rolex yacht master 40 rose gold oysterflex

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There is big news, and there is Rolex big news, and in some ways, ne'er the twain shall meet. At Baselworld this year, Rolex debuted a first for the company: the very first, ever, Rolex delivered on a rubber strap. Now, for most companies this would have little effect on watch enthusiasts other than to evoke (very) tepid interest at best, and boredom at worst – but this is not an ordinary rubber strap, this is an official, designed-and-tested-and-thoroughly-obsessed-over-by-Rolex rubber strap. And thereby hangs a tale.

The Yachtmaster, as we have mentioned in some of our previous coverage , occupies a somewhat particular place in Rolex’s lineup of sports watches; it shares water-resistance and a turning bezel with the Submariner (the latter is water resistant to 300 m while the Yachtmaster standard model is water resistant to 100 m). It is certainly not a tool watch; the Yachtmaster is offered in either platinum and steel, or gold and steel (that’s Rolesium and Rolesor, lest we forget) and is either quietly or unequivocally luxurious depending on what size and metal you go for (Rolex makes the Yachtmaster in both 35 mm and 40 mm sizes). 

The Yachtmaster’s history goes back to the first introduction of the watch in 1992, although the name, interestingly enough, appears on the dial of a prototype Yachtmaster Chronograph from the late 1960s (a watch so legendary I am actually forced to use the word; one of three known is in the collection of Mr. John Goldberger; we covered it – and a host of other remarkable ultra-rare watches from his collection – in a very memorable episode of Talking Watches ).

The term “Yachtmaster” is also, incidentally, used for a certificate of competency in yachting which is issued by the Royal Yachting Association, although we’re unaware of any specific association between the RYA and the Yachtmaster watch.

Now, this newest version of the Yachtmaster does take a few pages from the existing Yachtmaster playbook: 100-meter water resistance, a bidirectional turning bezel, and a dial and hands that echo the Submariner. There are also a couple of features that may make vintage Sub enthusiasts wonder if Rolex mightn’t have an exceedingly subtle sense of humor; the gilt coronet and “Rolex,” and the red lettering, both features which according to HODINKEE founder Ben Clymer would have, had they appeared on a Rolex dive watch, made it instantly the single most popular watch in the modern Rolex inventory. The case is rose gold – Rolex famously makes their own, called Everose, in their own foundry, with a bit of platinum mixed in to prevent discoloration – and the bezel, rather than being some other precious metal (as is the case in the “standard” Yachtmasters) is in black Cerachrom – a very technical-looking matte black that contrasts sharply with the gold case. Somehow, between the rose gold, the Cerachrom bezel, and the new Oysterflex bracelet this manages to be the most luxurious and at the same time most technical Yachtmaster yet (leaving aside the Yachtmaster II, which we recently reviewed right here , but that is a watch that marches to the beat of a different drummer entirely).

The two different versions of the Everose Yachtmaster (40 mm and 37 mm) sport different movements; the larger uses the caliber 3135 and the smaller, the newer 2236, which sports the “Syloxi” silicon balance spring (first used by Rolex in 2014).

The Oysterflex bracelet is, in a nutshell, quite a piece of work. One of the most endearing traits of Rolex as a company is that it tends to demonstrate what we can only describe as a laudable degree of corporate obsessive-compulsive disorder when it comes to research and development, and it does so, often, without making any sort of fanfare about it at all. In this case we do know a little bit about the Oysterflex, however – it is basically designed to have the hypoallergenic and comfort properties of a rubber strap and the durability and shape-retention properties of a bracelet. 

At the core of the Oysterflex bracelet are metal inserts made of titanium and nickel, which are used to affix the bracelet to the clasp and watch case; over those is a sheathing of “high-performance black elastomer.” “Elastomer” is a portmanteau word, formed from “elastic” and “polymer” and is a general term for natural and synthetic rubbers. In addition to the materials complexity of the Oysterflex bracelet, it is also shaped in a rather unusual fashion – there are ridges molded into the the wristward face of the bracelet, which are intended to allow the bracelet when worn to better approximate the natural curvature of the wrist.

They might look a bit odd but in practice, the design works out quite wonderfully; this is easily the most downright comfortable and organic-feeling rubber strap I have ever worn, and like the entire watch manages to be both extremely technical in feel, and very luxurious at the same time; I doubt whether any company has ever taken so much trouble over the design of a strap (for all that Rolex prefers the term “bracelet” in describing the Oysterflex, habit dies hard and you’ll probably find yourself calling it a strap, just as we did). On the wrist, the two stabilizing ridges do exactly what they are supposed to: keep the watch from shifting, as heavier watches on rubber straps are wont to do, without requiring you to have the strap uncomfortably tight. The Everose Oysterlock clasp does a superb job mechanically and also looks fabulous into the bargain; the quality of finish on the clasp and case may not seem terribly elaborate at first, but it is as technically flawless as anything I have ever seen at any price, on any watch.

What we have here, in other words, is a very Rolex interpretation of luxury. Yes, this is a gold watch, and a gold Rolex, and wearing a gold Rolex always carries with it, shall we say, certain semiotic complexities. However there is also another side to the watch, and to the Rolex approach to luxury in general: the taking of such pains to produce technical perfection that technical perfection becomes a luxury in itself.

The Everose Rolex Yachtmaster, in Rolex Everose, with Everose Oysterclasp and Oysterflex bracelet, as shown, $22,000 in 37 mm, and $24,950 in 40 mm. For more info, check out Rolex.com.

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Review: Rolex 116655 Yachtmaster 40 Rose Gold Oysterflex Sports Watch

A hand-on, in-depth review of the highly intriguing, ultra luxurious Yachtmaster 40 (Rolex 116655) . This is the first Everose version of the Yachtmaster. The first Oysterflex Bracelet version of the Yachtmaster. And, the first Cerachrom bezel  matte black version of the Yachtmaster.

Note: The watch featured in this article is pre-owned and for sale at our showroom Diamonds by Raymond Lee in Boca Raton. You can also purchase the Rolex Yachtmaster 40 from us online as well. View the full sales listings here: R olex 116655 Yacht Master 18k Rose Gold Black Dial On Rubber Strap Watch

Today we are reviewing the Rolex 116655 Yachtmaster 40, which was released back in 2015. This watch was a novel take on the Yachtmaster, with its unique strap and bezel and use of precious metal rather than the classic stainless steel.

It was a hit straight out of the box. It drew a lot of attention to this wonderful watch and the Yachtmaster collection as a whole.

In this article, we are going to briefly discuss the Yachtmaster collection. Then we are going to cover all of the finer details of this particular watch, digging into all of its patented creations, while also giving our personal, hands-on opinion.

So, let’s begin.

The Three Highlights of This Watch

There are a few features that stand out about this Yachtmaster.

• It is the first Yachtmaster to be crafted from Rolex’s rose gold Everose. The case and the clasp that is, as the strap is something entirely unique.
• Possibly the most special thing about this watch is the strap. It’s called an Oysterflex Bracelet, and it is an entirely Rolex creation. It first appeared in 2015 (same years as this watch’s release), and it is only used on certain precious metal Rolex’s, such as this Yachtmaster 40. It may look like rubber, but in fact, it is a high performance black elastomer with a nickel alloy metal blade running through the center of it. The Oysterflex has impeccable stability, structure, and comfort. The Oysterflex Bracelet is super unique and cool. We will talk more about the Oysterflex later in this post.
• Last, but definitely not least, the Cerachrom ceramic bezel. As with pretty much everything Rolex does, this is also a special Rolex creation. What’s special about this particular bidirectional Cerachrom bezel is that it has a matte finishing rather than Rolex’s typical glossy Cerachrom bezel that you see on watches like the GMT-Master II.

Yachtmaster History

The Yachtmaster (actually written as ‘Yacht-Master’) was designed to be a high end lifestyle sports watch. Although all Rolex watches are “high end”, most would be considered more utilitarian, like the Submariner and GMT-Master.

As most know, and as the name suggests, the Yachtmaster was made for affluent sailors and people who own yachts. Because the watch is made for sailing the seas, all Yachtmasters use an Oyster case. So, they can have a good degree of water resistance. Moreover, Yachtmasters have a bidirectional bezel. And the Yachtmaster II also has a regatta timer for those who race on the lush, moveable surface known as the ocean.

The Yachtmaster wasn’t made to be a pro diving watch or a watch for pilots. Yet it shows up in those fields by professionals who have a keen eye for the Yachtmaster.

In any case, what’s more than its water resistance, bidirectional bezel, and usefulness on the ocean is the fact that the Yachtmaster was made to allure and emit style and status…the most fitting aspect of a watch for the world of yacht owners .

When you think about it, essentially every major watch manufacturer has a collection for marine or nautical use. There’s Omega, Audemars Piguet, Patek Philippe, Vacheron Constantin, Seiko, Ulysee Nardin, Blancpain, IWC, Richard Mille, and more, yet none of those brands really compete with the Rolex Yachtmaster when it comes to both functionality, design and status for those who sail the world on expensive boats. The Yachtmaster is the epitome of a nautical luxury tool watch.

With all that said, surprisingly, the Yachtmaster collection has only had a relatively small (yet fierce and loyal) following of Rolex enthusiasts since its first ever creation in 1992.

That is until the Yachtmaster 40 came out.

Rolex 116655 Yachtmaster 40 Rose Gold  

The Yachtmaster 40 reference 116655 came out in 2015. It helped open more a lot more eyes to the Yachtmaster collection.

The 40mm size and the overall luxurious style with the matt black on Everose on matt black on matt black made this watch an instant must have. It was a rendition of the Yachtmaster that got people talking. It’s like a polished man’s Submariner if you will.

Personally, we absolutely love the Rolex 116655, which is why we are reviewing it today, 4 years after its release. Now, we are going to dig into all the nitty gritty details and features of this watch.

Everose Gold

As we mentioned above, Everose is Rolex’s very own rose gold. It is an in-house and patented creation. Everose is a beautiful 18 ct rose gold that has a special, exclusive alloy that preserves beauty far greater than most rose gold alloys. It was first introduced in 2005, and now Rolex only uses Everose for their rose gold watches.

On this particular model, the case, crown and clasp are all carefully crafted from Rolex’s precious Everose, with a finishing that is incredibly striking.

Thanks to Rolex creating one of the finest precious metal alloys the world has to offer, you can be confident that this rose gold watch won’t dull or fade over time.

You probably already know this, but the Yachtmaster 40 has a traditional 40 mm case size. It is an Oyster case. This one is water resistant to 100 meters (more than enough for your typical dive).

Back in 2007, Yachtmaster changed the Oyster case shape. So this one has the more sporty and modern look compared to pre-2007 Yachtmasters. Overall, Rolex has made nice refinements to the newer Yachtmaster cases and that includes this one.

Moreover, the Yachtmaster 40 has all the same reliable constructions of your normal Yachtmaster watches, such as a triple-sealed “Triplock” screw down crown and a scratch resistant sapphire crystal covering the dial with a magnified cyclops eye.

However, what’s very special about the case of the Yachtmaster 40 is it is crafted from precious metal (Everose) rather than what Yachtmaster has always used in the past, which is Rolex’s Oystersteel (their patented 904L stainless steel).

If you know Rolex sports watches, then you know this is special, as most references use either solid stainless steel or a blend of stainless steel and gold.

We think this was a genius move for the Yachtmaster for two reasons. One, the Yachtmaster is geared towards luxury sports lifestyle, which is different than their professional series. So, the use of precious metal is very appropriate. And two, modern sports watch buyers want precious metals, especially rose gold. The trend has become clear, and thanks to Rolex, even more so.

Bidirectional Rotatable Matte Black Bezel

It’s very rare to see a matte black dial on a Rolex sports watch, and what a pleasant surprise this was when it was first released back in 2015. The matte finish allows for better legibility and the look is more aggressive than your typical slight gloss Rolex bezel.

The bezel on the Yachtmaster rotates bidirectionally and it has slightly raised 60 minute graduations that are glossy. They are precious metal graduations with a beautiful polish finishing, which makes them stand out impeccably on the matt black sand-blasted background. Even with it being black on black.

The bezel is more than just looks, though. It is a functional bezel. The bezel allows the wearer to calculate times between distances. For example, you could use it when sailing between two buoys.

And, likely the bezel’s most important aspect, it is made from Cerachrom, which is Rolex’s patented ceramic material. Cerachrom is extremely durable and scratch resistant. It is pretty much as scratch resistant as the sapphire crystal.

The Rolex 116655 pairs the matte black bezel and Everose incredibly well with the dial.

The dial is luxurious and business like. It is a matte black maxi dial, except the lume plots have an Everose surrounding and the hands are Everose with blue glowing Chromalight. Using Everose hands was a smart move, as not only does it match the case, but it also prevents tarnishing and creates an amazing identity. What’s more, the hands are beautifully polished, giving it that true Rolex character and allowing for incredibly easy legibility as the hands really pop.

The dial’s writing is a mixture of white and Everose, with exception of the red “YACHT-MASTER” lettering above the 6 o’clock. The red lettering was a fantastic touch, as it charmingly stands out.

All in all, it is an extremely contemporary dial, mainly crafted by hand, and completely manufactured in-house. We fell in love with it at first sight and so did the Rolex community. This is the dial the people were hoping for with the release of the Submariner, yet they got it with the Yachtmaster 40. No complaints here.

Oysterflex Bracelet

Now, the bracelet may look like a rubber strap, but in fact, it is made with a flexible titanium and nickel alloy metal blade that is overmoulded by a high-performance black elastomer, which is very resistant to environmental effects, durable, and flawlessly inert for the wearer. It has maximum comfort, as the inside of the bracelet is fixed with a longitudinal cushion system. This stabilizes the watch on the wrist and fits it in the Everose Oysterlock safety clasp perfectly.

The Oysterflex bracelet was developed and patented by Rolex. It is their sporty alternative to metal bracelets.

