you may discover evidence that does not fit your temporary or “working” thesis. Or you may reach deeper insights about your topic as you do more research, and you will find that your thesis statement has to be more complicated to match the evidence that you want to use.

You must be willing to reject or omit some evidence in order to keep your paper cohesive and your reader focused. Or you may have to revise your thesis to match the evidence and insights that you want to discuss. Read your draft carefully, noting the conclusions you have drawn and the major ideas which support or prove those conclusions. These will be the elements of your final thesis statement.

Sometimes you will not be able to identify these elements in your early drafts, but as you consider how your argument is developing and how your evidence supports your main idea, ask yourself, “ What is the main point that I want to prove/discuss? ” and “ How will I convince the reader that this is true? ” When you can answer these questions, then you can begin to refine the thesis statement.

Refine and polish the thesis statement

To get to your final thesis, you’ll need to refine your draft thesis so that it’s specific and arguable.

• Ask if your draft thesis addresses the assignment
• Question each part of your draft thesis
• Clarify vague phrases and assertions
• Investigate alternatives to your draft thesis

Consult the example below for suggestions on how to refine your draft thesis statement.

Sample Assignment

Choose an activity and define it as a symbol of American culture. Your essay should cause the reader to think critically about the society which produces and enjoys that activity.

• Ask The phenomenon of drive-in facilities is an interesting symbol of american culture, and these facilities demonstrate significant characteristics of our society.This statement does not fulfill the assignment because it does not require the reader to think critically about society.

Drive-ins are an interesting symbol of American culture because they represent Americans’ significant creativity and business ingenuity.

Among the types of drive-in facilities familiar during the twentieth century, drive-in movie theaters best represent American creativity, not merely because they were the forerunner of later drive-ins and drive-throughs, but because of their impact on our culture: they changed our relationship to the automobile, changed the way people experienced movies, and changed movie-going into a family activity.

While drive-in facilities such as those at fast-food establishments, banks, pharmacies, and dry cleaners symbolize America’s economic ingenuity, they also have affected our personal standards.

While drive-in facilities such as those at fast- food restaurants, banks, pharmacies, and dry cleaners symbolize (1) Americans’ business ingenuity, they also have contributed (2) to an increasing homogenization of our culture, (3) a willingness to depersonalize relationships with others, and (4) a tendency to sacrifice quality for convenience.

This statement is now specific and fulfills all parts of the assignment. This version, like any good thesis, is not self-evident; its points, 1-4, will have to be proven with evidence in the body of the paper. The numbers in this statement indicate the order in which the points will be presented. Depending on the length of the paper, there could be one paragraph for each numbered item or there could be blocks of paragraph for even pages for each one.

Complete the final thesis statement

The bottom line.

As you move through the process of crafting a thesis, you’ll need to remember four things:

• Context matters! Think about your course materials and lectures. Try to relate your thesis to the ideas your instructor is discussing.
• As you go through the process described in this section, always keep your assignment in mind . You will be more successful when your thesis (and paper) responds to the assignment than if it argues a semi-related idea.
• Your thesis statement should be precise, focused, and contestable ; it should predict the sub-theses or blocks of information that you will use to prove your argument.
• Make sure that you keep the rest of your paper in mind at all times. Change your thesis as your paper evolves, because you do not want your thesis to promise more than your paper actually delivers.

In the beginning, the thesis statement was a tool to help you sharpen your focus, limit material and establish the paper’s purpose. When your paper is finished, however, the thesis statement becomes a tool for your reader. It tells the reader what you have learned about your topic and what evidence led you to your conclusion. It keeps the reader on track–well able to understand and appreciate your argument.

Writing Process and Structure

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

Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for

Creating an Argument

Thesis vs. Purpose Statements

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Generating Ideas for Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

Thesis Statements

What this handout is about.

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

Introduction

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

What is a thesis statement?

A thesis statement:

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

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

How do I create a thesis?

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

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

How do I know if my thesis is strong?

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

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

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

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

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

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

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

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

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

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

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

You begin to analyze your thesis:

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

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

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

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

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

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

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

Works consulted

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

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

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

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

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

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

Make a Gift

• Resources Home 🏠
• Try SciSpace Copilot
• Search research papers
• Add Copilot Extension
• Try AI Detector
• Try Paraphraser
• Try Citation Generator
• April Papers
• June Papers
• July Papers

What is a thesis | A Complete Guide with Examples

Table of Contents

A thesis is a comprehensive academic paper based on your original research that presents new findings, arguments, and ideas of your study. It’s typically submitted at the end of your master’s degree or as a capstone of your bachelor’s degree.

However, writing a thesis can be laborious, especially for beginners. From the initial challenge of pinpointing a compelling research topic to organizing and presenting findings, the process is filled with potential pitfalls.

Therefore, to help you, this guide talks about what is a thesis. Additionally, it offers revelations and methodologies to transform it from an overwhelming task to a manageable and rewarding academic milestone.

What is a thesis?

A thesis is an in-depth research study that identifies a particular topic of inquiry and presents a clear argument or perspective about that topic using evidence and logic.

Writing a thesis showcases your ability of critical thinking, gathering evidence, and making a compelling argument. Integral to these competencies is thorough research, which not only fortifies your propositions but also confers credibility to your entire study.

Furthermore, there's another phenomenon you might often confuse with the thesis: the ' working thesis .' However, they aren't similar and shouldn't be used interchangeably.

A working thesis, often referred to as a preliminary or tentative thesis, is an initial version of your thesis statement. It serves as a draft or a starting point that guides your research in its early stages.

As you research more and gather more evidence, your initial thesis (aka working thesis) might change. It's like a starting point that can be adjusted as you learn more. It's normal for your main topic to change a few times before you finalize it.

While a thesis identifies and provides an overarching argument, the key to clearly communicating the central point of that argument lies in writing a strong thesis statement.

What is a thesis statement?

A strong thesis statement (aka thesis sentence) is a concise summary of the main argument or claim of the paper. It serves as a critical anchor in any academic work, succinctly encapsulating the primary argument or main idea of the entire paper.

Typically found within the introductory section, a strong thesis statement acts as a roadmap of your thesis, directing readers through your arguments and findings. By delineating the core focus of your investigation, it offers readers an immediate understanding of the context and the gravity of your study.

Furthermore, an effectively crafted thesis statement can set forth the boundaries of your research, helping readers anticipate the specific areas of inquiry you are addressing.

Different types of thesis statements

A good thesis statement is clear, specific, and arguable. Therefore, it is necessary for you to choose the right type of thesis statement for your academic papers.

Thesis statements can be classified based on their purpose and structure. Here are the primary types of thesis statements:

Argumentative (or Persuasive) thesis statement

Purpose : To convince the reader of a particular stance or point of view by presenting evidence and formulating a compelling argument.

Example : Reducing plastic use in daily life is essential for environmental health.

Analytical thesis statement

Purpose : To break down an idea or issue into its components and evaluate it.

Example : By examining the long-term effects, social implications, and economic impact of climate change, it becomes evident that immediate global action is necessary.

Expository (or Descriptive) thesis statement

Purpose : To explain a topic or subject to the reader.

Example : The Great Depression, spanning the 1930s, was a severe worldwide economic downturn triggered by a stock market crash, bank failures, and reduced consumer spending.

Cause and effect thesis statement

Purpose : To demonstrate a cause and its resulting effect.

Example : Overuse of smartphones can lead to impaired sleep patterns, reduced face-to-face social interactions, and increased levels of anxiety.

Compare and contrast thesis statement

Purpose : To highlight similarities and differences between two subjects.

Example : "While both novels '1984' and 'Brave New World' delve into dystopian futures, they differ in their portrayal of individual freedom, societal control, and the role of technology."

When you write a thesis statement , it's important to ensure clarity and precision, so the reader immediately understands the central focus of your work.

What is the difference between a thesis and a thesis statement?

While both terms are frequently used interchangeably, they have distinct meanings.

A thesis refers to the entire research document, encompassing all its chapters and sections. In contrast, a thesis statement is a brief assertion that encapsulates the central argument of the research.

Here’s an in-depth differentiation table of a thesis and a thesis statement.

Now, to craft a compelling thesis, it's crucial to adhere to a specific structure. Let’s break down these essential components that make up a thesis structure

15 components of a thesis structure

Navigating a thesis can be daunting. However, understanding its structure can make the process more manageable.

Here are the key components or different sections of a thesis structure:

Your thesis begins with the title page. It's not just a formality but the gateway to your research.

Here, you'll prominently display the necessary information about you (the author) and your institutional details.

• Title of your thesis
• Your full name
• Your department
• Your institution and degree program
• Your submission date
• Your Supervisor's name (in some cases)
• Your Department or faculty (in some cases)
• Your University's logo (in some cases)
• Your Student ID (in some cases)

In a concise manner, you'll have to summarize the critical aspects of your research in typically no more than 200-300 words.

This includes the problem statement, methodology, key findings, and conclusions. For many, the abstract will determine if they delve deeper into your work, so ensure it's clear and compelling.

Acknowledgments

Research is rarely a solitary endeavor. In the acknowledgments section, you have the chance to express gratitude to those who've supported your journey.

This might include advisors, peers, institutions, or even personal sources of inspiration and support. It's a personal touch, reflecting the humanity behind the academic rigor.

Table of contents

A roadmap for your readers, the table of contents lists the chapters, sections, and subsections of your thesis.

By providing page numbers, you allow readers to navigate your work easily, jumping to sections that pique their interest.

List of figures and tables

Research often involves data, and presenting this data visually can enhance understanding. This section provides an organized listing of all figures and tables in your thesis.

It's a visual index, ensuring that readers can quickly locate and reference your graphical data.

Introduction

Here's where you introduce your research topic, articulate the research question or objective, and outline the significance of your study.

• Present the research topic : Clearly articulate the central theme or subject of your research.
• Background information : Ground your research topic, providing any necessary context or background information your readers might need to understand the significance of your study.
• Define the scope : Clearly delineate the boundaries of your research, indicating what will and won't be covered.
• Literature review : Introduce any relevant existing research on your topic, situating your work within the broader academic conversation and highlighting where your research fits in.
• State the research Question(s) or objective(s) : Clearly articulate the primary questions or objectives your research aims to address.
• Outline the study's structure : Give a brief overview of how the subsequent sections of your work will unfold, guiding your readers through the journey ahead.

The introduction should captivate your readers, making them eager to delve deeper into your research journey.

Literature review section

Your study correlates with existing research. Therefore, in the literature review section, you'll engage in a dialogue with existing knowledge, highlighting relevant studies, theories, and findings.

It's here that you identify gaps in the current knowledge, positioning your research as a bridge to new insights.

To streamline this process, consider leveraging AI tools. For example, the SciSpace literature review tool enables you to efficiently explore and delve into research papers, simplifying your literature review journey.

Methodology

In the research methodology section, you’ll detail the tools, techniques, and processes you employed to gather and analyze data. This section will inform the readers about how you approached your research questions and ensures the reproducibility of your study.

Here's a breakdown of what it should encompass:

• Research Design : Describe the overall structure and approach of your research. Are you conducting a qualitative study with in-depth interviews? Or is it a quantitative study using statistical analysis? Perhaps it's a mixed-methods approach?
• Data Collection : Detail the methods you used to gather data. This could include surveys, experiments, observations, interviews, archival research, etc. Mention where you sourced your data, the duration of data collection, and any tools or instruments used.
• Sampling : If applicable, explain how you selected participants or data sources for your study. Discuss the size of your sample and the rationale behind choosing it.
• Data Analysis : Describe the techniques and tools you used to process and analyze the data. This could range from statistical tests in quantitative research to thematic analysis in qualitative research.
• Validity and Reliability : Address the steps you took to ensure the validity and reliability of your findings to ensure that your results are both accurate and consistent.
• Ethical Considerations : Highlight any ethical issues related to your research and the measures you took to address them, including — informed consent, confidentiality, and data storage and protection measures.

Moreover, different research questions necessitate different types of methodologies. For instance:

• Experimental methodology : Often used in sciences, this involves a controlled experiment to discern causality.
• Qualitative methodology : Employed when exploring patterns or phenomena without numerical data. Methods can include interviews, focus groups, or content analysis.
• Quantitative methodology : Concerned with measurable data and often involves statistical analysis. Surveys and structured observations are common tools here.
• Mixed methods : As the name implies, this combines both qualitative and quantitative methodologies.

The Methodology section isn’t just about detailing the methods but also justifying why they were chosen. The appropriateness of the methods in addressing your research question can significantly impact the credibility of your findings.

Results (or Findings)

This section presents the outcomes of your research. It's crucial to note that the nature of your results may vary; they could be quantitative, qualitative, or a mix of both.

Quantitative results often present statistical data, showcasing measurable outcomes, and they benefit from tables, graphs, and figures to depict these data points.

Qualitative results , on the other hand, might delve into patterns, themes, or narratives derived from non-numerical data, such as interviews or observations.

Regardless of the nature of your results, clarity is essential. This section is purely about presenting the data without offering interpretations — that comes later in the discussion.

In the discussion section, the raw data transforms into valuable insights.

Start by revisiting your research question and contrast it with the findings. How do your results expand, constrict, or challenge current academic conversations?

Dive into the intricacies of the data, guiding the reader through its implications. Detail potential limitations transparently, signaling your awareness of the research's boundaries. This is where your academic voice should be resonant and confident.

Practical implications (Recommendation) section

Based on the insights derived from your research, this section provides actionable suggestions or proposed solutions.

Whether aimed at industry professionals or the general public, recommendations translate your academic findings into potential real-world actions. They help readers understand the practical implications of your work and how it can be applied to effect change or improvement in a given field.

When crafting recommendations, it's essential to ensure they're feasible and rooted in the evidence provided by your research. They shouldn't merely be aspirational but should offer a clear path forward, grounded in your findings.

The conclusion provides closure to your research narrative.

It's not merely a recap but a synthesis of your main findings and their broader implications. Reconnect with the research questions or hypotheses posited at the beginning, offering clear answers based on your findings.

Reflect on the broader contributions of your study, considering its impact on the academic community and potential real-world applications.

Lastly, the conclusion should leave your readers with a clear understanding of the value and impact of your study.

References (or Bibliography)

Every theory you've expounded upon, every data point you've cited, and every methodological precedent you've followed finds its acknowledgment here.

In references, it's crucial to ensure meticulous consistency in formatting, mirroring the specific guidelines of the chosen citation style .

Proper referencing helps to avoid plagiarism , gives credit to original ideas, and allows readers to explore topics of interest. Moreover, it situates your work within the continuum of academic knowledge.

To properly cite the sources used in the study, you can rely on online citation generator tools  to generate accurate citations!

Here’s more on how you can cite your sources.

Often, the depth of research produces a wealth of material that, while crucial, can make the core content of the thesis cumbersome. The appendix is where you mention extra information that supports your research but isn't central to the main text.

Whether it's raw datasets, detailed procedural methodologies, extended case studies, or any other ancillary material, the appendices ensure that these elements are archived for reference without breaking the main narrative's flow.

For thorough researchers and readers keen on meticulous details, the appendices provide a treasure trove of insights.

Glossary (optional)

In academics, specialized terminologies, and jargon are inevitable. However, not every reader is versed in every term.

The glossary, while optional, is a critical tool for accessibility. It's a bridge ensuring that even readers from outside the discipline can access, understand, and appreciate your work.

By defining complex terms and providing context, you're inviting a wider audience to engage with your research, enhancing its reach and impact.

Remember, while these components provide a structured framework, the essence of your thesis lies in the originality of your ideas, the rigor of your research, and the clarity of your presentation.

As you craft each section, keep your readers in mind, ensuring that your passion and dedication shine through every page.

Thesis examples

To further elucidate the concept of a thesis, here are illustrative examples from various fields:

Example 1 (History): Abolition, Africans, and Abstraction: the Influence of the ‘Noble Savage’ on British and French Antislavery Thought, 1787-1807 by Suchait Kahlon.

Example 2 (Climate Dynamics): Influence of external forcings on abrupt millennial-scale climate changes: a statistical modelling study by Takahito Mitsui · Michel Crucifix

Checklist for your thesis evaluation

Evaluating your thesis ensures that your research meets the standards of academia. Here's an elaborate checklist to guide you through this critical process.

Content and structure

• Is the thesis statement clear, concise, and debatable?
• Does the introduction provide sufficient background and context?
• Is the literature review comprehensive, relevant, and well-organized?
• Does the methodology section clearly describe and justify the research methods?
• Are the results/findings presented clearly and logically?
• Does the discussion interpret the results in light of the research question and existing literature?
• Is the conclusion summarizing the research and suggesting future directions or implications?

Clarity and coherence

• Is the writing clear and free of jargon?
• Are ideas and sections logically connected and flowing?
• Is there a clear narrative or argument throughout the thesis?

Research quality

• Is the research question significant and relevant?
• Are the research methods appropriate for the question?
• Is the sample size (if applicable) adequate?
• Are the data analysis techniques appropriate and correctly applied?
• Are potential biases or limitations addressed?

Originality and significance

• Does the thesis contribute new knowledge or insights to the field?
• Is the research grounded in existing literature while offering fresh perspectives?

Formatting and presentation

• Is the thesis formatted according to institutional guidelines?
• Are figures, tables, and charts clear, labeled, and referenced in the text?
• Is the bibliography or reference list complete and consistently formatted?
• Are appendices relevant and appropriately referenced in the main text?

Grammar and language

• Is the thesis free of grammatical and spelling errors?
• Is the language professional, consistent, and appropriate for an academic audience?
• Are quotations and paraphrased material correctly cited?

Feedback and revision

• Have you sought feedback from peers, advisors, or experts in the field?
• Have you addressed the feedback and made the necessary revisions?

Overall assessment

• Does the thesis as a whole feel cohesive and comprehensive?
• Would the thesis be understandable and valuable to someone in your field?

Ensure to use this checklist to leave no ground for doubt or missed information in your thesis.

After writing your thesis, the next step is to discuss and defend your findings verbally in front of a knowledgeable panel. You’ve to be well prepared as your professors may grade your presentation abilities.

Preparing your thesis defense

A thesis defense, also known as "defending the thesis," is the culmination of a scholar's research journey. It's the final frontier, where you’ll present their findings and face scrutiny from a panel of experts.

Typically, the defense involves a public presentation where you’ll have to outline your study, followed by a question-and-answer session with a committee of experts. This committee assesses the validity, originality, and significance of the research.

The defense serves as a rite of passage for scholars. It's an opportunity to showcase expertise, address criticisms, and refine arguments. A successful defense not only validates the research but also establishes your authority as a researcher in your field.

Here’s how you can effectively prepare for your thesis defense .

Now, having touched upon the process of defending a thesis, it's worth noting that scholarly work can take various forms, depending on academic and regional practices.

One such form, often paralleled with the thesis, is the 'dissertation.' But what differentiates the two?

Dissertation vs. Thesis

Often used interchangeably in casual discourse, they refer to distinct research projects undertaken at different levels of higher education.

To the uninitiated, understanding their meaning might be elusive. So, let's demystify these terms and delve into their core differences.

Here's a table differentiating between the two.

Wrapping up

From understanding the foundational concept of a thesis to navigating its various components, differentiating it from a dissertation, and recognizing the importance of proper citation — this guide covers it all.

As scholars and readers, understanding these nuances not only aids in academic pursuits but also fosters a deeper appreciation for the relentless quest for knowledge that drives academia.

It’s important to remember that every thesis is a testament to curiosity, dedication, and the indomitable spirit of discovery.

Good luck with your thesis writing!

Frequently Asked Questions

A thesis typically ranges between 40-80 pages, but its length can vary based on the research topic, institution guidelines, and level of study.

A PhD thesis usually spans 200-300 pages, though this can vary based on the discipline, complexity of the research, and institutional requirements.

To identify a thesis topic, consider current trends in your field, gaps in existing literature, personal interests, and discussions with advisors or mentors. Additionally, reviewing related journals and conference proceedings can provide insights into potential areas of exploration.

The conceptual framework is often situated in the literature review or theoretical framework section of a thesis. It helps set the stage by providing the context, defining key concepts, and explaining the relationships between variables.

A thesis statement should be concise, clear, and specific. It should state the main argument or point of your research. Start by pinpointing the central question or issue your research addresses, then condense that into a single statement, ensuring it reflects the essence of your paper.

You might also like

Introducing SciSpace’s Citation Booster To Increase Research Visibility

AI for Meta-Analysis — A Comprehensive Guide

How To Write An Argumentative Essay

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

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

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

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

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

Arguable thesis with analytical claim 

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

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

Arguable thesis with normative claim 

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

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

Questions to ask about your thesis 

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

• Walden University
• Faculty Portal

Writing a Paper: Thesis Statements

Basics of thesis statements.

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

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

Being Specific

This thesis statement has no specific argument:

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

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

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

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

Making a Unique Argument

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

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

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

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

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

Creating a Debate

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

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

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

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

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

Choosing the Right Words

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

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

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

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

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

Leaving Room for Discussion

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

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

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

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

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

Thesis Mad Libs

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

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

Words to Avoid and to Embrace

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

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

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

Related Resources

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

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

Walden Resources

Departments.

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

Centers and Offices

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

Student Resources

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

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

Reference management. Clean and simple.

How to write a thesis statement + examples

What is a thesis statement?

Is a thesis statement a question, how do you write a good thesis statement, how do i know if my thesis statement is good, examples of thesis statements, helpful resources on how to write a thesis statement, frequently asked questions about writing a thesis statement, related articles.

A thesis statement is the main argument of your paper or thesis.

The thesis statement is one of the most important elements of any piece of academic writing . It is a brief statement of your paper’s main argument. Essentially, you are stating what you will be writing about.

You can see your thesis statement as an answer to a question. While it also contains the question, it should really give an answer to the question with new information and not just restate or reiterate it.

Your thesis statement is part of your introduction. Learn more about how to write a good thesis introduction in our introduction guide .

A thesis statement is not a question. A statement must be arguable and provable through evidence and analysis. While your thesis might stem from a research question, it should be in the form of a statement.

Tip: A thesis statement is typically 1-2 sentences. For a longer project like a thesis, the statement may be several sentences or a paragraph.

A good thesis statement needs to do the following:

• Condense the main idea of your thesis into one or two sentences.
• Answer your project’s main research question.
• Clearly state your position in relation to the topic .
• Make an argument that requires support or evidence.

Once you have written down a thesis statement, check if it fulfills the following criteria:

• Your statement needs to be provable by evidence. As an argument, a thesis statement needs to be debatable.
• Your statement needs to be precise. Do not give away too much information in the thesis statement and do not load it with unnecessary information.
• Your statement cannot say that one solution is simply right or simply wrong as a matter of fact. You should draw upon verified facts to persuade the reader of your solution, but you cannot just declare something as right or wrong.

As previously mentioned, your thesis statement should answer a question.

If the question is:

What do you think the City of New York should do to reduce traffic congestion?

A good thesis statement restates the question and answers it:

In this paper, I will argue that the City of New York should focus on providing exclusive lanes for public transport and adaptive traffic signals to reduce traffic congestion by the year 2035.

Here is another example. If the question is:

How can we end poverty?

A good thesis statement should give more than one solution to the problem in question:

In this paper, I will argue that introducing universal basic income can help reduce poverty and positively impact the way we work.

• The Writing Center of the University of North Carolina has a list of questions to ask to see if your thesis is strong .

A thesis statement is part of the introduction of your paper. It is usually found in the first or second paragraph to let the reader know your research purpose from the beginning.

In general, a thesis statement should have one or two sentences. But the length really depends on the overall length of your project. Take a look at our guide about the length of thesis statements for more insight on this topic.

Here is a list of Thesis Statement Examples that will help you understand better how to write them.

Every good essay should include a thesis statement as part of its introduction, no matter the academic level. Of course, if you are a high school student you are not expected to have the same type of thesis as a PhD student.

Here is a great YouTube tutorial showing How To Write An Essay: Thesis Statements .

Home / Guides / Writing Guides / Parts of a Paper / How to Write a Strong Thesis Statement

How to Write a Strong Thesis Statement

A thesis can be found in many places—a debate speech, a lawyer’s closing argument, even an advertisement. But the most common place for a thesis statement (and probably why you’re reading this article) is in an essay.

Whether you’re writing an argumentative paper, an informative essay, or a compare/contrast statement, you need a thesis. Without a thesis, your argument falls flat and your information is unfocused. Since a thesis is so important, it’s probably a good idea to look at some tips on how to put together a strong one.

Guide Overview

What is a “thesis statement” anyway.