You won’t find many Rolex watches with an Oysterflex. It was reserved for the Yachtmaster 40, a few gold Daytonas, and as of 2019, the Yachtmaster 42 white gold watch.

All in all, the Oysterflex bracelet is one of our favorite features of this watch. It’s extremely supple, comfortable, and secure. It just feels great wrapped around the wrist.

However, one crucial thing to note is that there isn’t much room for resizing with the Oysterflex bracelet. The Oysterlock clasp does have some micro-adjustability, but it’s still important that you get the bracelet in the right size as you can’t resize it. This one is perfect for a 7 inch wrist.

Caliber 3135 Movement

At the heart of the Rolex 116655 Yachtmaster 40 is a caliber 3135 automatic movement, which is, of course, COSC Chronometer certified. It’s the same movement that you will find in the Rolex Submariner Date.

It is a tried and true movement with great shock resistance thanks to its addition of the Paramagnetic blue Parachrom hairspring (another Rolex creation).

Overall, it is a reliable movement with extreme precision. The usual for Rolex.

Where to buy a Rolex 116655 Yachtmaster 40 Everose Watch?

If you are serious about adding a unique, precious metal Rolex watch to your collection, this pre owned Rolex 116655 Yachtmaster 40 is the perfect watch. It is in flawless condition and it comes with Rolex’s original papers and box.

You can purchase it online or at our retail showroom in Boca Raton.

Here is the full sales listing:  Rolex 116655 Yacht Master 18k Rose Gold Black Dial On Rubber Strap Watch

Address – Diamond By Raymond Lee’s Showroom in Boca Raton, Florida:

2801 N Federal Hwy, Boca Raton, FL 33431

Diamonds by Raymond Lee is Boca Raton’s most recommended sales and service centers for watches, diamonds, and high-end jewelry. We are a family business with over 30 years of experience selling fine certified luxury watches. In that time we have built an unparalleled reputation for fair, quality dealings in South Florida.

Our goal is to meet the needs of our customers at our Boca Raton retail store and online and to provide our community with the best possible experience.   We combine value, quality, and cost with the remarkable ability to meet and understand the needs of the people we serve.

We are proud to say that we have one of the largest Rolex collections in all of South Florida.

If you live in Boca Raton, please feel free to drop by our showroom anytime!

Let us know what you think of the Rolex 116655 Yachtmaster 40 featured in this article in the comment section below.

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Rolex Yacht-Master 40 Rose Gold Men's Watch 126655-0002

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Rolex Yachtmaster 116655 Full Review

Behold the  new rose gold Rolex Yachtmaster with the Rolex Oysterflex Bracelet: Rolex's 1st Rubber Strap

With the new rose gold Rolex Yachtmaster, Rolex watchmakers held no punches and put in nearly every great idea they ever had into one amazing watch. The Rolex Yachtmaster has been around since the early '90s and came in an assortment of materials from gold and steel all the way up to platinum. They are known for being shiny and luxurious from one end to the next. So it comes as no surprise that the world was taken by a storm when they decided to use rubber to introduce the new Rolex Yachtmaster watch reference #116655 . Was it a step up or a step down for the series? PrestigeTime.com bloggers believe that pictures speak much louder than words.

The new men's Yachtmaster from Rolex is a 40mm 18k rose gold case watch with a black dial and accented in Rolex's very own Everose gold. Just like their proprietary 18kt rose gold alloy, Rolex will always prefer to create the status quo and not have to rise to meet it because of anyone else.

In the new rose gold Rolex Yachtmaster, they held no punches and put in nearly every great idea they ever had into one amazing watch.

At the core lies their in-house Rolex movement, the automatic caliber 3135 which resonates at 28,800 vph containing 31 jewels and has a whopping 50-hour power reserve. Of course, it would not be complete without their "Cyclops" magnifier. The new rose gold Rolex Yachtmaster is also known as the m116655-0001.

Rolex is also no stranger to trending luxury watches. They tend to be the first in doing and introducing many things. While rubber has been around for a long time and has been used on many watches over the years, both high-end luxury watches and everything else. Rubber had no place on a Rolex watch until now. Rolex waited this long to introduce this material into their products not because they were hesitant to be part of the trend, on the contrary, 

they wanted to revolutionize the rubber watch band before using it on their first-ever rubber strapped watch. Creating the best rubber bracelet was something Rolex obsessed about until its perfection. Enter the new Rolex  Oysterflex bracelet which we hope to see on more of their men's watches. A rubber-coated two-piece titanium bracelet with a patented cushioning system. The black elastomer coating is a similar substance to what you see on the Apple Watch. The bracelet has an Oysterlock clasp in solid 18k Everose gold which seals the deal. Rolex held nothing back in reinventing and over-engineering the perfect rubber bracelet that has the same elasticity as a metal bracelet without the initial cold feeling of a metal bracelet when first placed on a wrist. Now it's just a matter of time before a platinum Rolex comes with a rubber Oysterflex bracelet.

In 2015 Rolex introduces the Rolex Yachtmaster watch model #116655, the first Rolex watch with the all-new rubber Oysterflex band with an 18k rose gold clasp. After its creation, they saw all that they have made …and it was good.

Most recently this watch has been upgraded with a new movement and new reference number that we sell new, in its original box, with a warranty, and with free shipping to the United States. The new Rolex 126655 Yachtmaster 40mm is essentially the same watch with a few improvements. Specifically, the caliber inside has been replaced with the Rolex in-house caliber 3235, a Superlative Chronometer with exceptional precision, 31 watch jewels, Paraflex shock absorbers, and a substantially longer power reserve duration of approximately 70 hours.

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Rolex Yacht-Master 40 Oysterflex Rose Gold 116655

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A mens 40mm Yacht-Master in rose gold by Rolex. Featuring an intense black dial with the date and a matt black ceramic bidirectional rotatable bezel with raised 60-minute numerals and graduations.

The black Oysterflex bracelet comes with a folding Oysterlock clasp equipped with the Rolex Glidelock extension system. Fitted with a scratch resistant sapphire crystal and a calibre 3235 self-winding automatic movement.

In excellent condition, the watch comes with some of its original factory stickers still attached, our own presentation box, our one year warranty and guaranteed authenticity.

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Rolex Yacht-Master 40 Rose Gold Oysterflex

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Additional Information

Brand: Rolex

Model: Yacht-Master

Watch Details

reference number: 116655

year of production: N/A

gender: mens watch unisex

condition: very good

condition details: N/A

scope: Watch Only

Case & Dial

case material: rose gold

case diameter: 40

dial color: black

dial numerals: no numerals

bezel material: ceramic

Bracelet Details

bracelet material: rubber

band color: black

movement: automatic

Description

Introducing a brand-new Rolex Yacht-Master 40 offered as watch only at an attractive price. Crafted in Rose Gold, this stunning Yacht-Master features a Black Dial, which offers an astounding combination.  The watch sits on an Oysterflex bracelet, which comes with Rolex’s patented longitudinal cushion system for extra comfort. It is attached to an 18 ct Everose gold clasp. As mentioned above, the watch does not come with box and papers and that is why you are able to get this watch at an attractive price point.

The Yacht-Master 40 is one of the most underrated watches offered by Rolex . What sets this watch apart from other Rolex models is its Matt Black Ceramic bezel with raised polished numerals. The watch draws its power from the reliable Calibre 3235 movement that offers a power reserve of up to 70 hours.

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• It usually takes about 7-10 working days to ship the watch to most destinations. Delays might be caused due to customs, if any.
• All our watches are listed under ‘No Returns Policy’ which means we cannot accept any returns. However, we are happy to assist and help with any questions you might have prior to placing the order. Please contact us on WhatsApp for further details.

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Thesis and purpose statements.

Use the guidelines below to learn the differences between thesis and purpose statements.

In the first stages of writing, thesis or purpose statements are usually rough or ill-formed and are useful primarily as planning tools.

A thesis statement or purpose statement will emerge as you think and write about a topic. The statement can be restricted or clarified and eventually worked into an introduction.

As you revise your paper, try to phrase your thesis or purpose statement in a precise way so that it matches the content and organization of your paper.

Thesis statements

A thesis statement is a sentence that makes an assertion about a topic and predicts how the topic will be developed. It does not simply announce a topic: it says something about the topic.

Good: X has made a significant impact on the teenage population due to its . . . Bad: In this paper, I will discuss X.

A thesis statement makes a promise to the reader about the scope, purpose, and direction of the paper. It summarizes the conclusions that the writer has reached about the topic.

A thesis statement is generally located near the end of the introduction. Sometimes in a long paper, the thesis will be expressed in several sentences or an entire paragraph.

A thesis statement is focused and specific enough to be proven within the boundaries of the paper. Key words (nouns and verbs) should be specific, accurate, and indicative of the range of research, thrust of the argument or analysis, and the organization of supporting information.

Purpose statements

A purpose statement announces the purpose, scope, and direction of the paper. It tells the reader what to expect in a paper and what the specific focus will be.

Common beginnings include:

“This paper examines . . .,” “The aim of this paper is to . . .,” and “The purpose of this essay is to . . .”

A purpose statement makes a promise to the reader about the development of the argument but does not preview the particular conclusions that the writer has drawn.

A purpose statement usually appears toward the end of the introduction. The purpose statement may be expressed in several sentences or even an entire paragraph.

A purpose statement is specific enough to satisfy the requirements of the assignment. Purpose statements are common in research papers in some academic disciplines, while in other disciplines they are considered too blunt or direct. If you are unsure about using a purpose statement, ask your instructor.

This paper will examine the ecological destruction of the Sahel preceding the drought and the causes of this disintegration of the land. The focus will be on the economic, political, and social relationships which brought about the environmental problems in the Sahel.

Sample purpose and thesis statements

The following example combines a purpose statement and a thesis statement (bold).

The goal of this paper is to examine the effects of Chile’s agrarian reform on the lives of rural peasants. The nature of the topic dictates the use of both a chronological and a comparative analysis of peasant lives at various points during the reform period. . . The Chilean reform example provides evidence that land distribution is an essential component of both the improvement of peasant conditions and the development of a democratic society. More extensive and enduring reforms would likely have allowed Chile the opportunity to further expand these horizons.

For more tips about writing thesis statements, take a look at our new handout on Developing a Thesis Statement.

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 Your Paper

Creating an Argument

Thesis vs. Purpose Statements

Developing a Thesis Statement

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting 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

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

How to Write a Master's Thesis: A Guide to Planning Your Thesis, Pursuing It, and Avoiding Pitfalls

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Part 1: Initial Considerations

Who needs to write a master’s thesis.

Thesis writing is one of the more daunting challenges of higher education. That being said, not all master's students have to write a thesis. For example, fields that place a stronger emphasis on applied knowledge, such as nursing, business, and education, tend to have projects and exams to test students on the skills and abilities associated with those fields. Conversely, in disciplines that require in-depth research or highly polished creative abilities, students are usually expected to prove their understanding and independence with a thesis.

What's Your Goal?

Do you want to write a thesis? The process is a long one, often spanning years. It's best to know exactly what you want before you begin. Many people are motivated by career goals. For example, hiring managers may see a master's degree as proof that the candidate is an expert within their field and can lead, motivate, and demonstrate initiative for themselves and others. Others dream of earning their doctorate, and they see a master's degree as a stepping stone toward their Ph.D .

No matter what your desired goal is, you should have one before you start your thesis. With your goal in mind, your work will have a purpose, which will allow you to measure your progress more easily.

Major Types of Theses

Once you've carefully researched or even enrolled in a master's program—a feat that involves its own planning and resources —you should know if you are expected to produce a quantitative (which occurs in many math and science programs), qualitative (which occurs in many humanities programs), or creative (which occurs in many creative writing, music, or fine arts programs) thesis.

Time and Energy Considerations

Advanced degrees are notoriously time and energy consuming. If you have a job, thesis writing will become your second job. If you have a family, they will need to know that your thesis will take a great deal of your attention, energy, and focus.

Your studies should not consume you, but they also should not take a back seat to everything else. You will be expected to attend classes, conduct research, source relevant literature, and schedule meetings with various people as you pursue your master's, so it's important to let those you care about know what's going on.

As a general note, most master's programs expect students to finish within a two-year period but are willing to grant extra time if requested, especially if that time is needed to deal with unexpected life events (more on those later).

Part 2: Form an Initial Thesis Question, and Find a Supervisor

When to begin forming your initial thesis question.

Some fields, such as history, may require you to have already formed your thesis question and to have used it to create a statement of intent (outlining the nature of your research) prior to applying to a master’s program. Others may require this information only after you've been accepted. Most of the time, you will be expected to come up with your topic yourself. However, in some disciplines, your supervisor may assign a general research topic to you.

Overall, requirements vary immensely from program to program, so it's best to confirm the exact requirements of your specific program.

What to Say to Your Supervisor

You will have a supervisor during your master's studies. Have you identified who that person will be? If yes, have you introduced yourself via email or phone and obtained information on the processes and procedures that are in place for your master's program? Once you've established contact, request an in-person meeting with him or her, and take a page of questions along with you. Your questions might include:

• Is there a research subject you can recommend in my field?
• I would like to pursue [target research subject] for my thesis. Can you help me narrow my focus?
• Can you give me an example of a properly formatted thesis proposal for my program?

Don't Be Afraid to Ask for Help (to a Degree)

Procedures and expectations vary from program to program, and your supervisor is there to help remove doubt and provide encouragement so you can follow the right path when you embark on writing your thesis. Since your supervisor has almost certainly worked with other graduate students (and was one at some point), take advantage of their experience, and ask questions to put your mind at ease about how to write a master’s thesis.

That being said, do not rely too heavily on your supervisor. As a graduate student, you are also expected to be able to work independently. Proving your independent initiative and capacity is part of what will earn you your master's degree.

Part 3: Revise Your Thesis

Read everything you can get your hands on.

Whether you have a question or need to create one, your next step is simple and applies to all kinds of theses: read.

Seek Out Knowledge or Research Gaps

Read everything you can that relates to the question or the field you are studying. The only way you will be able to determine where you can go is to see where everyone else has been. After you have read some published material, you will start to spot gaps in current research or notice things that could be developed further with an alternative approach. Things that are known but not understood or understood but not explained clearly or consistently are great potential thesis subjects. Addressing something already known from a new perspective or with a different style could also be a potentially valuable project. Whichever way you choose to do it, keep in mind that your project should make a valuable contribution to your field.

Talk with Experts in Your Field (and Don't Be Afraid to Revise Your Thesis)

To help narrow down your thesis topic, talk to your supervisor. Your supervisor will have an idea of what is current in your field and what can be left alone because others are already working on it. Additionally, the school you are attending will have programs and faculty with particular areas of interest within your chosen field.

On a similar note, don't be surprised if your thesis question changes as you study. Other students and researchers are out there, and as they publish, what you are working on can change. You might also discover that your question is too vague, not substantial enough, or even no longer relevant. Do not lose heart! Take what you know and adjust the question to address these concerns as they arise. The freedom to adapt is part of the power you hold as a graduate student.

Part 4: Select a Proposal Committee

What proposal committees are and why they're useful.

When you have a solid question or set of questions, draft a proposal.

You'll need an original stance and a clear justification for asking, and answering, your thesis question. To ensure this, a committee will review your thesis proposal. Thankfully, that committee will consist of people assigned by your supervisor or department head or handpicked by you. These people will be experts who understand your field of study and will do everything in their power to ensure that you are pursuing something worthwhile. And yes, it is okay to put your supervisor on your committee. Some programs even require that your supervisor be on your committee.

Just remember that the committee will expect you to schedule meetings with them, present your proposal, respond to any questions they might have for you, and ultimately present your findings and thesis when all the work is done. Choose those who are willing to support you, give constructive feedback, and help address issues with your proposal. And don't forget to give your proposal a good, thorough edit and proofread before you present it.

How to Prepare for Committee Meetings

Be ready for committee meetings with synopses of your material for committee members, answers for expected questions, and a calm attitude. To prepare for those meetings, sit in on proposal and thesis defenses so you can watch how other graduate students handle them and see what your committee might ask of you. You can even hold rehearsals with friends and fellow students acting as your committee to help you build confidence for your presentation.

Part 5: Write Your Thesis

What to do once your proposal is approved.

After you have written your thesis proposal and received feedback from your committee, the fun part starts: doing the work. This is where you will take your proposal and carry it out. If you drafted a qualitative or quantitative proposal, your experimentation or will begin here. If you wrote a creative proposal, you will now start working on your material. Your proposal should be strong enough to give you direction when you perform your experiments, conduct interviews, or craft your work. Take note that you will have to check in with your supervisor from time to time to give progress updates.

Thesis Writing: It's Important to Pace Yourself and Take Breaks

Do not expect the work to go quickly. You will need to pace yourself and make sure you record your progress meticulously. You can always discard information you don't need, but you cannot go back and grab a crucial fact that you can't quite remember. When in doubt, write it down. When drawing from a source, always create a citation for the information to save your future self time and stress. In the same sense, you may also find journaling to be a helpful process.

Additionally, take breaks and allow yourself to step away from your thesis, even if you're having fun (and especially if you're not). Ideally, your proposal should have milestones in it— points where you can stop and assess what you've already completed and what's left to do. When you reach a milestone, celebrate. Take a day off and relax. Better yet, give yourself a week's vacation! The rest will help you regain your focus and ensure that you function at your best.

How to Become More Comfortable with Presenting Your Work

Once you start reaching your milestones, you should be able to start sharing what you have. Just about everyone in a graduate program has experience giving a presentation at the front of the class, attending a seminar, or watching an interview. If you haven't (or even if you have), look for conferences and clubs that will give you the opportunity to learn about presenting your work and become comfortable with the idea of public speaking. The more you practice talking about what you are studying, the more comfortable you'll be with the information, which will make your committee defenses and other official meetings easier.

Published authors can be called upon to present at conferences, and if your thesis is strong, you may receive an email or a phone call asking if you would share your findings onstage.

Presenting at conferences is also a great way to boost your CV and network within your field. Make presenting part of your education, and it will become something you look forward to instead of fear.

What to Do If Your Relationship with Your Supervisor Sours

A small aside: If it isn't already obvious, you will be communicating extensively with others as you pursue your thesis. That also means that others will need to communicate with you, and if you've been noticing things getting quiet, you will need to be the one to speak up. Your supervisor should speak to you at least once a term and preferably once a week in the more active parts of your research and writing. If you give written work to your supervisor, you should have feedback within three weeks.

If your supervisor does not provide feedback, frequently misses appointments, or is consistently discouraging of your work, contact your graduate program advisor and ask for a new supervisor. The relationship with your supervisor is crucial to your success, especially if she or he is on your committee, and while your supervisor does not have to be friendly, there should at least be professional respect between you.

What to Do If a Crisis Strikes

If something happens in your life that disrupts everything (e.g., emotional strain, the birth of a child, or the death of a family member), ask for help. You are a human being, and personal lives can and do change without warning. Do not wait until you are falling apart before asking for help, either. Learn what resources exist for crises before you have one, so you can head off trauma before it hits. That being said, if you get blindsided, don't refuse help. Seek it out, and take the time you need to recover. Your degree is supposed to help you become a stronger and smarter person, not break you.

Part 6: Polish and Defend Your Master's Thesis

How to write a master’s thesis: the final stages.

After your work is done and everything is written down, you will have to give your thesis a good, thorough polishing. This is where you will have to organize the information, draft it into a paper format with an abstract, and abbreviate things to help meet your word-count limit. This is also where your final editing and proofreading passes will occur, after which you will face your final hurdle: presenting your thesis defense to your committee. If they approve your thesis, then congratulations! You are now a master of your chosen field.

Conclusion and Parting Thoughts

Remember that you do not (and should not) have to learn how to write a master’s thesis on your own. Thesis writing is collaborative, as is practically any kind of research.

While you will be expected to develop your thesis using your own initiative, pursue it with your own ambition, and complete it with your own abilities, you will also be expected to use all available resources to do so. The purpose of a master's thesis is to help you develop your own independent abilities, ensuring that you can drive your own career forward without constantly looking to others to provide direction. Leaders get master's degrees. That's why many business professionals in leadership roles have graduate degree initials after their last names. If you already have the skills necessary to motivate yourself, lead others, and drive change, you may only need your master's as an acknowledgement of your abilities. If you do not, but you apply yourself carefully and thoroughly to the pursuit of your thesis, you should come away from your studies with those skills in place.

A final thought regarding collaboration: all theses have a section for acknowledgements. Be sure to say thank you to those who helped you become a master. One day, someone might be doing the same for you.

Image source: Falkenpost/Pixabay.com 

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Guide to writing your thesis/dissertation, definition of dissertation and thesis.

The dissertation or thesis is a scholarly treatise that substantiates a specific point of view as a result of original research that is conducted by students during their graduate study. At Cornell, the thesis is a requirement for the receipt of the M.A. and M.S. degrees and some professional master’s degrees. The dissertation is a requirement of the Ph.D. degree.

Formatting Requirement and Standards

The Graduate School sets the minimum format for your thesis or dissertation, while you, your special committee, and your advisor/chair decide upon the content and length. Grammar, punctuation, spelling, and other mechanical issues are your sole responsibility. Generally, the thesis and dissertation should conform to the standards of leading academic journals in your field. The Graduate School does not monitor the thesis or dissertation for mechanics, content, or style.

“Papers Option” Dissertation or Thesis

A “papers option” is available only to students in certain fields, which are listed on the Fields Permitting the Use of Papers Option page , or by approved petition. If you choose the papers option, your dissertation or thesis is organized as a series of relatively independent chapters or papers that you have submitted or will be submitting to journals in the field. You must be the only author or the first author of the papers to be used in the dissertation. The papers-option dissertation or thesis must meet all format and submission requirements, and a singular referencing convention must be used throughout.

ProQuest Electronic Submissions

The dissertation and thesis become permanent records of your original research, and in the case of doctoral research, the Graduate School requires publication of the dissertation and abstract in its original form. All Cornell master’s theses and doctoral dissertations require an electronic submission through ProQuest, which fills orders for paper or digital copies of the thesis and dissertation and makes a digital version available online via their subscription database, ProQuest Dissertations & Theses . For master’s theses, only the abstract is available. ProQuest provides worldwide distribution of your work from the master copy. You retain control over your dissertation and are free to grant publishing rights as you see fit. The formatting requirements contained in this guide meet all ProQuest specifications.

Copies of Dissertation and Thesis

Copies of Ph.D. dissertations and master’s theses are also uploaded in PDF format to the Cornell Library Repository, eCommons . A print copy of each master’s thesis and doctoral dissertation is submitted to Cornell University Library by ProQuest.

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How to Write a Master Thesis Proposal: A Step-by-Step Guide

Writing a master's thesis proposal is a crucial step in your academic journey. It serves as the foundation for your entire thesis, outlining your research questions, methodology, and the significance of your study. A well-crafted proposal not only guides your research but also convinces your committee of the value and feasibility of your project. This step-by-step guide will help you navigate the process of writing a compelling master's thesis proposal, from understanding its purpose to preparing for the proposal defense.

Key Takeaways

• A master's thesis proposal is essential for outlining your research questions, methodology, and the significance of your study.
• Conducting a comprehensive literature review helps identify gaps in existing research and informs your study's direction.
• Formulating a strong research methodology is critical for ensuring the validity and reliability of your study.
• Structuring your thesis proposal with clear sections and a timeline enhances its readability and feasibility.
• Revising your proposal based on feedback and preparing for the defense are vital steps for gaining approval from your committee.

Understanding the Purpose of a Master's Thesis Proposal

A master's thesis proposal is a critical document that outlines your research plan and sets the stage for your entire thesis. It serves as a foundational blueprint that guides your research and writing process. Your proposal must convince your committee that your idea is strong and unique, and that you have done enough legwork to begin with the first few drafts of your final thesis.

Conducting a Comprehensive Literature Review

A comprehensive literature review is a critical component of your master's thesis proposal. It situates your research within the existing body of knowledge and demonstrates the scholarly context of your study. The literature review should not be a mere summary of sources but a critical analysis that identifies trends, gaps, and debates in the field. This section will guide you through the essential steps of conducting a thorough literature review.

Formulating a Strong Research Methodology

A well-structured research methodology is crucial for the success of your thesis. It provides a clear plan for how you will answer your research questions and achieve your study's objectives. Choosing the right methods ensures that your data collection and analysis are aligned with your research goals. This section will guide you through the essential components of a robust research methodology.

Structuring Your Thesis Proposal

Structuring your thesis proposal is crucial for presenting your research in a clear and organized manner. A well-structured proposal not only helps you stay on track but also makes it easier for your advisors and committee members to understand your research plan. Here are the key sections you should include:

Crafting a Compelling Introduction

Your introduction sets the stage for the rest of your proposal. It should provide a brief overview of your research topic, its significance, and the main objectives of your study. Make sure to capture the reader's interest and clearly state the purpose of your research.

Outlining the Main Sections

A typical thesis proposal includes several main sections such as the literature review, research methodology, and expected results. Each section should be clearly defined and logically connected to the others. This helps in maintaining a coherent flow throughout the document.

Developing a Clear Timeline

Creating a timeline is essential for managing your research project effectively. Break down your research activities into manageable tasks and set realistic deadlines for each. This not only helps you stay organized but also reduces thesis anxiety by providing a clear roadmap for your research journey.

Writing and Revising Your Proposal

Once you’ve planned your writing, it’s time to roll up your sleeves and get it done! Thesis proposals are often written in a formal style, which is what sets them apart from many other types of proposals. However, despite any formalities, be sure to keep things simple. Stay concise and practical while maintaining academic objectivity and leveraging readability.

Preparing for the Proposal Defense

Preparing for your proposal defense is a crucial step in your academic journey. This stage involves presenting your research plan to your committee for their approval. Understanding the format of the defense and anticipating potential questions can significantly boost your confidence. Here are some key aspects to consider:

Anticipating Committee Questions

Your committee will likely ask questions to assess the depth and feasibility of your research. It's essential to prepare for these questions by thoroughly understanding your research proposal. Consider the following:

• What is the significance of your study?
• How does your research fill existing gaps in the literature?
• What methodologies will you use, and why are they appropriate?

Practicing Your Presentation

A well-practiced presentation can make a significant difference. Practice delivering your presentation multiple times to ensure you can present your research clearly and confidently. Focus on the following areas:

• Clarity of your research objectives
• Logical flow of your presentation
• Effective use of visual aids

Revising Based on Feedback

After your practice sessions, seek feedback from peers or advisors and be open to making revisions. This iterative process will help you refine your presentation and address any weaknesses. Remember, the goal is to present a well-rounded and robust research proposal.

By following these steps, you can approach your proposal defense with confidence and poise, ensuring that your research plan is well-received by your committee.

Preparing for the Proposal Defense can be a daunting task, but with the right guidance, you can navigate it successfully. At Research Rebels, we offer a comprehensive Thesis Action Plan that has been tested and approved by students and professors alike. Don't let anxiety and sleepless nights hold you back. Visit our website to claim your special offer and start your journey towards a stress-free thesis defense today!

Crafting a master’s thesis proposal is a critical step in the journey towards completing your graduate studies. This guide has outlined the essential components and steps necessary to develop a compelling and well-structured proposal. By meticulously selecting your research objectives, conducting thorough literature reviews, and clearly defining your methodology, you lay a solid foundation for your thesis. Remember, a well-prepared proposal not only demonstrates your commitment and preparedness to your academic committee but also serves as a roadmap for your research. As you embark on this academic endeavor, utilize the strategies and tips provided in this guide to navigate the complexities of thesis proposal writing with confidence and precision.