• 2 categories of thesis statements: informative and persuasive
• 2 styles of thesis statements
• Formula for a strong argumentative thesis
• The qualities of a solid thesis statement (video)

You may have heard of something called a “thesis.” It’s what seniors commonly refer to as their final paper before graduation. That’s not what we’re talking about here. That type of thesis is a long, well-written paper that takes years to piece together.

Instead, we’re talking about a single sentence that ties together the main idea of any argument . In the context of student essays, it’s a statement that summarizes your topic and declares your position on it. This sentence can tell a reader whether your essay is something they want to read.

2 Categories of Thesis Statements: Informative and Persuasive

Just as there are different types of essays, there are different types of thesis statements. The thesis should match the essay.

For example, with an informative essay, you should compose an informative thesis (rather than argumentative). You want to declare your intentions in this essay and guide the reader to the conclusion that you reach.

To make a peanut butter and jelly sandwich, you must procure the ingredients, find a knife, and spread the condiments.

This thesis showed the reader the topic (a type of sandwich) and the direction the essay will take (describing how the sandwich is made).

Most other types of essays, whether compare/contrast, argumentative, or narrative, have thesis statements that take a position and argue it. In other words, unless your purpose is simply to inform, your thesis is considered persuasive. A persuasive thesis usually contains an opinion and the reason why your opinion is true.

Peanut butter and jelly sandwiches are the best type of sandwich because they are versatile, easy to make, and taste good.

In this persuasive thesis statement, you see that I state my opinion (the best type of sandwich), which means I have chosen a stance. Next, I explain that my opinion is correct with several key reasons. This persuasive type of thesis can be used in any essay that contains the writer’s opinion, including, as I mentioned above, compare/contrast essays, narrative essays, and so on.

2 Styles of Thesis Statements

Just as there are two different types of thesis statements (informative and persuasive), there are two basic styles you can use.

The first style uses a list of two or more points . This style of thesis is perfect for a brief essay that contains only two or three body paragraphs. This basic five-paragraph essay is typical of middle and high school assignments.

C.S. Lewis’s Chronicles of Narnia series is one of the richest works of the 20th century because it offers an escape from reality, teaches readers to have faith even when they don’t understand, and contains a host of vibrant characters.

In the above persuasive thesis, you can see my opinion about Narnia followed by three clear reasons. This thesis is perfect for setting up a tidy five-paragraph essay.

In college, five paragraph essays become few and far between as essay length gets longer. Can you imagine having only five paragraphs in a six-page paper? For a longer essay, you need a thesis statement that is more versatile. Instead of listing two or three distinct points, a thesis can list one overarching point that all body paragraphs tie into.

Good vs. evil is the main theme of Lewis’s Narnia series, as is made clear through the struggles the main characters face in each book.

In this thesis, I have made a claim about the theme in Narnia followed by my reasoning. The broader scope of this thesis allows me to write about each of the series’ seven novels. I am no longer limited in how many body paragraphs I can logically use.

Formula for a Strong Argumentative Thesis

One thing I find that is helpful for students is having a clear template. While students rarely end up with a thesis that follows this exact wording, the following template creates a good starting point:

___________ is true because of ___________, ___________, and ___________.

Conversely, the formula for a thesis with only one point might follow this template:

___________________ is true because of _____________________.

Students usually end up using different terminology than simply “because,” but having a template is always helpful to get the creative juices flowing.

The Qualities of a Solid Thesis Statement

When composing a thesis, you must consider not only the format, but other qualities like length, position in the essay, and how strong the argument is.

Length: A thesis statement can be short or long, depending on how many points it mentions. Typically, however, it is only one concise sentence. It does contain at least two clauses, usually an independent clause (the opinion) and a dependent clause (the reasons). You probably should aim for a single sentence that is at least two lines, or about 30 to 40 words long.

Position: A thesis statement always belongs at the beginning of an essay. This is because it is a sentence that tells the reader what the writer is going to discuss. Teachers will have different preferences for the precise location of the thesis, but a good rule of thumb is in the introduction paragraph, within the last two or three sentences.

Strength: Finally, for a persuasive thesis to be strong, it needs to be arguable. This means that the statement is not obvious, and it is not something that everyone agrees is true.

Example of weak thesis:

Peanut butter and jelly sandwiches are easy to make because it just takes three ingredients.

Most people would agree that PB&J is one of the easiest sandwiches in the American lunch repertoire.

Example of a stronger thesis:

Peanut butter and jelly sandwiches are fun to eat because they always slide around.

This is more arguable because there are plenty of folks who might think a PB&J is messy or slimy rather than fun.

Composing a thesis statement does take a bit more thought than many other parts of an essay. However, because a thesis statement can contain an entire argument in just a few words, it is worth taking the extra time to compose this sentence. It can direct your research and your argument so that your essay is tight, focused, and makes readers think.

EasyBib Writing Resources

Writing a paper.

• Academic Essay
• Argumentative Essay
• College Admissions Essay
• Expository Essay
• Persuasive Essay
• Research Paper
• Thesis Statement
• Writing a Conclusion
• Writing an Introduction
• Writing an Outline
• Writing a Summary

EasyBib Plus Features

• Citation Generator
• Essay Checker
• Expert Check Proofreader
• Grammar Checker
• Paraphrasing Tools

Plagiarism Checker

• Spell Checker

How useful was this post?

Click on a star to rate it!

We are sorry that this post was not useful for you!

Let us improve this post!

Tell us how we can improve this post?

Grammar and Plagiarism Checkers

Grammar Basics

Plagiarism Basics

Writing Basics

Upload a paper to check for plagiarism against billions of sources and get advanced writing suggestions for clarity and style.

Get Started

How To Write A Strong Thesis Statement

A thesis statement is the most important part of an essay. It’s the roadmap, telling the reader what they can expect to read in the rest of paper, setting the tone for the writing, and generally providing a sense of the main idea.

Because it is so important, writing a good thesis statement can be tricky.

Before we get into the specifics, let’s review the basics: what thesis statement means. Thesis is a fancy word for “the subject of an essay” or “a position in a debate.” And a statement , simply, is a sentence (or a couple of sentences).

Taken together, a thesis statement explains your subject or position in a sentence (or a couple of sentences). Depending on the kind of essay you’re writing, you’ll need to make sure that your thesis statement states your subject or position clearly.

While the phrase thesis statement can sound intimidating, the basic goal is to clearly state your topic or your argument . Easy peasy!

The basic rules for writing a thesis statement are:

• State the topic or present your argument.
• Summarize the main idea of each of your details and/or body paragraphs.
• Keep your statement to one to two sentences.

Now comes the good stuff: the breakdown of how to write a good thesis statement for an informational essay and then for an argumentative essay (Yes, there are different types of thesis statements: check them all out here ). While the approach is similar for each, they require slightly different statements.

Informational essay thesis statements

The objective of an informational essay is to inform your audience about a specific topic. Sometimes, your essay will be in response to a specific question. Other times, you will be given a subject to write about more generally.

In an informational essay , you are not arguing for one side of an argument, you are just providing information.

Essays that are responding to a question

Often, you will be provided with a question to respond to in informational essay form. For example:

• Who is your hero and why?
• How do scientists research the effects of zero gravity on plants?
• What are the three branches of government, and what do each of them do?

If you are given a question or prompt, use it as a starting point for your thesis statement. Remember, the goal of a thesis statement in an informational essay is to state your topic.

You can use some of the same vocabulary and structure from the questions to create a thesis statement. Drop the question words (like who , what , when , where , and why ). Then, use the keywords in the question or prompt to start your thesis statement. Be sure to include because if the question asks “why?”

Check out the following example using the first prompt:

Original question : Who is your hero and why? Drop the question words : Who is your hero and why? Answer the question using the key words : My hero is Amelia Earhart, because she was very brave, did things many women of her time did not do, and was a hard worker.

If we were to write the rest of the essay based on this thesis statement, the outline would look something like this:

Introduction : My hero is Amelia Earhart, because she was very brave, did things many women of her time did not do, and was a hard worker. Body paragraph 1 : Details about how Amelia Earhart was brave Body paragraph 2 : Details about how she did things many women of her time did not do Body paragraph 3 : Details about how she was a hard worker Conclusion:  It is clear that Amelia Earhart was a brave woman who accomplished many things that women of her time did not do, and always worked hard. These are the reasons why she is my hero.

These general guidelines work for other thesis statements, with some minor differences.

Essays that are responding to a statement or given subject

If you aren’t given a specific question to respond to, it can be a little more difficult to decide on a thesis statement. However, there are some tricks you can use to make it easier.

Some examples of prompts that are not questions are:

• Write about your favorite sports team.
• Describe how a motor works.
• Pick a famous scientist and write about their life.
• Compare and contrast the themes of a poem and a short story.

For these, we recommend using one of the following sentence starters to write your thesis with:

• In this essay, I will …
• [Subject] is interesting/relevant/my favorite because …
• Through my research, I learned that …

As an example of how to use these sentence starters, we’ve put together some examples using the first prompt: Write about your favorite sports team.

• In this essay, I will describe the history and cultural importance of the Pittsburgh Steelers, my favorite sports team.
• The Pittsburgh Steelers are my favorite because they have had a lasting impact on the history and culture of the city.
• Through my research, I learned that the Pittsburgh Steelers have had a lot of influence on the history and culture of Pittsburgh.

Any one of these thesis statements (or all three!) could be used for an informational essay about the Pittsburgh Steelers football team and their impact on the history and culture of Pittsburgh.

Make Your Writing Shine!

• By clicking "Sign Up", you are accepting Dictionary.com Terms & Conditions and Privacy policies.
• Name This field is for validation purposes and should be left unchanged.

Argumentative essay thesis statements

The basic building blocks of an informational essay also apply when it comes to an argumentative essay . However, an argumentative essay requires that you take a position on an issue or prompt.

You then have to attempt to persuade your reader that your argument is the best. That means that your argumentative thesis statement needs to do two things:

• State your position on the issue.
• Summarize the evidence you will be using to defend your position.

Some examples of argumentative essay prompts are:

• Should high school students be required to do volunteer work? Why or why not?
• What is the best way to cook a turkey?
• Some argue that video games are bad for society. Do you agree? Why or why not?

In order to create a good thesis statement for an argumentative essay, you have to be as specific as possible about your position and your evidence. Let’s take a look at the first prompt as an example:

Prompt 1: Should high school students be required to do volunteer work? Why or why not? Bad thesis statement: No, I don’t think high school students should be required to do volunteer work because it’s boring. Good thesis statement: I think high school students should not be required to do volunteer work because it takes time away from their studies, provides more barriers to graduation, and does not encourage meaningful volunteer work.

Let’s look at a couple other examples:

Prompt 2: What is the best way to cook a turkey? Bad thesis statement:  The best way to cook a turkey is the way my grandma does it. Good thesis statement:  The best way to cook a turkey is using my grandmother’s recipe: brining the turkey beforehand, using a dry rub, and cooking at a low temperature.

Prompt 3: Some argue that video games are bad for society. Do you agree? Why or why not? Bad thesis   statement:  Video games aren’t bad for society, because they’re super fun. Good thesis statement:  Video games aren’t bad for society because they encourage cooperation, teach problem-solving skills, and provide hours of cheap entertainment.

Do you notice the difference between the good thesis statements and the bad thesis statements? The bad statements are general, not specific. They also use very casual language. The good statements clearly lay out exactly what aspects of the argument your essay will focus on, in a professional manner.

By the way, this same principle can also be applied to informational essay thesis statements. Take a look at this example for an idea:

Prompt:  What are the three branches of government, and what do each of them do? Bad thesis statement:  There are many branches of government that do many different things. Good thesis statement:  Each of the three branches of government—the executive, the legislative, and the judicial—have different primary responsibilities. However, these roles frequently overlap.

In addition to being more specific than the bad thesis statement, the good thesis statement here is an example of how sometimes your thesis statement may require two sentences.

Final thoughts

A thesis statement is the foundation of your essay. However, sometimes as you’re writing, you find that you’ve deviated from your original statement. Once you’ve finished writing your essay, go back and read your thesis statement. Ask yourself:

• Does my thesis statement state the topic and/or my position?
• Does my thesis statement refer to the evidence or details I refer to in my essay?
• Is my thesis statement clear and easy to understand?

Don’t hesitate to edit your thesis statement if it doesn’t meet all three of these criteria. If it does, great! You’ve crafted a solid thesis statement that effectively guides the reader through your work. Now on to the rest of the essay!

Ways To Say

Synonym of the day

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Developing Strong Thesis Statements

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

The thesis statement or main claim must be debatable

An argumentative or persuasive piece of writing must begin with a debatable thesis or claim. In other words, the thesis must be something that people could reasonably have differing opinions on. If your thesis is something that is generally agreed upon or accepted as fact then there is no reason to try to persuade people.

Example of a non-debatable thesis statement:

This thesis statement is not debatable. First, the word pollution implies that something is bad or negative in some way. Furthermore, all studies agree that pollution is a problem; they simply disagree on the impact it will have or the scope of the problem. No one could reasonably argue that pollution is unambiguously good.

Example of a debatable thesis statement:

This is an example of a debatable thesis because reasonable people could disagree with it. Some people might think that this is how we should spend the nation's money. Others might feel that we should be spending more money on education. Still others could argue that corporations, not the government, should be paying to limit pollution.

Another example of a debatable thesis statement:

In this example there is also room for disagreement between rational individuals. Some citizens might think focusing on recycling programs rather than private automobiles is the most effective strategy.

The thesis needs to be narrow

Although the scope of your paper might seem overwhelming at the start, generally the narrower the thesis the more effective your argument will be. Your thesis or claim must be supported by evidence. The broader your claim is, the more evidence you will need to convince readers that your position is right.

Example of a thesis that is too broad:

There are several reasons this statement is too broad to argue. First, what is included in the category "drugs"? Is the author talking about illegal drug use, recreational drug use (which might include alcohol and cigarettes), or all uses of medication in general? Second, in what ways are drugs detrimental? Is drug use causing deaths (and is the author equating deaths from overdoses and deaths from drug related violence)? Is drug use changing the moral climate or causing the economy to decline? Finally, what does the author mean by "society"? Is the author referring only to America or to the global population? Does the author make any distinction between the effects on children and adults? There are just too many questions that the claim leaves open. The author could not cover all of the topics listed above, yet the generality of the claim leaves all of these possibilities open to debate.

Example of a narrow or focused thesis:

In this example the topic of drugs has been narrowed down to illegal drugs and the detriment has been narrowed down to gang violence. This is a much more manageable topic.

We could narrow each debatable thesis from the previous examples in the following way:

Narrowed debatable thesis 1:

This thesis narrows the scope of the argument by specifying not just the amount of money used but also how the money could actually help to control pollution.

Narrowed debatable thesis 2:

This thesis narrows the scope of the argument by specifying not just what the focus of a national anti-pollution campaign should be but also why this is the appropriate focus.

Qualifiers such as " typically ," " generally ," " usually ," or " on average " also help to limit the scope of your claim by allowing for the almost inevitable exception to the rule.

Types of claims

Claims typically fall into one of four categories. Thinking about how you want to approach your topic, or, in other words, what type of claim you want to make, is one way to focus your thesis on one particular aspect of your broader topic.

Claims of fact or definition: These claims argue about what the definition of something is or whether something is a settled fact. Example:

Claims of cause and effect: These claims argue that one person, thing, or event caused another thing or event to occur. Example:

Claims about value: These are claims made of what something is worth, whether we value it or not, how we would rate or categorize something. Example:

Claims about solutions or policies: These are claims that argue for or against a certain solution or policy approach to a problem. Example:

Which type of claim is right for your argument? Which type of thesis or claim you use for your argument will depend on your position and knowledge of the topic, your audience, and the context of your paper. You might want to think about where you imagine your audience to be on this topic and pinpoint where you think the biggest difference in viewpoints might be. Even if you start with one type of claim you probably will be using several within the paper. Regardless of the type of claim you choose to utilize it is key to identify the controversy or debate you are addressing and to define your position early on in the paper.

50 Useful Academic Words & Phrases for Research

Like all good writing, writing an academic paper takes a certain level of skill to express your ideas and arguments in a way that is natural and that meets a level of academic sophistication. The terms, expressions, and phrases you use in your research paper must be of an appropriate level to be submitted to academic journals.

Therefore, authors need to know which verbs , nouns , and phrases to apply to create a paper that is not only easy to understand, but which conveys an understanding of academic conventions. Using the correct terminology and usage shows journal editors and fellow researchers that you are a competent writer and thinker, while using non-academic language might make them question your writing ability, as well as your critical reasoning skills.

What are academic words and phrases?

One way to understand what constitutes good academic writing is to read a lot of published research to find patterns of usage in different contexts. However, it may take an author countless hours of reading and might not be the most helpful advice when faced with an upcoming deadline on a manuscript draft.

Briefly, “academic” language includes terms, phrases, expressions, transitions, and sometimes symbols and abbreviations that help the pieces of an academic text fit together. When writing an academic text–whether it is a book report, annotated bibliography, research paper, research poster, lab report, research proposal, thesis, or manuscript for publication–authors must follow academic writing conventions. You can often find handy academic writing tips and guidelines by consulting the style manual of the text you are writing (i.e., APA Style , MLA Style , or Chicago Style ).

However, sometimes it can be helpful to have a list of academic words and expressions like the ones in this article to use as a “cheat sheet” for substituting the better term in a given context.

How to Choose the Best Academic Terms

You can think of writing “academically” as writing in a way that conveys one’s meaning effectively but concisely. For instance, while the term “take a look at” is a perfectly fine way to express an action in everyday English, a term like “analyze” would certainly be more suitable in most academic contexts. It takes up fewer words on the page and is used much more often in published academic papers.

You can use one handy guideline when choosing the most academic term: When faced with a choice between two different terms, use the Latinate version of the term. Here is a brief list of common verbs versus their academic counterparts:

Although this can be a useful tip to help academic authors, it can be difficult to memorize dozens of Latinate verbs. Using an AI paraphrasing tool or proofreading tool can help you instantly find more appropriate academic terms, so consider using such revision tools while you draft to improve your writing.

Top 50 Words and Phrases for Different Sections in a Research Paper

The “Latinate verb rule” is just one tool in your arsenal of academic writing, and there are many more out there. But to make the process of finding academic language a bit easier for you, we have compiled a list of 50 vital academic words and phrases, divided into specific categories and use cases, each with an explanation and contextual example.

Best Words and Phrases to use in an Introduction section

1. historically.

An adverb used to indicate a time perspective, especially when describing the background of a given topic.

2. In recent years

A temporal marker emphasizing recent developments, often used at the very beginning of your Introduction section.

3. It is widely acknowledged that

A “form phrase” indicating a broad consensus among researchers and/or the general public. Often used in the literature review section to build upon a foundation of established scientific knowledge.

4. There has been growing interest in

Highlights increasing attention to a topic and tells the reader why your study might be important to this field of research.

5. Preliminary observations indicate

Shares early insights or findings while hedging on making any definitive conclusions. Modal verbs like may , might , and could are often used with this expression.

6. This study aims to

Describes the goal of the research and is a form phrase very often used in the research objective or even the hypothesis of a research paper .

7. Despite its significance

Highlights the importance of a matter that might be overlooked. It is also frequently used in the rationale of the study section to show how your study’s aim and scope build on previous studies.

8. While numerous studies have focused on

Indicates the existing body of work on a topic while pointing to the shortcomings of certain aspects of that research. Helps focus the reader on the question, “What is missing from our knowledge of this topic?” This is often used alongside the statement of the problem in research papers.

9. The purpose of this research is

A form phrase that directly states the aim of the study.

10. The question arises (about/whether)

Poses a query or research problem statement for the reader to acknowledge.

Best Words and Phrases for Clarifying Information

11. in other words.

Introduces a synopsis or the rephrasing of a statement for clarity. This is often used in the Discussion section statement to explain the implications of the study .

12. That is to say

Provides clarification, similar to “in other words.”

13. To put it simply

Simplifies a complex idea, often for a more general readership.

14. To clarify

Specifically indicates to the reader a direct elaboration of a previous point.

15. More specifically

Narrows down a general statement from a broader one. Often used in the Discussion section to clarify the meaning of a specific result.

16. To elaborate

Expands on a point made previously.

17. In detail

Indicates a deeper dive into information.

Points out specifics. Similar meaning to “specifically” or “especially.”

19. This means that

Explains implications and/or interprets the meaning of the Results section .

20. Moreover

Expands a prior point to a broader one that shows the greater context or wider argument.

Best Words and Phrases for Giving Examples

21. for instance.

Provides a specific case that fits into the point being made.

22. As an illustration

Demonstrates a point in full or in part.

23. To illustrate

Shows a clear picture of the point being made.

24. For example

Presents a particular instance. Same meaning as “for instance.”

25. Such as

Lists specifics that comprise a broader category or assertion being made.

26. Including

Offers examples as part of a larger list.

27. Notably

Adverb highlighting an important example. Similar meaning to “especially.”

28. Especially

Adverb that emphasizes a significant instance.

29. In particular

Draws attention to a specific point.

30. To name a few

Indicates examples than previously mentioned are about to be named.

Best Words and Phrases for Comparing and Contrasting

31. however.

Introduces a contrasting idea.

32. On the other hand

Highlights an alternative view or fact.

33. Conversely

Indicates an opposing or reversed idea to the one just mentioned.

34. Similarly

Shows likeness or parallels between two ideas, objects, or situations.

35. Likewise

Indicates agreement with a previous point.

36. In contrast

Draws a distinction between two points.

37. Nevertheless

Introduces a contrasting point, despite what has been said.

38. Whereas

Compares two distinct entities or ideas.

Indicates a contrast between two points.

Signals an unexpected contrast.

Best Words and Phrases to use in a Conclusion section

41. in conclusion.

Signifies the beginning of the closing argument.

42. To sum up

Offers a brief summary.

43. In summary

Signals a concise recap.

44. Ultimately

Reflects the final or main point.

45. Overall

Gives a general concluding statement.

Indicates a resulting conclusion.

Demonstrates a logical conclusion.

48. Therefore

Connects a cause and its effect.

49. It can be concluded that

Clearly states a conclusion derived from the data.

50. Taking everything into consideration

Reflects on all the discussed points before concluding.

Edit Your Research Terms and Phrases Before Submission

Using these phrases in the proper places in your research papers can enhance the clarity, flow, and persuasiveness of your writing, especially in the Introduction section and Discussion section, which together make up the majority of your paper’s text in most academic domains.

However, it's vital to ensure each phrase is contextually appropriate to avoid redundancy or misinterpretation. As mentioned at the top of this article, the best way to do this is to 1) use an AI text editor , free AI paraphrasing tool or AI proofreading tool while you draft to enhance your writing, and 2) consult a professional proofreading service like Wordvice, which has human editors well versed in the terminology and conventions of the specific subject area of your academic documents.

For more detailed information on using AI tools to write a research paper and the best AI tools for research , check out the Wordvice AI Blog .