• Frequently Asked Questions

What is the main purpose of a master's thesis proposal.

The main purpose of a master's thesis proposal is to outline your research plan and convince your committee that your study is significant and feasible. It serves as a roadmap for your research and provides a clear plan for your thesis project.

How do I choose a research topic for my master's thesis proposal?

Choosing a research topic involves identifying an area of interest, reviewing existing literature, and finding a gap or unanswered question that your research can address. It's important to select a topic that is both interesting to you and relevant to your field of study.

What should be included in the literature review section of my proposal?

The literature review should include a summary of existing research related to your topic, an analysis of the findings, and identification of gaps in the literature that your research aims to fill. It demonstrates your understanding of the current state of research in your field.

What are some common research methods used in master's thesis proposals?

Common research methods include qualitative methods (such as interviews and case studies), quantitative methods (such as surveys and experiments), and mixed methods, which combine both qualitative and quantitative approaches. The choice of method depends on your research questions and objectives.

How important are ethical considerations in a master's thesis proposal?

Ethical considerations are crucial in any research project. Your proposal should address how you will ensure the ethical treatment of participants, obtain necessary approvals, and handle data responsibly. This demonstrates your commitment to conducting ethical research.

What is the best way to prepare for a proposal defense?

To prepare for a proposal defense, anticipate possible questions from the committee, practice your presentation multiple times, and be ready to explain and justify your research plan. Revising your proposal based on feedback from advisors can also help you prepare effectively.

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What is a Master’s Thesis: A Guide for Students 

A master’s thesis is an academic research output that is expected to showcase a student’s competence in a higher level of research as compared to an undergraduate one. The primary objective of a master’s thesis is to assess a student on the depth of their understanding, knowledge, and competence on the subject of their choice. It provides a scholarly and research foundation for students to build on if they are interested in pursuing higher academic degrees and professional work. 

Benefits of Writing a Master’s Thesis  

Undertaking a master’s thesis program enhances your career and academic prospects. In the academic sphere, those who have completed a master’s thesis program are in a more advantageous position when they seek admission to a PhD program. Research-focused disciplines, in particular, usually favour students who have completed their master’s thesis. Opting for a master’s thesis program also gives researchers the opportunity to pursue their interest area through study and research. Further, through the process of thesis writing, students also develop their skills in writing, putting forth an informed argument and developing research questions. A well-developed thesis can also be published as a research paper in peer-reviewed journals, thereby enhancing future academic and career prospects.  

Thesis Masters and Non-thesis Masters Program: Differences   

It is critical to note that all master’s programs do not have a thesis requirement. At the same time, some programs allow students to choose between a thesis and a non-thesis master’s program. In a thesis Master’s program, you are required to prepare a comprehensive scholarly paper under the advice of a faculty member that demonstrates the knowledge, skills, and critical thinking that you have developed during the program. Hence, it is a mandatory requirement for the completion of your degree. However, in a non-thesis master’s program, you are not expected to write a thesis. You are nevertheless required to take additional classes and, by the end of the program, complete a Capstone project, a comprehensive exam, or a summary project. 

Master’s thesis and PhD Dissertation: Differences  

A Master’s thesis is very different from a PhD dissertation, though often, the words thesis and dissertation are used interchangeably not only by students but also by the wider academic community and publishers.   

• A PhD dissertation is an original research by the doctoral candidate that contributes something new to the existing body of knowledge in the field, such as new theories and information. This should not have been published previously. In contrast, a master’s thesis is a scholarly paper that involves original testing of ideas and demonstrates the knowledge and skills the student has acquired and built during the master’s program.  
• A master’s thesis deals or engages more with existing research or secondary knowledge, though depending on the subject, there can be research of primary sources as well. Here, the student certainly has to bring in their critical and analytical skills. The sources of data will generally be research papers, scholarly books, journal articles, government reports, statistics, and so on. However, in a PhD dissertation, the focus is on generating new and novel data, resulting in an original piece of work that external subject experts will evaluate. Hence, apart from the sources of data mentioned for the Master’s thesis, the significant component of sources of data for PhD dissertation will be generated from interviews, focus groups, surveys, laboratory experiments and so on. 
• A master’s thesis is presented at the end of the master’s program, which is about one or two years. The thesis is a critical part of completing the degree. A PhD dissertation takes a considerable amount of time, ranging from 4 to 7 years. By this time, the candidate should have completed, apart from their dissertation, other requirements such as fulfilling a set of coursework, attending seminars/ conferences, presenting papers at seminars and publishing papers in peer-reviewed journals. 
• The master’s thesis is completed and submitted at the end of the master’s program. The PhD dissertation is presented to earn the PhD degree. 
• Another major difference between the two is the length. While a master’s thesis may be between 50 and 100 pages, the Ph.D. dissertation is more detailed, in-depth, and comprehensive, with a length of up to 400 pages. 

While all Master’s programs do not have a thesis requirement, completing a thesis provides a scholarly and research foundation for students to pursue higher academic degrees and professional work. A master’s thesis program can be a valuable experience for students interested in pursuing higher academic degrees and professional work in research-focused disciplines.

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M.A. Thesis: What is it and what does it need to do?

The purpose of a M.A. thesis is to demonstrate a student’s capacity to develop an original historical argument based on original research . Given the significant amount of work and effort that—beyond classwork—goes into completing and defending a thesis, students on the thesis track should seriously consider why is it that they want to write a thesis and discuss their reasons (and their intellectual and professional trajectory more broadly) with the History or Public History advisor early on, preferably during their first year in the program. Students should start thinking about possible topics and committee members (one chair and two readers) early on as well.

The Thesis “Pipeline” Students generally start developing their thesis topic during the third semester, as they enroll in the General Research Seminar (GRS) and Thesis A (see the Graduate Student Handbook for details). In consultation with the instructor of record and the History or Public History general advisors, they will select a paper advisor for the course, knowledgeable in the student’s field, who will very likely fulfill the role of thesis director and committee chair for the student after the GRS. During the Seminar, students will be working on research, methodology, and historiography which will serve as the basis of the thesis. To get credit for Thesis A, moreover, students will have to defend a thesis proposal (5-8 pages) before a committee, which will recommend that the student continues with the project or switches to the Comps track.

Scope Students must be able to assess the value of their source base—which can include textual primary sources, material culture, the built environment, oral interviews and oral histories, digital media, musical examples, and visual images—demonstrating the ability to critically evaluate and engage with several archival and non-archival sources. Students then must place their research into conversation with the existing literature on the topic. They must show their ability to summarize the recent historiographical trends on the subject, and then must illustrate the ways that their research contributes to, contends with, or challenges current trends. In other words, the original research needs to be put into a larger intellectual framework. This framing involves the skill to utilize the research of other scholars to help build students’ argument and analysis. Since the historical profession is built on acknowledging the contributions of other scholars, it is vital that the M.A. thesis integrate existing scholarship throughout the thesis.

Another feature of a thesis is that, although the thesis can be structured chronologically or thematically, the argument must address change over time . To effectively do this, the M.A. student must first set up the historical context, thereby establishing the “problem” that will be solved. Lastly, an M.A. thesis must comply with the academic conventions of historical writing . This includes using the Chicago/Turabian citation method, offering a clear and effective organization, and writing in a clear, concise, and readable style.

Public History students must incorporate a Public History component in their thesis. Types of components are categorized and described, with accompanying examples, in a separate guide.

Format M.A. History theses are typically comprised of an Introduction (~10 pages), 2-3 chapters (~20-25 pages each) organized chronologically or thematically, and a conclusion (~10 pages). To form an idea of the Department’s expectations, students are encouraged to peruse previous theses at the library’s website . Students are also encouraged to consult the Graduate College Guide to Preparing and Submitting a Thesis BEFORE beginning the writing process, as the guide provides templates with the proper formatting that will make the final submission a much easier endeavor.

Alternatively, and with the approval of the thesis committee and/or the History or Public History advisor, preferably before taking Thesis B (see the Graduate Student Handbook for details), students can opt for an article-length thesis, which will include a 9000-to-12,000-word standalone article chapter of publishable quality and, to satisfy Graduate College requirements, a thorough introduction chapter and a comprehensive conclusion chapter. Students considering a Ph.D. in History are particularly encouraged to discuss this option with their advisors, for an article chapter would provide a strong writing sample, which will enhance the student’s chances of gaining admission. In consultation with the thesis committee, students working on an article-length thesis should identify suitable publication venues and keep their scope and formatting guidelines in mind during the writing process, so that they can submit their work for consideration after the defense.

As with all M.A. History theses, the committee is the sole arbiter of the quality, scope, and length of all parts of the document.

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A complete guide to writing a master’s thesis

Speak right now to our live team of english staff.

If you’re reading this because you have been accepted onto a master’s programme that requires you to write a thesis – congratulations! This is a very exciting time in your life.

Hopefully what we’re about to tell you doesn’t come as too much of a surprise – as part of your master’s course you are going to be spending a considerable amount of time working on a single written submission. In fact, your master’s thesis may be the longest and most detailed piece of writing that you have ever been asked to complete.

With that in mind, getting some guidance before you begin is an important first step.

As you progress through your degree, you may have questions on exactly how to write a master’s thesis and are thus looking to obtain some thesis writing tips to help you on your way.

This post is designed to provide you with a comprehensive guide to writing a master’s thesis in the UK context. It will help you not just now, but will also be something you can refer back to throughout the duration of your master’s studies. If you haven’t already, we strongly recommend bookmarking this post so can you find it easily when you inevitably have questions during the thesis writing process.

In this post, we’ll clue you in to some strategies best suited to master’s students trying to complete a thesis. We’ll focus on what to expect at each stage, including creating a working plan, doing your reading, undertaking research, writing your master’s thesis, editing it, and leaving time to finish and proofread.

Hopefully, by the time you have finished reading, you will have the confidence and motivation to get going on a path that will lead to ultimate success in your thesis writing.

Start with a plan (and stick to it)

OK, we realise we may be teaching your grandma how to suck eggs here – starting with a plan is the obvious first step in any piece of academic writing.

And yet, as good as everyone’s intentions may be when students start writing a master’s thesis, circumstances (nearly) always arise that make sticking to the plan much more challenging.

So, first tip: when writing your thesis, make sure that your plan is flexible , and allows time for dealing with unexpected circumstances.

Next, reconsider your research proposal. It is likely you had to write one before you were accepted onto your master’s programme. If this was your first time producing a research proposal, you may read it back now and find it’s a little over-ambitious in its claims about what you planned to do. It’s a common trap to fall into, so don’t despair! Book some time with your research supervisor to determine whether your research proposal is actually realistic for your master’s thesis. If you claimed that you were going to do qualitative interviews of 200 participants across the UK, and you only have a year to complete your master’s, you might want to rethink your project and scale it to something that is achievable and not setting you up for failure.

Another tip on supervisors: make sure that you ask them questions about their expectations throughout the thesis writing process. Will they want to see drafts of your chapters as they’re written? If the answer is yes, finding out these dates will help you to develop a plan to achieve this without scrambling at the last minute.

Another tip for planning how to write your master’s thesis is to set yourself a goal of doing a little bit each day. Framing your thesis in your mind as a long-term project with a deadline very far away in the future will only encourage you to put off writing it. Then ‘far away in the future’ will all of a sudden be ‘next month’ and major panic will set in, and the lack of time at your disposal will make for rushed, compromised writing.

Set yourself milestones: a realistic plan for writing certain chapters by certain dates. Then within these milestones, commit to writing an amount of words per day, or per week. Then be disciplined and stick to your plan. Avoiding procrastination isn’t easy, but will very much work in your favour in the long run.

A final tip when devising your plan: it is easy to go back and delete words that you do not need during the editing process. Conversely, having to add thousands of words at the last minute will be stressful and sometimes impossible. Plan to start writing early, and budget for, say, 1000-2000 words every day. Not only will you then reach the full word count of your master’s thesis quickly, but you’ll leave yourself plenty of time to edit it, remove sections that aren’t working, and add more words that strengthen the overall assignment, all long before the deadline arrives.

Do your reading

The trick here is to find a balance between reading enough and not spending too much time doing so. There is so much reading to do and it can be easy to drift off topic.

Doing your reading and producing the final literature review are important components of a master’s thesis, but if you spend too much time reading there won’t be ample time for the data collection process and the writing up phase.

Here are some steps you can take to ensure that your reading process is both effective and efficient.

Step 1 – Understand your research questions

The first step in the reading phase of your master’s thesis is knowing what research questions you are trying to answer. Hopefully you have identified these questions with your supervisor before you started to work on your thesis. If you do not have a clear research question, your reading strategies will be severely hindered.

There are certain databases that are going to be more relevant to your area of study. Getting research from these databases is going to streamline the writing process for you to ensure that your project is focused within the context that it needs to be. A research librarian can likely help you focus this search, making the process significantly easier.

Step 2 – Make reading easier

There are several challenges associated with reading. First, it is easy to get distracted, especially if your reading material is lengthy and complex. So you want to keep your reading blocks short and sweet. ‘Chunk’ your reading. Spend 20 to 25 minutes reading without distraction (it hurts we know, but putting your phone on flight mode and leaving it in another room will ultimately help) and then take a 5 to 10 minute break (on your phone, if you must!) before starting up again.

Furthermore, whilst there is a lot of reading to do, it is unrealistic to spend your whole day doing it. Earmark just a portion of the day for reading, then make sure that you have other things that you can do with the rest of your time (like completing your ethics forms, or starting to create your research instruments). By dividing up your time, you are going to be able to keep your focus for longer, making you more productive and efficient overall.

Step 3 – Take good notes

It’s always worth remembering the forgetting curve – ah that’s a paradox if we ever saw one. The forgetting curve is the amount of information you will forget as time passes. It can be quite steep, and after a month passes you likely won’t remember much about what you have previously read. This could lead to disaster when writing up your literature review, so make sure that you take good, thorough notes throughout the reading process.

A good idea is to build out an excel spreadsheet or other list that documents your reading in a detailed and organised manner. You can keep track of key information, such as:

• Location of research
• Sample size
• Research methods
• Main findings

Not only will this help slow the curve of your inevitable forgetfulness, but crucially, it will also make referring back to your reading much easier when you move on to writing your overall literature review.

A note to remember: not everything that you read will end up in your literature review. The purpose of reading is to make sure that you, as a researcher, understand how your project is positioned within your area of study. The literature review explains this to the reader but in much simpler terms. So to reiterate, the reading process is for your own benefit, not solely to find studies to include in your literature review.

Do your research

Even if you did research as part of your undergraduate work, research for a master’s thesis is a whole different story. As an undergraduate, your project was likely quite small or it was significantly guided by a faculty member; as a master’s student, this is typically your first opportunity to do research on a topic that you have chosen to pursue. While this is an exciting step, it also means that you are accountable for your actions.

Your research type and tools

The first step in the research process is deciding on what type of research you will do. Is it going to be qualitative or quantitative? Maybe it will be a combination of the two. You have likely documented this in your research proposal, but your answer to this question will have implications about how you will organise and analyse your data once it is collected.

Regardless of what route you choose, you will need software to help you manage your data. Many universities have free data management software tools available, and if that is the case for your institution then use them –tools available otherwise can rack up quite a hefty bill.

The most common tools are SPSS, which deals primarily with quantitative data, or NVivo which focuses more on qualitative measures. There are numerous other software packages available, and your supervisor may have suggestions about which management tool is most suitable for your project.

Planning ahead for better outcomes

The second step in the process is to think about timing and distribution. If you are planning a qualitative study, perhaps using interviews, remember that you will need to transcribe all of the words that are contained in the interview. While some programmes allow speech-to-text translation, it is not always accurate. The process of transcription takes considerable time, and therefore, as a researcher, you should consider how many participants you are looking to have in your project.

While a quantitative project may not have the same level of detail in the data input process, there are likely to be more participants and a wider range of outcomes. As a researcher, you must recruit these participants and ensure that they meet the criteria for inclusion. Finding people who are willing to participate in this type of project (often volunteering their time for free) can be challenging, and so as a researcher, it can be useful to have a minimum number of participants that you believe (based on past research) will give you findings that can be reliable and valid within your context.

It is also worth mentioning that you will likely end up with a lot of data, much more than can actually be presented in your master’s thesis.

One of the challenging pieces of the research process is deciding which findings make the cut for your thesis and which get saved for a later date. While your data are probably very interesting to you, it is important that you do not overwhelm the reader or deviate from the research questions that you set out to answer.

To sum up, the process of actually carrying out research and distilling it for the writing part of your thesis takes time. You need to carefully plan your research steps to ensure not only that you cover everything you intend to, but that you also do it in good time, leaving yourself ample space in your schedule to write up your thesis.

Write your Master’s thesis: the right structure

It’s helpful to start here by going over the structure of a master’s thesis. The precise way that different master’s theses are structured is largely going to depend on the discipline area. But most of the time, empirical dissertations follow a format including:

Table of contents

• List of tables/figures

Introduction

Literature review.

• Methodology

Before you start writing

Before you start to write, draft an outline of your approach to each section including the word count you expect to have (total word counts also vary by discipline).

Within each section you should also include all the major subheadings that you plan to include in the final version.

Before writing any of the sections, meet with your supervisor to ensure that your outline generally conforms to their expectations. Supervisors are the experts in the field and have likely seen many master’s theses, so they will be able to tell you if you are on the right track.

Beginning to write

It’s worth noting here that the order in which you write all the sections of your master’s thesis can vary depending on your process and preferences.

Once you have a detailed outline, there is no rule that says you have to start with the introduction and end with the conclusion. While the reader will inevitably read your thesis this way, you are free to write the ‘easy’ sections first and then move on to ones that you find more challenging.

For many students, beginning with the methodology chapter makes the most sense, as this allows the project to be framed around the steps that you, as a researcher, will take. The methodology usually includes:

• The research question(s).
• Any hypotheses that you might have.
• Your theoretical framework, and the methods that you will use to collect your data.
• Often, but not always, it includes ethical considerations, especially if you are working with human participants.

For many writers, the methodology chapter is written prior to the collection of data, whereas other chapters may be written after the data have been collected and analysed.

The same can be said for writing the literature review . For some writers, the literature review begins to take shape early in the project, but others choose to leave the writing until after data collection has occurred.

Both strategies have value. Writing the literature review early can give a researcher a clear indication of what data already exists and how this could relate to the potential project. The downside is that if the findings from the current project do not match the historical findings from the literature, the whole chapter may need to be revised to better align with the current findings.

Leaving the literature review until after the data collection means a bigger gap between when the reading was actually done for the project and the writing up period, meaning that the sources may need to be consulted repeatedly. In addition, leaving all the writing to the end of the project may seem tedious for some writers.

Another element that you will need to consider is how to present your findings . For some researchers, combining the findings and discussion sections makes logical sense, whereas for others, this presentation makes the chapter unwieldy and difficult to read.

Staying on track

There is no universal approach to writing a master’s thesis, but there are a lot of people out there who are willing to help you along the way. You will put yourself in a really good place if you seek advice at multiple stages in the process and from multiple different sources.

Your university library is going to be a useful source for research and reference, whereas your supervisor can give more discipline-specific advice on writing. Your university will likely have a writing centre too that can offer suggestions on how to improve your writing and make sure that you are staying on track. Making appointments at your writing centre can also help with accountability, as you will have to actually complete parts of your writing in order to discuss them with others.

Finishing and proofreading

When you write those last few words of your conclusion and you have made it to the end of your thesis (hopefully in one piece – you, not the thesis), there may be a sense of finality. It’s a huge feat you’ve just overcome and for that, you deserve a pat on the back.

But finishing writing your master’s thesis is a little like reaching Camp 4 on an Everest summit trek. Without wanting to sound too ominous, there is still a considerable amount of work to do – chiefly, putting the finishing touches on your thesis through editing and proofreading .

Hopefully, during the process of writing your thesis, you sent drafts to your supervisor for review. These drafts may have included individual chapters or various sections within the data set that required clarification. Your supervisor would have provided feedback on these drafts either through written or verbal comments. It is essential that you keep track of these comments, as they will become crucial for the final stages prior to submission.

There are two ways that you can approach the editing of your master’s thesis. Both have value and it depends on how you view the process of writing. These are:

• Individually edit sections as they are returned from the supervisor.
• Edit at the very end, so that the editing can be consistent across sections.

With the first strategy, the editing process is broken up into manageable chunks, but at the end you will have to go back and re-edit sections to improve the clarity and flow.

With the second strategy, you may be able to achieve better flow, but the number of edits at the end may seem overwhelming and take up considerable time.

These challenges bring us back to the importance of a timeline. Leaving several weeks for the editing process is necessary because editing can take longer than you think . Also, once you have made these necessary edits, you will need to go through and proofread your document to make sure that the fine details are consistent across chapters. This includes things like making sure acronyms are clearly defined, tables are appropriately numbered/titled, that punctuation and syntax are accurate, and that formatting and alignment is consistent.

Something you may find challenging during the finishing process is knowing when to stop. With writing there are always changes that can be made – ideas or sentences that can be written just a little bit better or slightly more clearly. You could spend years (really!) refining your work – writing and rewriting sections to make them exactly how you want them – but the simple fact is: you do not have time for that.

Use the time that you do have for editing your thesis to the best of your ability, but also be willing to say “this is good enough” and submit your work.

Handing something in that you have worked diligently on for a long time is a truly satisfying feeling, so try to cherish that moment when it comes.

Also, it goes without saying but is always worth the reminder: the expert editors we have on board here at Oxbridge Editing can not only relieve a phenomenal amount of effort in this final hurdle of your assignment, but, thanks to their experience and skill, they will also ensure your thesis is flawless and truly ready for submission. You can find out more about thesis editing here .

Final words

Hopefully, by reading this post you have identified some tips for writing your master’s thesis that you can apply in your own context.

While the finished product will vary by discipline, the strategies listed above can apply across a wide range of contexts.

Above all else: start early and stick to the plan.

There are many examples of master’s dissertations that you can refer to for guidance so that you can identify the appropriate thesis structure for your project. By doing a little bit each day and by keeping track of your reading, you can ensure that you remain organised and efficient with your work.

Remember that writing your master’s thesis is your first opportunity to demonstrate to the academic community that you are a proficient scholar in your field. A UK master’s dissertation is no easy task, but there are lots of people and resources available to help you. Take guidance from your supervisor and use the facilities that exist on your university campus, including the writing centre and the library.

Best of luck!

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• Researching and Writing a Masters Dissertation

Written by Mark Bennett

All Masters programmes include some form of extended individual project. Research-focussed programmes, such as an MRes , may include multiple independent research components. Taught courses usually culminate with a substantial research task, referred to as the Masters dissertation or thesis.

This article talks about how long a Masters dissertation is and the structure it follows.Before you get started on your dissertation, you'll usually need to write a proposal. Read our full guide to Masters dissertation proposals for more information on what this should include!

On this page

What’s the difference between a masters dissertation and an undergraduate dissertation.

The Masters thesis is a bridge between undergraduate study and higher level postgraduate degrees such as the PhD .

A postgraduate dissertation may not look that different to its undergraduate equivalent. You’ll likely have to produce a longer piece of work but the foundations remain the same.

After all, one of the purposes of an undergraduate dissertation or final year project is to prepare you for more in-depth research work as a postgraduate. That said, there are some important differences between the two levels.

So, how long is a Masters dissertation? A Masters dissertation will be longer than the undergraduate equivalent – usually it’ll be somewhere between 15,000 and 20,000 words, but this can vary widely between courses, institutions and countries.

To answer your overall research question comprehensively, you’ll be expected to identify and examine specific areas of your topic. This can be like producing a series of shorter pieces of work, similar to those required by individual modules. However, there’s the additional requirement that they collectively support a broader set of conclusions.

This more involved Masters dissertation structure will:

• Give you the scope to investigate your subject in greater detail than is possible at undergraduate level
• Challenge you to be effective at organising your work so that its individual components function as stages in a coherent and persuasive overall argument
• Allow you to develop and hone a suitable research methodology (for example, choosing between qualitative and quantitative methods)

If the individual topics within your overall project require you to access separate sources or datasets, this may also have an impact on your research process.

As a postgraduate, you’ll be expected to establish and assert your own critical voice as a member of the academic community associated with your field .

During your Masters thesis you’ll need to show that you are not just capable of analysing and critiquing original data or primary source material. You should also demonstrate awareness of the existing body of scholarship relating to your topic .

So, if you’ll excuse the pun, a ‘Masters’ degree really is about achieving ‘mastery’ of your particular specialism and the dissertation is where you’ll demonstrate this: showing off the scholarly expertise and research skills that you’ve developed across your programme.

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

A dissertation is a long piece of (usually) written work on the same topic. A thesis is a little more specific: it usually means something that presents an original argument based on the interpretation of data, statistics or content.

So, a thesis is almost always presented as a dissertation, but not all dissertations present a thesis.

Masters dissertation structure

As you can probably imagine, no two dissertations follow the exact same structure, especially given the differences found between Masters programmes from university to university and country to country .

That said, there are several key components that make up the structure of a typical Masters dissertation

How long is a Masters dissertation?

Most dissertations will typically be between 15,000 and 20,000 words long, although this can vary significantly depending on the nature of the programme.

You should also check with your university exactly which sections of the dissertation count towards the final word count (the abstract, bibliography and appendices won’t usually be included in the total).

Usually around 300 words long, the abstract is meant to be a concise summary of your dissertation. It should briefly cover the question(s) you aim to answer, your primary argument and your conclusion.

The purpose of the introduction is to provide context for the rest of the dissertation, setting out your aims and the scope of what you want to achieve with your research. The introduction should give a clear overview of the dissertation’s chapters and will usually be around 1,000 words long.

This part of the dissertation should examine the scholarship that has already been published in your field, presenting various arguments and counter-arguments while situating your own research within this wider body of work.

You should analyse and evaluate other publications and explain how your dissertation will contribute to the existing literature in your subject area. The literature review sometimes forms part of the introduction or follows immediately on from it. Most literature reviews are up to 1,000 words long.

Research methodology

Not all dissertations will require a section covering research methodology (Arts and Humanities dissertations won’t normally undertake the kind of research that involves a set methodology). However, if you are using a particular method to collect information for your dissertation, you should make sure to explain the rationale behind your choice of methodology. The word count for this part of the dissertation is usually around the 1,500 mark.

Those in the Arts and Humanities will usually outline their theoretical perspectives and approaches as part of the introduction, rather than requiring a detailed explanation of the methodology for their data collection and analysis.

Results / findings

If your research involves some form of survey or experiment, this is where you’ll present the results of your work. Depending on the nature of the study, this might be in the form of graphs, tables or charts – or even just a written description of what the research entailed and what the findings were.

This section forms the bulk of your dissertation and should be carefully structured using a series of related chapters (and sub-chapters). There should be a logical progression from one chapter to the next, with each part building on the arguments of its predecessor.

It can be helpful to think of your Masters dissertation as a series of closely interlinked essays, rather than one overwhelming paper. The size of this section will depend on the overall word count for your dissertation. However, to give you a rough idea for a 15,000-word dissertation, the discussion part will generally be about 12,000 words long.