• Deutschland
• United Kingdom

• PhD Dissertations
• Master’s Dissertations
• Bachelor’s Dissertations
• Scientific Dissertations
• Medical Dissertations
• Bioscience Dissertations
• Social Sciences Dissertations
• Psychology Dissertations
• Humanities Dissertations
• Engineering Dissertations
• Economics Dissertations
• Service Overview
• Revisión en inglés
• Relecture en anglais
• Revisão em inglês

Manuscript Editing

• Research Paper Editing
• Lektorat Doktorarbeit
• Dissertation Proofreading
• Englisches Lektorat
• Journal Manuscript Editing
• Scientific Manuscript Editing Services
• Book Manuscript Editing
• PhD Thesis Proofreading Services
• Wissenschaftslektorat
• Korektura anglického textu
• Akademisches Lektorat
• Journal Article Editing
• Manuscript Editing Services

PhD Thesis Editing

• Medical Editing Sciences
• Proofreading Rates UK
• Medical Proofreading
• PhD Proofreading
• Academic Proofreading
• PhD Proofreaders
• Best Dissertation Proofreaders
• Masters Dissertation Proofreading
• Proofreading PhD Thesis Price
• PhD Dissertation Editing
• Lektorat Englisch Preise
• Lektorieren Englisch
• Wissenschaftliches Lektorat
• Thesis Proofreading Services
• PhD Thesis Proofreading
• Proofreading Thesis Cost
• Proofreading Thesis
• Thesis Editing Services
• Professional Thesis Editing
• PhD Thesis Editing Services
• Thesis Editing Cost
• Dissertation Proofreading Services
• Proofreading Dissertation

PhD Dissertation Proofreading

• Dissertation Proofreading Cost
• Dissertation Proofreader
• Correção de Artigos Científicos
• Correção de Trabalhos Academicos
• Serviços de Correção de Inglês
• Correção de Dissertação
• Correção de Textos Precos
• Revision en Ingles
• Revision de Textos en Ingles
• Revision de Tesis
• Revision Medica en Ingles
• Revision de Tesis Precio
• Revisão de Artigos Científicos
• Revisão de Trabalhos Academicos
• Serviços de Revisão de Inglês
• Revisão de Dissertação
• Revisão de Textos Precos
• Corrección de Textos en Ingles
• Corrección de Tesis
• Corrección de Tesis Precio
• Corrección Medica en Ingles
• Corrector ingles
• Choosing the right Journal
• Journal Editor’s Feedback
• Dealing with Rejection
• Quantitative Research Examples
• Number of scientific papers published per year
• Acknowledgements Example
• ISO, ANSI, CFR & Other
• Types of Peer Review
• Withdrawing a Paper
• What is a good h-index
• Appendix paper
• Cover Letter Templates
• Writing an Article
• How To Write the Findings
• Abbreviations: ‘Ibid.’ & ‘Id.’
• Sample letter to editor for publication
• Tables and figures in research paper
• Journal Metrics
• Revision Process of Journal Publishing
• JOURNAL GUIDELINES

Select Page

Word Use, Syntax & Sentence Structure in PhD Theses – Grammar Advice

Posted by Rene Tetzner | Oct 29, 2021 | PhD Success | 0 |

5.4 Word Use, Syntax and Sentence Structure

Although the advice on writing formal scholarly prose provided in this section will prove especially helpful for those who are just developing their scholarly voice (as is the case with many doctoral candidates) and/or those whose first language is not English, even students who consider their English writing skills excellent may well find some of the information useful. Please note that while the focus here is on words and their order in English sentences, a sentence must also be properly punctuated to function effectively, so Section 5.6 on various marks of punctuation and their use should be consulted in conjunction with this section. Some matters of punctuation can be determined by author preferences or university or department guidelines because there is more than one correct approach (using a serial comma or not, for instance: see Section 5.6.1): in such cases one acceptable method should be chosen and used consistently. With other aspects of punctuation, however, there are right and wrong ways of proceeding (a comma splice should always be avoided, for example: again, see Section 5.6.1), and in those cases the correct punctuation should be used in all relevant instances. In all cases, punctuation should enhance and clarify the structure, language and meaning of your sentences whether they are short and simple or long and extremely complex.

5.4.1 Using Words in a Scholarly Fashion without Bias

Word use is not only an enormous and wide-ranging topic, but, like punctuation, the use of individual words can be not only correct or incorrect, but also a matter of authorial choice, which means that the writer of a thesis must choose his or her words with care. Dehumanising language, for instance, should always be avoided when writing about human beings, and words that assert the presence or role of human beings in a study should not be omitted. There is a tendency, however, for study participants to be reduced through a kind of shorthand to the condition they represent in a study: ‘diabetes and nondiabetes’ might be used, for instance, instead of the more humanising ‘participants with and without diabetes’ or ‘participants with and without a diagnosis of diabetes.’ While such shorthand language is sometimes necessary to convey results efficiently, especially in tabular form, it should be avoided as much as possible and certainly not used when first introducing the people involved in a study. Some departments or thesis committees may even frown upon the use of ‘subjects’ instead of ‘individuals’ or ‘people’ because it is too impersonal, and most will want the age of participants and other people to be referred to accurately: young men and women, for instance, should not be called ‘boys’ and ‘girls,’ which, as a general rule, should be used only of children 12 years of age and under. It can therefore be helpful to discuss such language with your supervisor and check university or department guidelines for any restrictions of this kind, and it is also important to keep the particular context in mind and use common sense while considering each term. For example, while referring to a 25-year-old man as a ‘boy’ is inappropriate in most cases, referring to a 40-year-old prostitute as a ‘working girl’ may not be if that is what the prostitute calls herself and you use the term in quotations and/or with appropriate explanation.

Appropriate word use of this kind is a matter of achieving precision and avoiding bias. If, for instance, an author refers to a 30-year-old man as a ‘man,’ but refers to a woman of the same age as a ‘girl,’ or uses the masculine pronoun ‘he’ when writing of doctors and the feminine pronoun ‘she’ when writing of nurses without specifying a context and details that justify this treatment, it may not be a deliberate distinction, but it will come across as both inaccurate and biassed. Bias can occur in terms of race, nationality, sex/gender, class, education, age and so on, and can involve arbitrarily prioritising one group of people over another or stereotyping any particular group of people (see the advice on avoiding bias of various kinds in the Publication Manual of the APA , 2010, pp.73–77). Some readers might extend this to historical times and their people (the idea, for example, that any one time is better than another or the common notion that people now are more intelligent or more imaginative than people were in the past) as well as to animals and other creatures (with the prioritisation of people over animals or the environment, for instance, smacking of anthropocentrism). Avoiding gender bias is particularly important in western (including English-speaking) societies of the twenty-first century, so be sure to reflect on any instances in which you mention men or women alone: if women are the only subjects of the study or if women alone are relevant for a particular statement (only women can actually bear children, for instance), using ‘women’ alone is appropriate, but if both men and women are involved (both men and women can be parents, for example), both should be mentioned or an alternative that implies both (such as ‘parents,’ ‘people’ or ‘participants’) should be used.

5.4.2 The Precise and Appropriate Use of Pronouns

Although uncomplicated in many instances, the gender-specific pronouns ‘he’ and ‘she’ must always be used with care. Their use is straightforward when speaking of a male or female person, but when ‘a person’ (singular) is used more generally or hypothetically, problems can arise because ‘he’ (once used in most situations of this sort: e.g., ‘When a person is learning to write scholarly prose, he requires sound examples’) is no longer acceptable as a neutral pronoun, and although ‘she’ is now used as neutral by some authors, it really just inverts rather than solves the problem. A better choice is the singular pronoun ‘one,’ which is suitably neutral but can sound artificial to some writers and readers, or ‘he or she’ (or ‘s/he’) which covers the necessary ground but can come across as awkward, especially if used frequently. Some writers uncomfortable with using ‘one,’ ‘he or she’ or ‘s/he’ (as well as ‘him or her,’ ‘his or her,’ ‘himself or herself’ and ‘him/herself’) would argue that ‘they’ (along with ‘them,’ ‘their’ and ‘themselves’) is an acceptable non-gender-specific substitute for the singular forms (When a person is learning to write scholarly prose, they require sound examples). However, ‘they,’ ‘them,’ ‘their’ and ‘themselves’ are all plural, so they are not really appropriate or correct as pronouns referring to singular nouns, and using them as though they are can quickly become extremely confusing. So if you use ‘a person,’ ‘an individual’ or similar phrasing, you need a singular pronoun, and both ‘he’ and ‘she’ are required to render the language inclusive: ‘When a person is learning to write scholarly prose, he or she requires sound examples.’ Only if the noun is plural is the plural pronoun appropriate: ‘When students are learning to write scholarly prose, they require sound examples.’ Careful proofreading of your own writing will catch most problems associated with gender-specific language, but for more information on sexist and nonsexist language, see Miller and Swift (1995).

Pronouns can be problematic in a number of other ways as well. On the topic of referring to people appropriately, for instance, a person, participant, student, woman, father, teenager or child is never an ‘it,’ which as a neuter pronoun should be used of inanimate objects (e.g., ‘When the questionnaire is finished, it will be circulated online’) and is appropriate when referring to countries, which, like ships, are generally not referred to with feminine pronouns as they once were (Canada should reconsider its treatment of immigrants). ‘It’ should not be used when referring to people, however (When the student wrote the exam, he was feeling ill). Relative pronouns should be used similarly, with ‘who,’ ‘whom’ and ‘whose,’ not ‘that,’ representing people – ‘the student who wrote the exam’ or ‘the woman who felt depressed,’ not ‘the student that wrote the exam’ or ‘the woman that felt depressed’ – although conversely the possessive form ‘whose’ can be used of inanimate objects as well as of people (‘the house whose door was purple,’ which is often preferred to ‘the house of which the door was purple’). The essential point is that pronouns – ‘it,’ ‘who,’ ‘he,’ ‘she’ and others – should be used with the utmost accuracy so that the relationship between each pronoun and its antecedent is clearly established, leaving no doubt about the meaning of the pronoun. For example, in ‘The boy thought his sister was lost. She was actually at a friend’s house,’ ‘She’ can only refer to the sister, so there is no risk of confusion. However, in ‘The girl lost her cat Tigress. She was actually at a friend’s house,’ the antecedent of ‘She’ is not clear. Since the ‘girl’ is the subject of the first sentence, the reader might expect ‘She’ in the second sentence to refer to the ‘girl’ as well, but it could also refer to the female cat named Tigress, so confusion is created about what is actually being said and thus about the implications of the text. Is the cat safe at a friend’s house, or did the girl lose the cat at a friend’s house and thus in a less familiar and potentially more dangerous landscape? Is there continuing cause for worry or not?

The ambiguity possible even in so simple a sentence hints at the kind of confusion that can result if a long and complex sentence reporting and discussing detailed results and conclusions opens with ‘It’ and contains two more instances of that pronoun as well as a ‘they’ and a ‘them.’ Such a sentence may fail to communicate your meaning clearly to your intended audience, especially if you are also dealing with the challenge of writing in a language not your own and perhaps use one ‘it’ when referring to a plural antecedent and ‘them’ for a singular one by mistake. In most cases, five pronouns are too many for a sentence in any case, but whether you use many pronouns or only one in a sentence, it is vital that the antecedent for each can be identified readily and with certainty. Sometimes the grammar-checking function in Word will catch an incorrectly or oddly used pronoun, but much like the spell-checking function, this is far from reliable. If you detect the potential for ambiguity in your use of pronouns, your meaning would definitely be clearer were you to use nouns or noun phrases instead. Beware in particular of using pronouns to refer to large or abstract ideas which are difficult to define or explain: such concepts are far clearer and more effective in scholarly writing if they are referred to via precise terminology and carefully explained, difficult though that may be, so such an approach will not only improve your writing style, but also your argument in major as well as minor ways.

As a general rule, the pronoun ‘you’ (as well as ‘your’ and ‘yourself’) should be avoided altogether in academic and scientific prose. In quotations such as those from the direct speech of interviews or the informal answers on questionnaires, ‘you’ is fine because it is not expressed in the author’s own voice, but the reader should not be addressed directly in this way in scholarly prose: in most contexts using ‘you’ simply establishes too personal a voice for formal academic or scientific writing. This is rarely a problem for authors, but since I use the second-person voice frequently and informally in this book to adopt a casual tone and facilitate concise expression of the advice I am offering, I thought I best mention the discrepancy (definitely an instance of ‘do as I say’ rather than ‘do as I do’). ‘I’ (as well as ‘me,’ ‘my’ or ‘mine’ and ‘myself’ in the other cases) can usually be used, however, when referring specifically to yourself as the author of the thesis (e.g., ‘I circulated the questionnaire,’ ‘I detected in the results’ and ‘I discovered a striking difference’). In fact, when used specifically and with discretion, ‘I’ is often preferable to potentially awkward third-person circumlocutions such as ‘the present author’ and ‘the present investigator.’ Do check with your supervisor or department before using the first-person voice, however, as its use varies among disciplines, and deliberately avoiding this voice (perhaps to create an impression of objectivity) is still considered standard for scholarly writing in certain fields. If you do decide to use the first-person voice at times, remember that ‘I’ should never be considered interchangeable with ‘we’: a thesis has only one author and ‘we’ is never appropriate when referring to yourself. If you had assistance in conducting certain parts of your research, ‘we’ might be appropriate when you are describing what was done, but you must also make it clear who exactly you are referring to when you use ‘we.’ ‘We’ can also be used successfully (though with care) when referring to researchers or practitioners as a group, such as ‘we geologists’ or ‘we as manuscript specialists,’ especially if the thesis relates to methodology, the accumulated knowledge of a discipline and/or the self-awareness or education of the group concerned.

‘We’ used in a general or fictional sense that implicitly includes the reader or even the whole of humanity is best avoided in scholarly writing, however. Phrases such as ‘we can observe that,’ ‘we see here,’ ‘we now know that’ and ‘we human beings do not’ in which the author implies or assumes that the reader (and others) are part of that ‘we’ may be acceptable for writing in some areas and media, but they are not, generally speaking, a feature of academic and scientific theses, and avoiding them is one of the characteristics of a professional scholarly voice. The use of the fictional ‘we’ can be particularly problematic when it is used to include the reader in assumptions that have not yet been proved with convincing results or established via analysis and an effective argument, and using the ‘we now know’ stance as a substitute for true scholarly argumentation is simply unacceptable and can weaken both your writing and your thesis. It is therefore a good idea to do a search (by using the Find and Replace box in Word’s Home menu, for instance) for all occurrences of ‘we’ and perhaps ‘I’ once you have your thesis drafted, and to consider each instance carefully to be sure that you are using these pronouns accurately, effectively and professionally.

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.

Related Posts

PhD Success – How To Write a Doctoral Thesis

October 1, 2021

Table of Contents – PhD Success

October 2, 2021

The Essential – Preliminary Matter

October 3, 2021

The Main Body of the Thesis

October 4, 2021

Places on our 2024 summer school are filling fast. Don’t miss out. Enrol now to avoid disappointment

• 40 Useful Words and Phrases for Top-Notch Essays

To be truly brilliant, an essay needs to utilise the right language. You could make a great point, but if it’s not intelligently articulated, you almost needn’t have bothered.

Developing the language skills to build an argument and to write persuasively is crucial if you’re to write outstanding essays every time. In this article, we’re going to equip you with the words and phrases you need to write a top-notch essay, along with examples of how to utilise them.

It’s by no means an exhaustive list, and there will often be other ways of using the words and phrases we describe that we won’t have room to include, but there should be more than enough below to help you make an instant improvement to your essay-writing skills.

If you’re interested in developing your language and persuasive skills, Oxford Royale offers summer courses at its Oxford Summer School , Cambridge Summer School , London Summer School , San Francisco Summer School and Yale Summer School . You can study courses to learn english , prepare for careers in law , medicine , business , engineering and leadership.

General explaining

Let’s start by looking at language for general explanations of complex points.

1. In order to

Usage: “In order to” can be used to introduce an explanation for the purpose of an argument. Example: “In order to understand X, we need first to understand Y.”

2. In other words

Usage: Use “in other words” when you want to express something in a different way (more simply), to make it easier to understand, or to emphasise or expand on a point. Example: “Frogs are amphibians. In other words, they live on the land and in the water.”

3. To put it another way

Usage: This phrase is another way of saying “in other words”, and can be used in particularly complex points, when you feel that an alternative way of wording a problem may help the reader achieve a better understanding of its significance. Example: “Plants rely on photosynthesis. To put it another way, they will die without the sun.”

4. That is to say

Usage: “That is” and “that is to say” can be used to add further detail to your explanation, or to be more precise. Example: “Whales are mammals. That is to say, they must breathe air.”

5. To that end

Usage: Use “to that end” or “to this end” in a similar way to “in order to” or “so”. Example: “Zoologists have long sought to understand how animals communicate with each other. To that end, a new study has been launched that looks at elephant sounds and their possible meanings.”

Adding additional information to support a point

Students often make the mistake of using synonyms of “and” each time they want to add further information in support of a point they’re making, or to build an argument . Here are some cleverer ways of doing this.

6. Moreover

Usage: Employ “moreover” at the start of a sentence to add extra information in support of a point you’re making. Example: “Moreover, the results of a recent piece of research provide compelling evidence in support of…”

7. Furthermore

Usage:This is also generally used at the start of a sentence, to add extra information. Example: “Furthermore, there is evidence to suggest that…”

8. What’s more

Usage: This is used in the same way as “moreover” and “furthermore”. Example: “What’s more, this isn’t the only evidence that supports this hypothesis.”

9. Likewise

Usage: Use “likewise” when you want to talk about something that agrees with what you’ve just mentioned. Example: “Scholar A believes X. Likewise, Scholar B argues compellingly in favour of this point of view.”

10. Similarly

Usage: Use “similarly” in the same way as “likewise”. Example: “Audiences at the time reacted with shock to Beethoven’s new work, because it was very different to what they were used to. Similarly, we have a tendency to react with surprise to the unfamiliar.”

11. Another key thing to remember

Usage: Use the phrase “another key point to remember” or “another key fact to remember” to introduce additional facts without using the word “also”. Example: “As a Romantic, Blake was a proponent of a closer relationship between humans and nature. Another key point to remember is that Blake was writing during the Industrial Revolution, which had a major impact on the world around him.”

12. As well as

Usage: Use “as well as” instead of “also” or “and”. Example: “Scholar A argued that this was due to X, as well as Y.”

13. Not only… but also

Usage: This wording is used to add an extra piece of information, often something that’s in some way more surprising or unexpected than the first piece of information. Example: “Not only did Edmund Hillary have the honour of being the first to reach the summit of Everest, but he was also appointed Knight Commander of the Order of the British Empire.”

14. Coupled with

Usage: Used when considering two or more arguments at a time. Example: “Coupled with the literary evidence, the statistics paint a compelling view of…”

15. Firstly, secondly, thirdly…

Usage: This can be used to structure an argument, presenting facts clearly one after the other. Example: “There are many points in support of this view. Firstly, X. Secondly, Y. And thirdly, Z.

16. Not to mention/to say nothing of

Usage: “Not to mention” and “to say nothing of” can be used to add extra information with a bit of emphasis. Example: “The war caused unprecedented suffering to millions of people, not to mention its impact on the country’s economy.”

Words and phrases for demonstrating contrast

When you’re developing an argument, you will often need to present contrasting or opposing opinions or evidence – “it could show this, but it could also show this”, or “X says this, but Y disagrees”. This section covers words you can use instead of the “but” in these examples, to make your writing sound more intelligent and interesting.

17. However

Usage: Use “however” to introduce a point that disagrees with what you’ve just said. Example: “Scholar A thinks this. However, Scholar B reached a different conclusion.”

18. On the other hand

Usage: Usage of this phrase includes introducing a contrasting interpretation of the same piece of evidence, a different piece of evidence that suggests something else, or an opposing opinion. Example: “The historical evidence appears to suggest a clear-cut situation. On the other hand, the archaeological evidence presents a somewhat less straightforward picture of what happened that day.”

19. Having said that

Usage: Used in a similar manner to “on the other hand” or “but”. Example: “The historians are unanimous in telling us X, an agreement that suggests that this version of events must be an accurate account. Having said that, the archaeology tells a different story.”

20. By contrast/in comparison

Usage: Use “by contrast” or “in comparison” when you’re comparing and contrasting pieces of evidence. Example: “Scholar A’s opinion, then, is based on insufficient evidence. By contrast, Scholar B’s opinion seems more plausible.”

21. Then again

Usage: Use this to cast doubt on an assertion. Example: “Writer A asserts that this was the reason for what happened. Then again, it’s possible that he was being paid to say this.”

22. That said

Usage: This is used in the same way as “then again”. Example: “The evidence ostensibly appears to point to this conclusion. That said, much of the evidence is unreliable at best.”

Usage: Use this when you want to introduce a contrasting idea. Example: “Much of scholarship has focused on this evidence. Yet not everyone agrees that this is the most important aspect of the situation.”

Adding a proviso or acknowledging reservations

Sometimes, you may need to acknowledge a shortfalling in a piece of evidence, or add a proviso. Here are some ways of doing so.

24. Despite this

Usage: Use “despite this” or “in spite of this” when you want to outline a point that stands regardless of a shortfalling in the evidence. Example: “The sample size was small, but the results were important despite this.”

25. With this in mind

Usage: Use this when you want your reader to consider a point in the knowledge of something else. Example: “We’ve seen that the methods used in the 19th century study did not always live up to the rigorous standards expected in scientific research today, which makes it difficult to draw definite conclusions. With this in mind, let’s look at a more recent study to see how the results compare.”

26. Provided that

Usage: This means “on condition that”. You can also say “providing that” or just “providing” to mean the same thing. Example: “We may use this as evidence to support our argument, provided that we bear in mind the limitations of the methods used to obtain it.”

27. In view of/in light of

Usage: These phrases are used when something has shed light on something else. Example: “In light of the evidence from the 2013 study, we have a better understanding of…”

28. Nonetheless

Usage: This is similar to “despite this”. Example: “The study had its limitations, but it was nonetheless groundbreaking for its day.”

29. Nevertheless

Usage: This is the same as “nonetheless”. Example: “The study was flawed, but it was important nevertheless.”

30. Notwithstanding

Usage: This is another way of saying “nonetheless”. Example: “Notwithstanding the limitations of the methodology used, it was an important study in the development of how we view the workings of the human mind.”

Giving examples

Good essays always back up points with examples, but it’s going to get boring if you use the expression “for example” every time. Here are a couple of other ways of saying the same thing.

31. For instance

Example: “Some birds migrate to avoid harsher winter climates. Swallows, for instance, leave the UK in early winter and fly south…”

32. To give an illustration

Example: “To give an illustration of what I mean, let’s look at the case of…”

Signifying importance

When you want to demonstrate that a point is particularly important, there are several ways of highlighting it as such.

33. Significantly

Usage: Used to introduce a point that is loaded with meaning that might not be immediately apparent. Example: “Significantly, Tacitus omits to tell us the kind of gossip prevalent in Suetonius’ accounts of the same period.”

34. Notably

Usage: This can be used to mean “significantly” (as above), and it can also be used interchangeably with “in particular” (the example below demonstrates the first of these ways of using it). Example: “Actual figures are notably absent from Scholar A’s analysis.”

35. Importantly

Usage: Use “importantly” interchangeably with “significantly”. Example: “Importantly, Scholar A was being employed by X when he wrote this work, and was presumably therefore under pressure to portray the situation more favourably than he perhaps might otherwise have done.”

Summarising

You’ve almost made it to the end of the essay, but your work isn’t over yet. You need to end by wrapping up everything you’ve talked about, showing that you’ve considered the arguments on both sides and reached the most likely conclusion. Here are some words and phrases to help you.

36. In conclusion

Usage: Typically used to introduce the concluding paragraph or sentence of an essay, summarising what you’ve discussed in a broad overview. Example: “In conclusion, the evidence points almost exclusively to Argument A.”

37. Above all

Usage: Used to signify what you believe to be the most significant point, and the main takeaway from the essay. Example: “Above all, it seems pertinent to remember that…”

38. Persuasive

Usage: This is a useful word to use when summarising which argument you find most convincing. Example: “Scholar A’s point – that Constanze Mozart was motivated by financial gain – seems to me to be the most persuasive argument for her actions following Mozart’s death.”

39. Compelling

Usage: Use in the same way as “persuasive” above. Example: “The most compelling argument is presented by Scholar A.”

40. All things considered

Usage: This means “taking everything into account”. Example: “All things considered, it seems reasonable to assume that…”

How many of these words and phrases will you get into your next essay? And are any of your favourite essay terms missing from our list? Let us know in the comments below, or get in touch here to find out more about courses that can help you with your essays.

At Oxford Royale Academy, we offer a number of  summer school courses for young people who are keen to improve their essay writing skills. Click here to apply for one of our courses today, including law , business , medicine  and engineering .

Comments are closed.

What Words To Use To Make Your Thesis Look Better Now

Published by positive words research on december 12, 2018 december 12, 2018.

Thesis writing remains an integral part of academia even in the unforeseeable future. It is a test of expertise, excellence, knowledge ,experience and skills in postgraduate studies. The big question is whether you’re doing it right or writing thesis help will put all your worries behind.

The truth is that students exhibit wide-ranging skill levels when it comes to academic literary composition. But ,when it comes to doing a thesis paper, there is no one’s way of going about it one shoe fits all approach. A student must, therefore, follow set rules ,procedures and guidelines when writing this important paper. It is the epitome of earning a Master’s degree of PhD depending on a country’s academic system.

Choice of Words

Moreover, writing a thesis paper isn’t going to be easy unless you choose the right words for it. And, while there could be variations depending on a topic, it is imperative to note that certain phrases and words denote universal practices at this level of academic writing. You wouldn’t want to sound amateurish, would you? Well, no one would, especially given the significance and weight of this type of paper, not to mention the seriousness that goes into crafting it.

Now, let’s take a look at some example, particularly, words that will make your thesis look better.