Here you should draw together the threads of the previous discussion chapters and make your final concluding statements, drawing on evidence and arguments that you’ve already explored over the course of the dissertation. Explain the significance of your findings and point towards directions that future research could follow. This section of the Masters thesis will be around 1,500 words long.

References / bibliography

While planning and writing your dissertation, you should keep an extensive, organised record of any papers, sources or books you’ve quoted (or referred to). This will be a lot easier than leaving all of it until the end and struggling to work out where a particular quotation is from!

Appendices won’t be necessary in many dissertations, but you may need to include supplementary material to support your argument. This could be interview transcripts or questionnaires. If including such content within the body of the dissertation won’t be feasible – i.e. there wouldn’t be enough space or it would break the flow of your writing – you should consult with your supervisor and consider attaching it in an appendix.

It’s worth bearing in mind that these sections won’t always be discretely labelled in every dissertation. For example, everything up to ‘discussion’ might be covered in introductory chapter (rather than as distinct sections). If you’re unsure about the structure of your Masters dissertation, your supervisor will be able to help you map it out.

How does supervision work for a Masters dissertation?

As a Masters student at the dissertation stage you’ll usually be matched with an academic within your institution who will be tasked with guiding your work. This might be someone who has already taught you, or it may be another scholar whose research interests and expertise align well with what you want to do. You may be able to request a particular supervisor, but taught postgraduates are more likely to be assigned them by their department.

Specific arrangements with your supervisor will vary depending on your institution and subject area. They will usually meet with you at the beginning of the dissertation period to discuss your project and agree a suitable schedule for its undertaking. This timetable will probably set dates for:

• Subsequent discussions and progress checks
• The submission of draft chapters or sections
• Feedback appointments

Though your supervisor is there to help and advise you, it is important to remember that your dissertation is a personal research project with associated expectations of you as an independent scholar.

As a rule of thumb, you can expect your supervisor to read each part of your dissertation once at the draft stage and to offer feedback. Most will not have time to look at lots of subsequent revisions, but may respond favourably to polite requests for exceptions (provided their own workload permits it).

Inundating your supervisor with emails or multiple iterations of draft material is best avoided; they will have their own research to manage (as well as other supervision assignments) and will be able to offer better quality feedback if you stick to an agreed schedule.

How is a Masters dissertation assessed and examined?

On most courses your dissertation will be assessed by an external examiner (as well as additional members of faculty within your university who haven’t been responsible for supervising you), but these will read and critique the work you submit without personally questioning and testing you on it.

Though this examination process is not as challenging as the oral defence or ‘ viva voce ’ required for a PhD thesis, the grading of your Masters dissertation is still a fundamental component of your degree.

On some programmes the result awarded to a student’s dissertation may determine the upper grade-band that can be awarded to their degree.

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• Aims and Objectives – A Guide for Academic Writing
• Doing a PhD

One of the most important aspects of a thesis, dissertation or research paper is the correct formulation of the aims and objectives. This is because your aims and objectives will establish the scope, depth and direction that your research will ultimately take. An effective set of aims and objectives will give your research focus and your reader clarity, with your aims indicating what is to be achieved, and your objectives indicating how it will be achieved.

There is no getting away from the importance of the aims and objectives in determining the success of your research project. Unfortunately, however, it is an aspect that many students struggle with, and ultimately end up doing poorly. Given their importance, if you suspect that there is even the smallest possibility that you belong to this group of students, we strongly recommend you read this page in full.

This page describes what research aims and objectives are, how they differ from each other, how to write them correctly, and the common mistakes students make and how to avoid them. An example of a good aim and objectives from a past thesis has also been deconstructed to help your understanding.

What Are Aims and Objectives?

Research aims.

A research aim describes the main goal or the overarching purpose of your research project.

In doing so, it acts as a focal point for your research and provides your readers with clarity as to what your study is all about. Because of this, research aims are almost always located within its own subsection under the introduction section of a research document, regardless of whether it’s a thesis , a dissertation, or a research paper .

A research aim is usually formulated as a broad statement of the main goal of the research and can range in length from a single sentence to a short paragraph. Although the exact format may vary according to preference, they should all describe why your research is needed (i.e. the context), what it sets out to accomplish (the actual aim) and, briefly, how it intends to accomplish it (overview of your objectives).

To give an example, we have extracted the following research aim from a real PhD thesis:

Example of a Research Aim

The role of diametrical cup deformation as a factor to unsatisfactory implant performance has not been widely reported. The aim of this thesis was to gain an understanding of the diametrical deformation behaviour of acetabular cups and shells following impaction into the reamed acetabulum. The influence of a range of factors on deformation was investigated to ascertain if cup and shell deformation may be high enough to potentially contribute to early failure and high wear rates in metal-on-metal implants.

Note: Extracted with permission from thesis titled “T he Impact And Deformation Of Press-Fit Metal Acetabular Components ” produced by Dr H Hothi of previously Queen Mary University of London.

Research Objectives

Where a research aim specifies what your study will answer, research objectives specify how your study will answer it.

They divide your research aim into several smaller parts, each of which represents a key section of your research project. As a result, almost all research objectives take the form of a numbered list, with each item usually receiving its own chapter in a dissertation or thesis.

Following the example of the research aim shared above, here are it’s real research objectives as an example:

Example of a Research Objective

• Develop finite element models using explicit dynamics to mimic mallet blows during cup/shell insertion, initially using simplified experimentally validated foam models to represent the acetabulum.
• Investigate the number, velocity and position of impacts needed to insert a cup.
• Determine the relationship between the size of interference between the cup and cavity and deformation for different cup types.
• Investigate the influence of non-uniform cup support and varying the orientation of the component in the cavity on deformation.
• Examine the influence of errors during reaming of the acetabulum which introduce ovality to the cavity.
• Determine the relationship between changes in the geometry of the component and deformation for different cup designs.
• Develop three dimensional pelvis models with non-uniform bone material properties from a range of patients with varying bone quality.
• Use the key parameters that influence deformation, as identified in the foam models to determine the range of deformations that may occur clinically using the anatomic models and if these deformations are clinically significant.

It’s worth noting that researchers sometimes use research questions instead of research objectives, or in other cases both. From a high-level perspective, research questions and research objectives make the same statements, but just in different formats.

Taking the first three research objectives as an example, they can be restructured into research questions as follows:

Restructuring Research Objectives as Research Questions

• Can finite element models using simplified experimentally validated foam models to represent the acetabulum together with explicit dynamics be used to mimic mallet blows during cup/shell insertion?
• What is the number, velocity and position of impacts needed to insert a cup?
• What is the relationship between the size of interference between the cup and cavity and deformation for different cup types?

Difference Between Aims and Objectives

Hopefully the above explanations make clear the differences between aims and objectives, but to clarify:

• The research aim focus on what the research project is intended to achieve; research objectives focus on how the aim will be achieved.
• Research aims are relatively broad; research objectives are specific.
• Research aims focus on a project’s long-term outcomes; research objectives focus on its immediate, short-term outcomes.
• A research aim can be written in a single sentence or short paragraph; research objectives should be written as a numbered list.

How to Write Aims and Objectives

Before we discuss how to write a clear set of research aims and objectives, we should make it clear that there is no single way they must be written. Each researcher will approach their aims and objectives slightly differently, and often your supervisor will influence the formulation of yours on the basis of their own preferences.

Regardless, there are some basic principles that you should observe for good practice; these principles are described below.

Your aim should be made up of three parts that answer the below questions:

• Why is this research required?
• What is this research about?
• How are you going to do it?

The easiest way to achieve this would be to address each question in its own sentence, although it does not matter whether you combine them or write multiple sentences for each, the key is to address each one.

The first question, why , provides context to your research project, the second question, what , describes the aim of your research, and the last question, how , acts as an introduction to your objectives which will immediately follow.

Scroll through the image set below to see the ‘why, what and how’ associated with our research aim example.

Note: Your research aims need not be limited to one. Some individuals per to define one broad ‘overarching aim’ of a project and then adopt two or three specific research aims for their thesis or dissertation. Remember, however, that in order for your assessors to consider your research project complete, you will need to prove you have fulfilled all of the aims you set out to achieve. Therefore, while having more than one research aim is not necessarily disadvantageous, consider whether a single overarching one will do.

Research Objectives

Each of your research objectives should be SMART :

• Specific – is there any ambiguity in the action you are going to undertake, or is it focused and well-defined?
• Measurable – how will you measure progress and determine when you have achieved the action?
• Achievable – do you have the support, resources and facilities required to carry out the action?
• Relevant – is the action essential to the achievement of your research aim?
• Timebound – can you realistically complete the action in the available time alongside your other research tasks?

In addition to being SMART, your research objectives should start with a verb that helps communicate your intent. Common research verbs include:

Table of Research Verbs to Use in Aims and Objectives

Last, format your objectives into a numbered list. This is because when you write your thesis or dissertation, you will at times need to make reference to a specific research objective; structuring your research objectives in a numbered list will provide a clear way of doing this.

To bring all this together, let’s compare the first research objective in the previous example with the above guidance:

Checking Research Objective Example Against Recommended Approach

Research Objective:

1. Develop finite element models using explicit dynamics to mimic mallet blows during cup/shell insertion, initially using simplified experimentally validated foam models to represent the acetabulum.

Checking Against Recommended Approach:

Q: Is it specific? A: Yes, it is clear what the student intends to do (produce a finite element model), why they intend to do it (mimic cup/shell blows) and their parameters have been well-defined ( using simplified experimentally validated foam models to represent the acetabulum ).

Q: Is it measurable? A: Yes, it is clear that the research objective will be achieved once the finite element model is complete.

Q: Is it achievable? A: Yes, provided the student has access to a computer lab, modelling software and laboratory data.

Q: Is it relevant? A: Yes, mimicking impacts to a cup/shell is fundamental to the overall aim of understanding how they deform when impacted upon.

Q: Is it timebound? A: Yes, it is possible to create a limited-scope finite element model in a relatively short time, especially if you already have experience in modelling.

Q: Does it start with a verb? A: Yes, it starts with ‘develop’, which makes the intent of the objective immediately clear.

Q: Is it a numbered list? A: Yes, it is the first research objective in a list of eight.

Mistakes in Writing Research Aims and Objectives

1. making your research aim too broad.

Having a research aim too broad becomes very difficult to achieve. Normally, this occurs when a student develops their research aim before they have a good understanding of what they want to research. Remember that at the end of your project and during your viva defence , you will have to prove that you have achieved your research aims; if they are too broad, this will be an almost impossible task. In the early stages of your research project, your priority should be to narrow your study to a specific area. A good way to do this is to take the time to study existing literature, question their current approaches, findings and limitations, and consider whether there are any recurring gaps that could be investigated .

Note: Achieving a set of aims does not necessarily mean proving or disproving a theory or hypothesis, even if your research aim was to, but having done enough work to provide a useful and original insight into the principles that underlie your research aim.

2. Making Your Research Objectives Too Ambitious

Be realistic about what you can achieve in the time you have available. It is natural to want to set ambitious research objectives that require sophisticated data collection and analysis, but only completing this with six months before the end of your PhD registration period is not a worthwhile trade-off.

3. Formulating Repetitive Research Objectives

Each research objective should have its own purpose and distinct measurable outcome. To this effect, a common mistake is to form research objectives which have large amounts of overlap. This makes it difficult to determine when an objective is truly complete, and also presents challenges in estimating the duration of objectives when creating your project timeline. It also makes it difficult to structure your thesis into unique chapters, making it more challenging for you to write and for your audience to read.

Fortunately, this oversight can be easily avoided by using SMART objectives.

Hopefully, you now have a good idea of how to create an effective set of aims and objectives for your research project, whether it be a thesis, dissertation or research paper. While it may be tempting to dive directly into your research, spending time on getting your aims and objectives right will give your research clear direction. This won’t only reduce the likelihood of problems arising later down the line, but will also lead to a more thorough and coherent research project.

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• Knowledge Base
• Dissertation
• Dissertation & Thesis Outline | Example & Free Templates

Dissertation & Thesis Outline | Example & Free Templates

Published on June 7, 2022 by Tegan George . Revised on November 21, 2023.

A thesis or dissertation outline is one of the most critical early steps in your writing process . It helps you to lay out and organize your ideas and can provide you with a roadmap for deciding the specifics of your dissertation topic and showcasing its relevance to your field.

Generally, an outline contains information on the different sections included in your thesis or dissertation , such as:

• Your anticipated title
• Your abstract
• Your chapters (sometimes subdivided into further topics like literature review, research methods, avenues for future research, etc.)

In the final product, you can also provide a chapter outline for your readers. This is a short paragraph at the end of your introduction to inform readers about the organizational structure of your thesis or dissertation. This chapter outline is also known as a reading guide or summary outline.

How to outline your thesis or dissertation, dissertation and thesis outline templates, chapter outline example, sample sentences for your chapter outline, sample verbs for variation in your chapter outline, other interesting articles, frequently asked questions about thesis and dissertation outlines.

While there are some inter-institutional differences, many outlines proceed in a fairly similar fashion.

• Working Title
• “Elevator pitch” of your work (often written last).
• Introduce your area of study, sharing details about your research question, problem statement , and hypotheses . Situate your research within an existing paradigm or conceptual or theoretical framework .
• Subdivide as you see fit into main topics and sub-topics.
• Describe your research methods (e.g., your scope , population , and data collection ).
• Present your research findings and share about your data analysis methods.
• Answer the research question in a concise way.
• Interpret your findings, discuss potential limitations of your own research and speculate about future implications or related opportunities.

For a more detailed overview of chapters and other elements, be sure to check out our article on the structure of a dissertation or download our template .

To help you get started, we’ve created a full thesis or dissertation template in Word or Google Docs format. It’s easy adapt it to your own requirements.

 Download Word template    Download Google Docs template

It can be easy to fall into a pattern of overusing the same words or sentence constructions, which can make your work monotonous and repetitive for your readers. Consider utilizing some of the alternative constructions presented below.