• Whether you want to indicate the purpose of your study or explain how original pieces of work have helped you arrived at the present project, the following phrases/words always fit the bill for introduction or description:
• This study investigates….
• This paper explores…
• This research aims to address ….
• The paper discuses …
• This project presents…
• The paper outlines (surveys, features, highlights, questions…)

2. For analytical purposes, words like this paper/study considers , analyzes, explains, evaluates, interprets, clarifies, identifies, delves into, advances, defines, dissects, probes, tests , explores and appraises have always worked wonders in helping students better their thesis writing. And when referring to sections, use words like covers, deals with, talks about, outlines, sketches, highlights, assesses or contemplates.

3. Descriptive elements of research finding analysis often employ words like

Findings/study/investigation calls into question, challenges, refutes, rebuts, disputes, disproves, questions, debunks, invalidates or rejects.

4. When it comes to giving background of a study, especially after going everywhere possible looking for information to backup your write-up, make it known in your thesis using the right words such as the following:

• The mechanism/subject plays a significant/vital/important role (this is the conventional way of doing it).
• Alternative phrases include the subject influences, regulates, directs, governs, inhibits, controls or constraints. The 5Ws apply here and by taking the normalized verb and making it the main verb, your sentences will sound scholastic.
• When describing say theory Y and how it impacts your study, you can use words like ‘much attention has been drawn to…,’ ‘theory Y has become important in recent times…,’ the preferred theory to explain, widely accepted, frequently implemented, a common/prevailing method of explaining…. xyz …’

5. When consenting to an agreement that has been arrived at regarding your study topic, you can use the following words:

• The agreement/consensus has been that…,
• Initial/prior studies/research confirms that…,
• Several studies confirm/agree…,
• Some studies substantiate this belief…

6. When discussing findings and expressing the depth/breadth of a study/knowledgebase, the following phrases will make your thesis excellent:

• Previous studies/researches indicate…
• ….have documented
• …have shown that…
• Have demonstrated…
• …much/little is known about xyz….

7. Finally, even if you choose to use paper writing pros , the following words for discussing results/findings, observations, methods and impact of a study are important.

• Suggests, show, extrapolate, surmise, deduce, extract, approximate, evidence, surfaced, yielded, generated, perceived, detected…(for explaining results)
• The research/y-method performed, used, employed, diffused, relayed, administered, applied, replicated, imitated…  (Discussing methods)
• Study xyz demonstrates/shows, proves, establishes, offers, introduces, illustrates, attributes, ushers in, promotes, reveals, unveils, exposes, unearths, proffers, conveys, advances or strengthens. (For describing impact).

Positive Words Research – What Words To Use To Make Your Thesis Look Better?

Related Posts

Good words: elevating communication with positivity and meaning, inspiring ways to teach your kid sight words.

Memorizing sight words is an important step in learning to read. From a child’s youngest years, parents and caregivers can help by introducing simple images with accompanying words. Toddlers love pointing to pictures of familiar Read more…

Positive Words Describing the Holy Spirit from A to Z List

Positive Words Research proudly presents its most recent research on positive words. Please find below a list of positive words describing the Holy Spirit from A to Z. This list also answers the question: What Read more…

Career: Pathways to Professional Growth with Positivity

How to change your occupation to professional translator.

Many future translators start preparing for their jobs while being toddlers. Those who weren’t lucky enough to be born in bilingual families will need to spend years learning a foreign language. Some do this sustained Read more…

• Affiliate Program

• UNITED STATES
• 台灣 (TAIWAN)
• TÜRKIYE (TURKEY)
• Academic Editing Services
• - Research Paper
• - Journal Manuscript
• - Dissertation
• - College & University Assignments
• Admissions Editing Services
• - Application Essay
• - Personal Statement
• - Recommendation Letter
• - Cover Letter
• - CV/Resume
• Business Editing Services
• - Business Documents
• - Report & Brochure
• - Website & Blog
• Writer Editing Services
• - Script & Screenplay
• Our Editors
• Client Reviews
• Editing & Proofreading Prices
• Wordvice Points
• Partner Discount
• Plagiarism Checker
• APA Citation Generator
• MLA Citation Generator
• Chicago Citation Generator
• Vancouver Citation Generator
• - APA Style
• - MLA Style
• - Chicago Style
• - Vancouver Style
• Writing & Editing Guide
• Academic Resources
• Admissions Resources

100+ Research Vocabulary Words & Phrases

The academic community can be conservative when it comes to enforcing academic writing style , but your writing shouldn’t be so boring that people lose interest midway through the first paragraph! Given that competition is at an all-time high for academics looking to publish their papers, we know you must be anxious about what you can do to improve your publishing odds.

To be sure, your research must be sound, your paper must be structured logically, and the different manuscript sections must contain the appropriate information. But your research must also be clearly explained. Clarity obviously depends on the correct use of English, and there are many common mistakes that you should watch out for, for example when it comes to articles , prepositions , word choice , and even punctuation . But even if you are on top of your grammar and sentence structure, you can still make your writing more compelling (or more boring) by using powerful verbs and phrases (vs the same weaker ones over and over). So, how do you go about achieving the latter?

Below are a few ways to breathe life into your writing.

1. Analyze Vocabulary Using Word Clouds

Have you heard of “Wordles”? A Wordle is a visual representation of words, with the size of each word being proportional to the number of times it appears in the text it is based on. The original company website seems to have gone out of business, but there are a number of free word cloud generation sites that allow you to copy and paste your draft manuscript into a text box to quickly discover how repetitive your writing is and which verbs you might want to replace to improve your manuscript.

Seeing a visual word cloud of your work might also help you assess the key themes and points readers will glean from your paper. If the Wordle result displays words you hadn’t intended to emphasize, then that’s a sign you should revise your paper to make sure readers will focus on the right information.

As an example, below is a Wordle of our article entitled, “ How to Choose the Best title for Your Journal Manuscript .” You can see how frequently certain terms appear in that post, based on the font size of the text. The keywords, “titles,” “journal,” “research,” and “papers,” were all the intended focus of our blog post.

2. Study Language Patterns of Similarly Published Works

Study the language pattern found in the most downloaded and cited articles published by your target journal. Understanding the journal’s editorial preferences will help you write in a style that appeals to the publication’s readership.

Another way to analyze the language of a target journal’s papers is to use Wordle (see above). If you copy and paste the text of an article related to your research topic into the applet, you can discover the common phrases and terms the paper’s authors used.

For example, if you were writing a paper on  links between smoking and cancer , you might look for a recent review on the topic, preferably published by your target journal. Copy and paste the text into Wordle and examine the key phrases to see if you’ve included similar wording in your own draft. The Wordle result might look like the following, based on the example linked above.

If you are not sure yet where to publish and just want some generally good examples of descriptive verbs, analytical verbs, and reporting verbs that are commonly used in academic writing, then have a look at this list of useful phrases for research papers .

3. Use More Active and Precise Verbs

Have you heard of synonyms? Of course you have. But have you looked beyond single-word replacements and rephrased entire clauses with stronger, more vivid ones? You’ll find this task is easier to do if you use the active voice more often than the passive voice . Even if you keep your original sentence structure, you can eliminate weak verbs like “be” from your draft and choose more vivid and precise action verbs. As always, however, be careful about using only a thesaurus to identify synonyms. Make sure the substitutes fit the context in which you need a more interesting or “perfect” word. Online dictionaries such as the Merriam-Webster and the Cambridge Dictionary are good sources to check entire phrases in context in case you are unsure whether a synonym is a good match for a word you want to replace. 

To help you build a strong arsenal of commonly used phrases in academic papers, we’ve compiled a list of synonyms you might want to consider when drafting or editing your research paper . While we do not suggest that the phrases in the “Original Word/Phrase” column should be completely avoided, we do recommend interspersing these with the more dynamic terms found under “Recommended Substitutes.”

A. Describing the scope of a current project or prior research

B. outlining a topic’s background, c. describing the analytical elements of a paper, d. discussing results, e. discussing methods, f. explaining the impact of new research, wordvice writing resources.

For additional information on how to tighten your sentences (e.g., eliminate wordiness and use active voice to greater effect), you can try Wordvice’s FREE APA Citation Generator and learn more about how to proofread and edit your paper to ensure your work is free of errors.

Before submitting your manuscript to academic journals, be sure to use our free AI proofreader to catch errors in grammar, spelling, and mechanics. And use our English editing services from Wordvice, including academic editing services , cover letter editing , manuscript editing , and research paper editing services to make sure your work is up to a high academic level.

We also have a collection of other useful articles for you, for example on how to strengthen your writing style , how to avoid fillers to write more powerful sentences , and how to eliminate prepositions and avoid nominalizations . Additionally, get advice on all the other important aspects of writing a research paper on our academic resources pages .

Month: May 2024

Words like bullets: 20 years of firearm marketing tactics.

Posted May 2, 2024 by clarpemi

In the year 2021, Pew Research Center found that the United States reported almost 49,000 gun deaths, “a 23% increase since 2019, before the onset of the coronavirus pandemic. According to the CDC WISQARS Fatal Injury Reports, in 2003, there were approximately 30,000 gun deaths in the United States. The change from 2003 to 2021… Read more »

Decoding Benefit Corporations: State Laws, Political Influence, and Impact on the Nonprofit Sector

Posted May 2, 2024 by ladurbha

The benefit corporation is a new corporate form that offers a vehicle for for-profit companies to embed a social mission into their legal structure. Prior to the creation of this structure, for-profit companies were obligated to act in the best interests of their shareholders. Typically, this meant companies had to maximize profits, and in turn,… Read more »

Use it or Lose it! Language Revitalization Online

Posted May 2, 2024 by kainelle

According to the most conservative estimates from the United Nations, over half of all languages in the world today will be extinct by the year 2100. Maintaining Indigenous languages involves providing uses for the language. Tribal natural resources departments can provide opportunities to engage with language through communicating local ecological knowledge with citizens through social… Read more »

Wee Beasties (Bacteria) and Climate Change Uncertainty

Posted May 2, 2024 by saheatwo

If you go off of weight alone, plants are by far the most prevalent life form on the planet, making up greater than 80% of the total biomass on Earth. This is intuitive as trees are known for being very heavy. What is less intuitive is that the second most prevalent form of life on… Read more »

Impacts of Indigenous peoples on Tree Species Distribution in Eastern North America

Posted May 2, 2024 by ethivers

Have you ever taken a walk through a forest in the Midwest? Have you ever wondered what determines which species of trees are found where, within a given forest? The temperate forests of Eastern North America (ENA) comprise the second largest temperate forested region on Earth. Historically, regional species richness, composition and associations of tree… Read more »

The Keys to Increasing On-Campus Arts Attendance are Easier Than You Think

Posted May 2, 2024 by racepete

Since the turn of the 21st century, attendance at arts activities across the country has been on a steady decline. In 2002, the National Endowment of the Arts reported that 76.3% of adults participated in the arts at least once a year. By 2022, that number dropped to 47.9%. Although the lingering effects of the… Read more »

Now More Than Ever: Effective Avenues for Eliciting Climate Change Action in Gen Z

Posted May 2, 2024 by mrwester

     In 2020, the United Nations Development Programme and the University of Oxford surveyed 1.2 million people from 50 countries about climate change. The survey found that 72 percent of respondents in high-income countries believed in climate change and 72 percent of respondents in Western Europe and North America believed climate change to be… Read more »

Writing Your Thesis (and Taking 12 Other Credits, and Having a Job, and Spending Time with Friends): Time Management and Balance During V499

If you are reading this, you are probably about to embark on an ambitious journey to write your undergraduate thesis. Congrats on getting this far! This is a very daunting undertaking, but I promise that finishing the work brings with it some really great rewards. Along the way, however, you’re definitely going to hit a… Read more »

Chronic Stress and Procrastination- BAD! BAD!

For most undergrads, writing a thesis is the largest academic endeavor that they have faced. I do not know any individuals that have committed to this task and failed to produce a paper. For this reason, I think that the largest challenge is not actually producing a thesis, but managing the stress and accomplishing the… Read more »

A Few Thoughts on Passion, Pushing Yourself, and Refusing to Quit

In late August of last year, as I began my senior year at IU, I nearly quit the O’Neill Honors Program. Staring down the barrel of writing a research thesis on top of balancing other coursework, extracurriculars, and trying to enjoy my last year in Bloomington, I was filled with trepidation and doubt. I’m not… Read more »

Free All-in-One Office Suite with PDF Editor

Edit Word, Excel, and PPT for FREE.

Read, edit, and convert PDFs with the powerful PDF toolkit.

Microsoft-like interface, easy to use.

Windows • MacOS • Linux • iOS • Android

Select areas that need to improve

• Didn't match my interface
• Too technical or incomprehensible
• Incorrect operation instructions
• Incomplete instructions on this function

Fields marked * are required please

Please leave your suggestions below

• Quick Tutorials
• Practical Skills

How to Delete a Page in Word for Your Thesis/Dissertation? [For Students]

Writing today involves more than just putting words on a document; it requires management across various digital intricacies that can suddenly throw you off course. As a writer who spends hours working with document processors, I've learned how to solve those unexpected digital problems, like unwanted blank pages that appear without warning.

If you're a student dealing with those pesky blank pages just when you're about to submit an important assignment or thesis, it can be incredibly frustrating. In this article, I'll demonstrate to you how to get rid of those unwanted pages and keep your work neat and presentable.

Common Problems About Deleting a Page in Word

Blank pages can be a real headache. They sometimes appear out of nowhere, and other times, trying to delete them messes up your formatting. These are among the most common issues when it comes to deleting pages in Word, enough to make you want to tear your hair out.

1.Deleting a Blank Page Caused by a Table

If you're working on a thesis dissertation, you're likely to include tables to present and organize data. However, when using Microsoft Word, you might find an extra page appearing unexpectedly, and your table could be the reason behind it. This occurs because tables in Word end with a paragraph mark. If the table is at the bottom of a page and there's no room for the paragraph mark, Word automatically adds a new page. This can be frustrating when you're aiming for a polished, professional document. The good news is that you can resolve this issue with a few simple steps to keep your thesis looking its best.

2.Deleting Blank Pages in the Middle of a Document

Stray paragraph marks, page breaks, and section breaks are just a few reasons why extra pages appear in a document. This can be especially problematic when these unwanted pages appear in the middle of a long document, such as a thesis or a report. Deleting these extra pages can eventually be a massive pain in the back, especially when you need to maintain a consistent layout throughout the document.

How to Delete an Extra Page Caused by a Table

A simple backspace is clearly not going to help you as you try to remove the annoying extra page. But believe it or not these methods and steps on how to remove and delete blank page in Word, is actually pretty simple:

Reduce Paragraph Mark Font Size to Remove Blank Page After Table

A somewhat simple method to remove a blank page in Word caused by a table is by altering the font size, so let's explore this method:

Step 1 : First, open the document in Microsoft Word where the extra page was added due to a table.

Step 2 : Now, let's activate the paragraph marks by going to the “Home” tab and then clicking on the “Paragraph Marks” icon to show paragraph marks in your document.

Step 3 : You will see a single paragraph mark on the blank page, select it using your mouse.

Step 4 : Now, in the “Home” tab, reduce the font size in the “Font” section. You might want to reduce the font to as little as '1' to remove the blank page.

This method is viable and can be considered as a quick fix to remove blank pages caused by tables in Word documents.

Apply the Hidden Text Attribute

If you're wondering how to remove a blank page in Word, one approach involves hiding the unwanted page rather than completely deleting it. This method doesn't actually remove the page but makes it invisible when printing or sharing the document. It's a quick workaround, but keep in mind that the blank page still exists in the document structure. Here's how you can hide the blank page:

Step 1 : First, let's open the document in Word, and then click on the "Paragraph Marks" icon in the "Home" tab.

Step 2 : Next, let's select the paragraph mark on the blank page using the cursor and then right-click to open the Context menu.

Step 3 : Now, click on the "Font" option to open the Font dialog.

Step 4 : In the Font Dialog, go to the "Effects" section and then tick the "Hidden" checkbox, and then press "OK" to exit.

Step 5 : After that, hide paragraph marks by clicking on the "Paragraph Mark" icon in the Home tab.

Step 6 : Now you will see that the blank page has been hidden in the document.

Step 7 : However, if the blank page is still not hidden, head over to the "File" menu in the top left.

Step 8 : Now click on the "Options" button in the left side panel.

Step 9 : In the Options dialog, go to the "Display" tab on the left panel and then make sure the "Hidden" checkbox is unchecked. Click "OK" to exit the Options dialog.

This method is effective because by default, hidden content cannot be viewed and is not printed as well. However, they do occupy some extra space in the hard drive or cloud.

Use Word, Excel, and PPT for FREE, No Ads.

Edit PDF files with the powerful PDF toolkit.

Microsoft-like interface. Easy to learn. 100% Compatibility.

Boost your productivity with WPS's abundant free Word, Excel, PPT, and CV templates.

How to Delete a Blank Page Amid Your Work in Word

Losing formatting while trying to remove a blank page from your document can be insanely frustrating, and it feels like hours of effort have gone to waste.To help you tackle this problem without losing all your hard work, I've outlined the steps below on how to delete a blank page in Word . These instructions are designed to be simple and easy that work across various platforms, including mobile, Windows, and Mac. For the demonstration, I'll use WPS Office, a free software that's fully compatible with Word documents and even allows you to convert files to PDF without affecting the format.

Using Navigation pane

Using the navigation pane provides a more comprehensive view of your entire document, allowing you to see all the pages at once. Let's take a look at how to delete pages in Word using the navigation pane.

Step 1 : In Microsoft Word, go to the View Tab and check the "Navigation Pane" checkbox in the Show section.

Step 2 : The navigation pane dialog box will appear on the left side of the screen. Click on the "Pages" tab to see an overview of the pages in your document.

Step 3 : Now simply scroll through the navigation pane, select the Blank pages, and press the "Backspace" or "Delete" key on your keyboard to delete the blank page from your document.

It was as simple as that. I can tell you were about to lose your cool because, as a writer, I've been there too, spending countless hours getting frustrated over something that seems trivial but isn't—like deleting a page. But once you know how, it's really simple. Knowing how to operate on a navigation pane is especially important when you're working on a thesis, where there are so many pages, and having a clear overview of your content is crucial.

The navigation pane can be a lifesaver, not just for deleting unwanted pages but also for quickly checking if everything is in order. It lets you easily skim through your document, ensuring you haven't missed anything or have extra pages hiding in plain sight.

How to Delete a Page with Text in Word

If you find an unwanted blank page in the middle of your thesis, you can remove it by following these methods to delete a page with text in Word:

1.Removing page break

Page breaks are simple shortcuts provided by Microsoft Word to insert a new page into the document. Without them, you'd need to press Enter repeatedly to begin a new page. However, these page breaks can sometimes go unnoticed and result in blank pages in a document, which may look undesirable in a thesis or dissertation. Here are the steps to remove the blank pages caused by page breaks in a document.

Step 1 : In Microsoft Word, go to the Home tab and click on the "Paragraph Marks" icon in the Paragraph section.

Step 2 : Once the paragraph marks are enabled, scroll down to the blank page in your document. You will see "Page Break" written in your document.

Step 3 : Either select it with your cursor or place the cursor right after the page break and press "Backspace" to remove the empty page from your document.

2.Use the Shortcut Ctrl+G and Navigation Pane

Now, let's suppose there are some empty pages in the document, and there are no page breaks or section breaks. Instead, a new page was created by pressing the "Enter" key on the keyboard several times. If there is such a blank page in your document, there is a simple method to quickly find the blank pages, select all the text on the blank page, and then delete it from the document. Let's look at the step-by-step process of deleting pages in Word:

Step 1 : So, let's open our thesis in Microsoft Word, and at the bottom left on the status bar, click on the "Page" option to open the navigation pane.

Step 2 : Now, in the Navigation pane, identify the blank pages in your thesis and click on them to select the page.

Step 3 : Next, press the shortcut key "CTRL + G" to open the "Go To" feature in Microsoft Word.

Step 4 : In the "Go to what" pane, click on "Page" and then in the "Enter page number" field, enter "\page".

Step 5 : Now, click on the "Go To" button, and you will notice the entire page has been selected in the background.

Step 6 : Simply "Close" the "Go To" dialog by pressing the "Esc" key on your keyboard, and then press the "Backspace" key to remove the blank page.

Students working on a thesis can breathe a sigh of relief with these methods. Removing blank pages in Word is simple and straightforward, making it easier to maintain a clean and organized document. Not only will these methods help you get rid of unwanted pages, but they'll also give you a better overview of your entire thesis, allowing you to focus on the content without worrying about formatting issues.

Use WPS AI to Polish Your Writing

WPS Office has done a great job by establishing a name for itself by offering a free, user-friendly alternative to expensive office software, providing a range of tools that are ideal for students across various fields. Now, with the introduction of WPS AI, it's making student life even easier by generating accurate content, providing writing assistance, and helping to refine English in a tone that suits your writing style. If you're a student looking to lighten your workload and improve the quality of your work, WPS AI could be a valuable addition to your toolkit. Start with WPS AI and see how AI can ease the burden of your academic tasks.

Converting Your Thesis/Dissertation to PDF Without Losing Format

It's definitely not rare to experience formatting issues when you convert your thesis to PDF at the last minute, especially when you're preparing for submission. This is a peak frustration moment, as you thought you were all set, but now your document looks like a messed up pile of jumbled words. To avoid this stress, I'll guide you on how to effectively convert to PDF using WPS PDF to ensure that your formatting stays intact. By following these simple steps, you'll get a perfect PDF version of your thesis without the hassle and worry.

Step 1 : First, open the Word document using WPS Office, then navigate to the Menu located at the top left corner of the page.

Step 2 : Within the menu, choose "Save as" and then opt for "Other formats" from the menu that appears.

Step 3 : Within the Save as options, switch the file type to "PDF" in the "File Type" field, and then click on "Save" to save your document as a PDF.

FAQs about Deleting a Page in Word

Q1. how do i delete an extra page in word for mac.

Here are the methods for deleting a page in Microsoft Word on macOS, based on whether the page is at the end or in the middle of the document:

1. Delete Blank Page at the End :

Step 1: Place your cursor at the start of the blank page.

Step 2: Press the Delete key.

Step 3: The entire page, including text and formatting, will be removed.

2. Delete a Specific Page in the Middle: To delete a specific page within your document, use the Navigation Pane :

Step 1: Navigate to the "View" tab within Microsoft Word.

Step 2: Select the Navigation Pane; a sidebar will display on the left.

Step 3: Within the Navigation Pane, you'll find thumbnail previews of each page.

Step 4: Look for the page you want to delete.

Step 5: Right-click on the thumbnail of that page.

Step 6: Choose "Delete" from the context menu. The selected page will be deleted.

Q2. How do I Delete an extra page in Word after a section break?

To delete an extra page in Word after a section break, follow these steps:

Step 1 : Within Microsoft Word, navigate to the Home tab and select the "Paragraph Marks" icon located in the Paragraph section.

Step 2 : After enabling paragraph marks, scroll through your document until you reach the blank page. You'll notice the presence of "Section Break" written in the document.

Step 3 : Use your cursor to select the section break or position the cursor immediately after it, then press the "Backspace" key to eliminate the empty page from your document.

Q3. How do you Delete a page break in Word that won't Delete?

Here is a straightforward guide on how to delete a page break in Word :

Step 1 : Go to the "Home" tab.

Step 2 : Click "Show/Hide" to reveal non-printing characters like paragraph markers, section breaks, and page breaks.

Step 3 : Double-click on the page break you want to delete to select it.

Step 4 : Press the "Delete" key on your keyboard to remove the selected page break.

Wrapping Up: Removing Extra Pages in Word

This guide may seem overwhelming, especially with so many methods to choose from, but it has the solution to whatever problem you face regarding an extra page in Word that you need to remove. With these tips, you should be able to get back to submitting your paper with full confidence. If you're a student working on an important assignment, WPS Office is the perfect choice, thanks to its AI-backed capabilities and direct export to PDF, which keeps your formatting intact. Download WPS Office today for a seamless experience and to streamline your student life!

• 1. Best thesis defense presentation samples
• 2. Creative sample thesis defense presentation
• 3. The 10 most stunning excel dissertation Gantt chart templates
• 4. The 10 most stunning excel dissertation Gantt chart templates
• 5. Creative thesis presentation templates
• 6. How to Check Word Count for Your Essays in Word [For Students]

15 years of office industry experience, tech lover and copywriter. Follow me for product reviews, comparisons, and recommendations for new apps and software.