Example 1: Passive construction

The passive voice is a common choice for outlines and overviews because the context makes it clear who is carrying out the action (e.g., you are conducting the research ). However, overuse of the passive voice can make your text vague and imprecise.

Example 2: IS-AV construction

You can also present your information using the “IS-AV” (inanimate subject with an active verb ) construction.

A chapter is an inanimate object, so it is not capable of taking an action itself (e.g., presenting or discussing). However, the meaning of the sentence is still easily understandable, so the IS-AV construction can be a good way to add variety to your text.

Example 3: The “I” construction

Another option is to use the “I” construction, which is often recommended by style manuals (e.g., APA Style and Chicago style ). However, depending on your field of study, this construction is not always considered professional or academic. Ask your supervisor if you’re not sure.

Example 4: Mix-and-match

To truly make the most of these options, consider mixing and matching the passive voice , IS-AV construction , and “I” construction .This can help the flow of your argument and improve the readability of your text.

As you draft the chapter outline, you may also find yourself frequently repeating the same words, such as “discuss,” “present,” “prove,” or “show.” Consider branching out to add richness and nuance to your writing. Here are some examples of synonyms you can use.

If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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When you mention different chapters within your text, it’s considered best to use Roman numerals for most citation styles. However, the most important thing here is to remain consistent whenever using numbers in your dissertation .

The title page of your thesis or dissertation goes first, before all other content or lists that you may choose to include.

A thesis or dissertation outline is one of the most critical first steps in your writing process. It helps you to lay out and organize your ideas and can provide you with a roadmap for deciding what kind of research you’d like to undertake.

• Your chapters (sometimes subdivided into further topics like literature review , research methods , avenues for future research, etc.)

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

George, T. (2023, November 21). Dissertation & Thesis Outline | Example & Free Templates. Scribbr. Retrieved August 21, 2024, from https://www.scribbr.com/dissertation/dissertation-thesis-outline/

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• Masters/PhD>Random Stuff|MBA>Random Stuff

What is a Masters’ Thesis All About?

February 24, 2020 :: Jacob Allison

What does a master’s thesis look like?

A master’s thesis is the culminating work of a student’s master’s degree . This piece of written research is meant to demonstrate a student’s expertise and interest in a particular subject within their field of study. Exact requirements are specific to the program, but a master’s thesis is generally 80-100 pages in length, including an extensive bibliography, and contains several chapters.

The master’s thesis in its most common form is comprised of pre-existing research and data that a master’s student has collated and synthesized into a hypothesis that either challenges an existing argument in the field, or presents a new argument to the scholarly debate. This argument is generally presented in the following format:

1. Introduction

The introduction is meant to convince the reader of the academic value or justification for the research that the thesis presents. This justification is generally achieved by stating a problem in the writer’s particular academic field that hasn’t been sufficiently addressed. For example, and student studying for a master’s in International Relations might write their master’s thesis on the topic of the failure of international cooperation to solve the impending climate change crisis. Once the topic has been introduced, the writer will then discuss what their thesis intends to contribute to the solution of this problem, “the research question.” In this particular example, the research question could be: “Is the lack of enforcement power given to international organizations such as the United Nations an impediment to international cooperation on the issue of climate change?”

2. Literature Review 

After the problem and research question have been discussed in the introduction, the master’s thesis will move on to the literature review section. This section of the thesis involves a discussion of the existing scholarship that relates to the specific topic and research question being posed. This is not a comprehensive description of the existing ‘literature’ on the topic (that would take up too much time and space), but is instead a description of the most important, compelling, and controversial research that has been done on the topic. For the literature review to be useful, it should include research that presents multiple methodologies, viewpoints, and contrasting opinions. 

The literature review will also identify any shortcomings in the existing literature on the thesis’ topic, including biases, flaws in methodology, or failures to address the problem at hand. Once these shortcomings in the existing research have been identified, the researcher can propose how they would like to address these shortcomings through their own work.

Once a researcher has identified where the existing research has fallen short in answering the thesis’ research question, they will need to tell the reader how they intend to address this shortcoming and advance the field’s understanding. Looking at our hypothetical “UN failure on climate change” master’s thesis again, a researcher may have found that existing literature on the topic does not substantially investigate or cite some type of primary source document. The author could then outline how their research method involved an extensive discovery of existing primary source documents, and a description of how they traveled to several different UN facilities around the world to collect those documents. 

This section would also describe how the researcher used existing methodologies to analyze the data and information that they collected. Every academic field has standardized methodologies and best practices for analyzing its own field’s ‘types’ of data. While most people have an idea of how scientific data like health data and poll data would be analyzed in a standardized manner, social sciences also have standardized methodologies for less quantifiable information sources, including the handling and analysis of primary documents.

4. Results 

Now that the author has described how they conducted their research and the methodologies they used to analyze that research, they inform the reader of what new information or discovery they have unearthed through their work. For example, perhaps by furthering the study of primary source documents produced in and around the signing of UN climate treaties, including the notes of participating parties and discarded drafts of agreements, our hypothetical master’s researcher discovered a pattern of concessions that were made to medium-sized developing economies, but were never publicly announced or written about in major international news outlets.  

5. Discussion

In the thesis’ final chapter, the findings of the author’s research are provided context in relationship to the existing research. The author will identify how their work has answered, or added some new form of nuance, to the existing answers to their original research question. For example, our hypothetical researcher could posit that concessions to medium-sized emerging economies, while not made public, still influenced larger nation’s decisions to disregard their climate treaty obligations. 

Additionally, the author will discuss any shortcomings in their own research, and what future researchers could do to answer their particular research question even more thoroughly. In our example, perhaps the author could suggest that future researchers take their exploration of the primary source material and compare it to existing sociological studies regarding perceptions of fairness of outcome and cooperation.

What does a master’s thesis teach you?

Writing a master’s thesis is the capstone of a graduate student’s program, and is meant to give the student an opportunity to develop their expertise in a part of their field that they are most passionate about and interested in exploring further. If a master’s student enjoys the process of conducting their thesis research and finds that they are passionate about making their arguments in the wider academic community, then writing a master’s thesis could help them decide to pursue their studies further through other graduate degree options such as a PhD program.

Most master’s students write their thesis under the guidance of an academic supervisor, who helps them pick a compelling topic, choose the appropriate methodologies, connects them with relevant research and resources in their field, and proofs and critiques their work. Working closely with an expert can teach a master’s student many important lessons in how mentorship should and shouldn’t work, and what kind of supervisor they would someday like to be. 

What does a master’s thesis do for your career?

Writing a master’s thesis is often a requirement for admissions into a PhD program , as it demonstrates a student’s acumen in their particular field, their quality as a compelling writer, and their commitment to thorough and precise research. It is also a more accurate and comprehensive way of assessing a student’s abilities as a future academic in comparison to the one-dimensional picture that a transcript provides.

If a master’s student isn’t thinking about pursuing a career in academia, and is instead looking to secure a professional role in the private or public sphere, a master’s thesis conducted on a particularly salient issue of the day might also give an applicant a leg up in the hiring process. For example, if a student wrote their master’s thesis on the latest applications of data mining in the field of retail marketing, they might have a significant advantage over other candidates when applying for a head analyst position a digital marketing company.

Do I have to write a master’s thesis? 

No, not all master’s programs require a thesis in order to graduate. Specialist master’s programs like the MBA, the MS in Finance, are particularly unlikely to ask for one. Additionally, some social science degrees offer non-thesis tracks, but require other kinds of capstone projects that are more experiential, such as a student teaching apprenticeship or a residency. 

Our MBA admissions consulting experts say that writing a master’s thesis offers students the opportunity to explore a subject that they’re passionate about. It’s a way to boost their profile as a professional academic, researcher, or future specialist in their field, and is a useful process for determining which route a student should take after graduation.

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•       Resources       Choosing Between a Thesis or Non-thesis Master's Degree

As of 2015, approximately 25.4 million Americans held advanced degrees , with more citizens joining these ranks each year. As studies continue to show the career advancement and salary benefits of completing a master's degree, more and more students elect to pursue advanced educations. When considering their options, many question whether to enroll in a master's requiring a thesis or not. The following guide examines some of the reasons degree seekers may want to write a thesis while also highlighting why they might not. Students on the fence about this important decision can find expert advice, actionable tips, and relevant guidance to help them make an informed choice in the guide that follows.

Understanding the Master's Thesis

What is the difference between a thesis & non-thesis master's program, the decision not to do a thesis.

As students research various master's programs in their chosen discipline, it's common to find that many degrees require a thesis – especially if they want to enter a research-heavy field. While this word gets thrown around a lot in academia, some learners may want more information regarding what it entails in order to make an informed decision.

What is a Master's Thesis?

The master's thesis is an original piece of scholarship allowing the student to dig into a topic and produce an expanded document that demonstrates how their knowledge has grown throughout the degree program. These documents require significant independent research of primary and secondary sources and, depending on the subject, may require interviews and/or surveys to support the overarching argument.

Individual schools and departments dictate the length of these documents, but they typically range between 60 and 100 pages – or approximately 20,000 to 40,000 words. While tackling a document of such heft may seem overwhelming at first, learners need not fret. Each master's candidate receives a faculty advisor early in their tenure to provide support, feedback, and guidance throughout the process. Because the final thesis is expected to be of a publishable quality, learners seeking the highest marks typically send their supervisor excerpts of the document as they write to ensure they are on the right track.

When picking a thesis topic, no magical formula exists. Students should consider their interests and read extensively on that topic to get a better sense of existing scholarship. They should also speak to other academics working in that sphere to familiarize themselves with ongoing projects. Only after they feel reasonably well-read should they begin looking for uncovered angles or interesting ways of using emerging methodologies to bring new light to the topic.

When considering formatting, degree seekers should check with their specific schools and departments, as they may have unique requirements. To get a general understanding of what to expect, learners can review Simon Fraser University's guidelines on thesis formatting. After completing the thesis, some programs require an oral defense before a committee while others read the document and provide a grade. Check with your prospective schools to get a better sense of procedure.

Format & Components of a Master's Thesis

While this guide attempts to provide helpful and actionable information about the process of deciding whether to follow a thesis or non-thesis track in a master's program, readers should remember that specific components and requirements of a thesis vary according to discipline, university, and department. That being said, some commonalities exist across all these – especially when it comes to what students must include in their final drafts.

As the first section a reader encounters after moving through the table of contents and other anterior text, the introductory allows the writer to firmly establish what they want to accomplish. Sometimes also called the "research question" section, the introductory must clearly state the goals of the paper and the overarching hypothesis guiding the argument. This should be written in a professional yet accessible tone that allows individuals without specializations in the field to understand the text.

This section allows learners to demonstrate their deep knowledge of the field by providing context to existing texts within their chosen discipline Learners review the main bodies of work, highlighting any issues they find within each. Constructive criticism often centers around shortcomings, blind spots, or outdated hypotheses.

Students use this section to explain how they went about their work. While scientists may point to a specific method used to reach conclusions, historians may reference the use of an emerging framework for understanding history to bring new light to a topic. The point of this section is to demonstrate the thought processes that led to your findings.

This section allows for learners to show what they learned during the research process in a non-biased way. Students should simply state what information they gathered by utilizing a specific framework or methodology and arrange those findings, without interpretation, in an easy-to-read fashion.

After providing readers with all the necessary information, the discussion section exists for candidates to interpret the raw data and demonstrate how their research led to a new understanding or contributed a unique perspective to the field. This section should directly connect to the introduction by reinforcing the hypothesis and showing how you answered the questions posed.

Even though the previous sections give prospective degree seekers a better sense of what to expect if they decide to write a thesis during their master's program, they don't necessarily help learners decide whether to pursue a thesis or non-thesis track. The following section highlights some of the reasons students frequently choose to complete a thesis or bypass the process altogether by providing a pros and cons list.

Why a Thesis Program

• Especially when entering a research-heavy discipline, completing a thesis shows prospective schools and employers that you possess the skills needed for researching and writing long-form reports.
• Students hoping to pursue a Ph.D. stand in better stead with admissions panels if they wrote a thesis during a master's program.
• Individuals hoping to enter a field that values syntax and grammar often better their writing skills by completing a thesis.
• Students who write a thesis can submit the final product to various academic journals, increasing their chances of getting published.
• Theses expand students' understanding of what they're capable of, deepen their ability to carry out an argument, and develop their skills in making connections between ideas.

Why a Non-thesis Program

• Because they don't require a significant written product, non-thesis master's tend to take less time to complete.
• Often mirrors a bachelor's program in terms of structure, allowing learners to complete classes and take exams without a great deal of research or writing.
• Students who excel in project-based assignments can continue building skills in this arena rather than focusing on skills they don't plan to use (e.g. research)
• Provides learners the opportunity to work more closely and more frequently with faculty on real-world projects since they don't spend hundreds of hours researching/writing.
• Allows learners to take more classes and gain hands-on skills to fill the time they would have spent researching and writing a thesis.

How to Choose a Master's Program: FAQs

Within some academic disciplines and professional fields, research and writing plays a key role in work done on a daily basis. Because of this, master's programs in these fields require learners to complete theses to compete against peers and be seen as competent in their work. Other disciplines, conversely, rely on other tools to accomplish work and progress ideas – making theses less important.

Yes. Master's programs focused more on application than research typically don't require a thesis – although they may still give students the option. Examples of common non-thesis master's programs include nursing, business, and education.

Even though non-thesis students won't be writing a 100-page paper, that doesn't mean they avoid completing a significant project. In place of a thesis, most applied master's programs require students to take part in at least one internship or complete a culminating project. These projects typically ask learners to take what they learned throughout coursework and create an expansive final project – examples include case studies, creative works, or portfolios.

While students who followed a non-thesis path routinely receive acceptance to Ph.D. programs, those with theses often find the process easier. Even if a learner pursues a Ph.D. in a discipline that isn't research-heavy, admissions panels still want to get a sense of your academic interests and ability to engage in independent, nuanced thought. Students with theses can provide solid proof of these skills, while those without may struggle to demonstrate preparedness as thoroughly.

The answer to this question depends on many factors, but typically it is okay not to do a thesis if you plan to enter a field that doesn't depend heavily on research or writing, or if you don't plan to complete a Ph.D.

Students wanting to work in academic, research, or writing should always opt for the thesis track. They should also follow this path if they have any doctoral degree aspirations.

Ultimately, the decision of whether or not to complete a thesis rests with the individual student. Figuring out how to proceed on this front requires lots of careful consideration, and learners should ensure they consider various aspects before coming to a final decision. The following section helps students consider how they should and should not come to a conclusion.

Dos and Don'ts of Choosing a Thesis or Non-thesis Program

• Consider the longevity of your decision: will you feel the same in 5-10 years or are you making a decision based on current desires?
• Talk to others who with experience in this area. Ask them questions about their decision-making process and if they regret their choice.
• Research potential thesis topics before starting a program. Going in with a game plan can help you feel more confident and settled about the process than if you're scrambling for a topic while in school.
• Reach out to prospective schools to speak with faculty and/or current students following both tracks. This will provide knowledge specific to the school while also expanding your network if you choose to attend there.
• Research Ph.D. entrance requirements to ascertain if the majority expect learners to possess a thesis when applying. This will give you a sense of whether you may experience issues later on if you do not complete one.
• Decide not to complete a thesis simply because you have never taken on such a task and feel overwhelmed or fearful that you will fail.
• Complete a thesis simply because you think it will look good on your resume. Theses require intense devotion over an extended amount of time; learners who complete them without conviction often find the process miserable.
• Forget to research alternatives to writing a thesis. Just because you don't complete a research paper doesn't mean a non-thesis track lacks rigor or challenging coursework.
• Forget to read examples of theses by previous students. If you feel overwhelmed by the task, reading work other people have done can often make the task at hand feel less scary.
• Let yourself off easy by taking the non-thesis path. If you find you have extra time in the program, talk to your advisor about taking more classes, develop meaningful projects for yourself, or see about presenting at an academic conference.

From the Expert

Sudiksha Joshi, Ph.D. is a learning advocate. Her mission is to empower our youth to think bigger, bolder thoughts and forge a career path that will change the world. She taps into her natural curiosity and ability to identify strengths to help students and those in transition find their path from feeling lost in the traditional ways of achieving success to charting their own path. Her work has been featured in Forbes, Huffington Post, Thrive Global, Medium and LinkedIn.

Why might a student decide to follow a thesis track? Why might they follow a non-thesis track?

A student might decide to take a thesis track if she/he wants to pursue a Ph.D. Also, if the students want to focus on careers where research and writing have a strong focus, the students opt for the thesis option. Research assistantships at the graduate level are also more often available to students who opt for the thesis option.

A student who might feel that writing is not one of their strengths might choose to go the non-thesis track. Likewise, a student who has other work commitments may find a non-thesis option more convenient.

Do you have any tips for deciding on a program?

I chose a thesis option because being able to conduct independent research was a big reason to go to graduate school. Also, showing the ability that I could do research was what afforded me research assistantships which meant that my tuition was paid for and I got a stipend that paid for expenses while I was in graduate school. This also allowed me the opportunity to work closely with the faculty mentor that provided me with the support and the accountability I wanted.

I would not recommend taking a non-thesis option if all the degree requires is for you to take courses. You have little to show in terms of your learning other than your grades unless you are already working on something on the side that does that for you and all you need is a certificate.

Opt for a non-thesis option if you can still work closely with a professor or on a project and if you'd rather be involved in multiple projects rather than focus on a single project. If you already have a good (informed) reason for choosing one over the other, go for it.

What's the most important thing to consider when choosing a program?

The most important thing to consider when choosing a program is getting excited about the projects that at least one of the faculty members are involved in. Do some research and see why you are excited about a particular work that at least one of the faculty members have been involved in.

Who should students talk to when considering options?

Students should talk to other students and also reach out directly to the graduate coordinator and even individual faculty members. This means that students should have done prior homework and have some good questions ready. Asking good questions will get you at least halfway through to make the right decision.

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English, M.A.

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Saint Louis University’s Master of Arts in English provides students with scholarly training in a variety of literary fields and in the study of rhetoric and composition.

Students in the program receive training in pedagogy, research, writing and theory. The M.A. is a prerequisite for SLU's Ph.D. program , and it also prepares students for careers in fields including publishing, editing and secondary education. Saint Louis University's Madrid campus also offers SLU's M.A. program.

Curriculum Overview

The non-thesis option for the Master of Arts in English degree requires 30 credits of coursework beyond the B.A. The article option permits students to submit a polished, article-length essay for three of the 30 credits of coursework. The thesis option permits students to substitute a thesis for six of the 30 required credits of coursework. All three options are typically completed in two years.

M.A. students planning to teach at Saint Louis University are required to take a class in the teaching of writing and all must take courses in the methods of literary research and critical theory, as well as courses in four out of five required areas.

At the conclusion of their coursework, students take a one-and-a-half-hour oral exam. Students pursuing the essay and thesis options select a topic in consultation with a director. A board consisting of the director and two other faculty members reviews each student's completed thesis.

Graduate Handbook

Fieldwork and Research Opportunities

Saint Louis University's English department is affiliated with the Walter J. Ong Center for Digital Humanities. In addition to participating in various writing programs, including University Writing Services, English faculty and graduate students participate in departmental research colloquia and reading groups. SLU also hosts the journal African American Review .

Admission Requirements

Most admitted students meet the following criteria:

• High levels of academic distinction at well-regarded colleges and universities with rigorous B.A./M.A. programs.
• High GPA (3.7 and above in English).
• Identified fields/areas of intended study, possible thesis/dissertation topics, and specific faculty in the department with whom students might wish to work.
• The specific field of English studies of interest to students 
• How students would like to contribute to existing research and criticism in the area of interest
• The critical and scholarly approaches to literature students have found most productive
• The faculty members with whom students would prefer to work 
• Sufficient TOEFL score (for international students).

Application Requirements

• Application form and fee
• Transcript(s)
• Three letters of recommendation assessing potential in graduate studies
• Writing sample (10 pages demonstrating competence in analyzing literary texts; this can be an excerpt taken from a longer piece)
• Professional goal statement

Requirements for International Students

All admission policies and requirements for domestic students apply to international students. International students must also meet the following additional requirements:

• Demonstrate  English Language Proficiency
• Courses taken and/or lectures attended
• Practical laboratory work
• The maximum and minimum grades attainable
• The grades earned or the results of all end-of-term examinations
• Any honors or degrees received.
• WES and ECE transcripts are accepted.
• A letter of financial support from the person(s) or sponsoring agency funding the student's time at Saint Louis University
• A letter from the sponsor's bank verifying that the funds are available and will be so for the duration of the student's study at the University

Application Deadline

Completed applications are due by January 16. Students cannot begin the program in the spring semester or a summer session. 1818 instructors seeking a graduate degree should consult with the director of graduate studies in English.

Please do not forward any application materials directly to the Department of English. All application materials must be submitted through the Office of Graduate Admission.

For application forms and more information,  contact the Office of Graduate Admission .

Review Process

The department’s graduate committee members examine applicants' materials and make admission and funding recommendations.

Additional charges may apply. Other resources are listed below:

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Information on Tuition and Fees

Miscellaneous Fees

Information on Summer Tuition

Scholarships, Assistantships and Financial Aid

For priority consideration for a graduate assistantship, apply by the program admission deadlines listed. Fellowships and assistantships provide a stipend and may include health insurance and a tuition scholarship for the duration of the award. 

Explore Scholarships and Financial Aid Options

• Graduates will be able to demonstrate a foundational knowledge of literary/rhetorical histories, aesthetics, cultures and emerging areas of inquiry, including an awareness of cultural diversity within literary traditions.
• Graduates will be able to demonstrate knowledge of research expectations and theoretical approaches, requisite for advanced study in English, including appropriate research resources and tools.
• Graduates will be able to demonstrate an ability to engage productively with relevant critical debates through written and spoken arguments.

Exclusive of ENGL 5010 Teaching Writing (3 cr)

Students who do not take ENGL 5010 Teaching Writing (3 cr) will take 12 hours of electives.

Non-Course Requirements

Oral examination.

At the conclusion of their coursework, all master’s students must take a one-and-a-half-hour oral examination on works drawn from a list they make in consultation with three faculty members. Students who choose the thesis option will also be examined orally on their thesis in a separate one-hour defense.

Continuation Standards

Students must maintain a cumulative grade point average (GPA) of 3.00 in all graduate/professional courses.

Roadmaps are recommended semester-by-semester plans of study for programs and assume full-time enrollment unless otherwise noted.  

Courses and milestones designated as critical (marked with !) must be completed in the semester listed to ensure a timely graduation. Transfer credit may change the roadmap.

This roadmap should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor/mentor each semester. Requirements, course availability and sequencing are subject to change.

Students must select one of three degree completion options:

• Non-Thesis Option : 30 credits of coursework and a final oral exam in the final semester.
• Essay Option : 27 credits of coursework and  ENGL 5980 Graduate Independent Study in English (1-3 cr) , in their final semester.
• Thesis Option : 24 credits of coursework and six credits of  ENGL 5990 Thesis Research (0-6 cr) , either in their final semester or divided between the third and fourth semesters.

Non-Thesis Option 

Essay Option

Thesis Option

Program Notes

Students must take both  ENGL 5000 Methods of Literary Research (3 cr)  and  ENGL 5110 Literary Theory (3 cr) , as well as 12 credits in four of the following five fields:

• Medieval literature (three credits)
• Early modern literature (c. 1500-1800) (three credits)
• Literature of the long 19th century (c. 1789-1914): British, American, African American or transatlantic (three credits)
• Modern and/or contemporary literature: British, Irish, American, African American, transatlantic or postcolonial (three credits)
• Rhetoric and/or composition exclusive of  ENGL 5010 Teaching Writing (3 cr)

For additional information about our program, please contact:

Rachel Greenwald Smith Coordinator of Graduate Studies in English [email protected]

A thesis is a type of research paper based on your original research. It is usually submitted as the final step of a master's program or a capstone to a bachelor's degree.

A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay. Steps in Constructing a Thesis. First, analyze your primary sources. Look for tension, interest, ambiguity, controversy, and/or complication.

Thesis Your thesis is the central claim in your essay—your main insight or idea about your source or topic. Your thesis should appear early in an academic essay, followed by a logically constructed argument that supports this central claim. A strong thesis is arguable, which means a thoughtful reader could disagree with it and therefore needs your careful analysis of the evidence to ...

The Ultimate Guide to Writing a Master Thesis Navigate the process of crafting a master thesis with our comprehensive guide, from topic selection to research and writing, culminating in your academic masterpiece.

Are you curious about how to write a master's thesis? Our guide is packed with practical advice to help you master each stage of the process.

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.

Formatting Requirement and Standards The Graduate School sets the minimum format for your thesis or dissertation, while you, your special committee, and your advisor/chair decide upon the content and length. Grammar, punctuation, spelling, and other mechanical issues are your sole responsibility. Generally, the thesis and dissertation should conform to the standards of leading academic ...

A thesis statement is a sentence that sums up the central point of your essay. It usually comes at the end of the introduction.

The introduction is the first section of your thesis or dissertation, appearing right after the table of contents. Your introduction draws your reader in, setting the stage for your research with a clear focus, purpose, and direction on a relevant topic.

Step-by-step guide to writing a master's thesis proposal, covering research scope, literature review, methodology, and more.

A master's thesis is an academic research output that is expected to showcase a student's competence in a higher level of research as compared to an undergraduate one. The primary objective of a master's thesis is to assess a student on the depth of their understanding, knowledge, and competence on the subject of their choice.

M.A. Thesis: What is it and what does it need to do? The purpose of a M.A. thesis is to demonstrate a student's capacity to develop an original historical argument based on original research. Given the significant amount of work and effort that—beyond classwork—goes into completing and defending a thesis, students on the thesis track should seriously consider why is it that they want to ...

This article is designed to provide you with a comprehensive step-by-step guide to writing your master's thesis. Discover writing tips, framework, procedure and more.

Learn how to plan, research and write a Masters dissertation with this comprehensive guide. Find tips on structure, word count, assessment and supervision.

Discover the correct way to write aims and objectives for your thesis, dissertation or research project. We share real examples, breakdowns and common mistakes.

Your thesis is the sum of all of your learned knowledge from your master's program and gives you a chance to prove your capabilities in your chosen field. A thesis also involves a significant amount of research, and depending on the subject, may require you to conduct interviews, surveys and gather primary and secondary resources.

This section provides guidelines for conducting the research and writing a quantitative master's thesis including a suggested timeframe for completing a master's degree in two years, proposal writing, the structure of a typical thesis, Institutional Review Board and protection of animal subjects considerations.

A thesis or dissertation outline helps you to organize your ideas succinctly, and can provide you with a roadmap for your research.

A master's thesis is a piece of original scholarship written under the direction of a faculty advisor. A master's thesis is similar to a doctoral dissertation, but it is generally shorter and more narrowly focused. As a rule of thumb, a master's thesis should be publishable as a single article, though it might be longer than a typical article; a doctoral dissertation is generally ...

A master's thesis is the culminating work of a student's master's degree. This piece of written research is meant to demonstrate a student's expertise and interest in a particular subject within their field of study. Exact requirements are specific to the program, but a master's thesis is generally 80-100 pages in length, including an ...

Whether you choose a thesis or non-thesis master's degree will depend on the program you choose and your career goals. Learn the pros and cons and why you'd want to avoid or do a thesis.

Social Work The objective of this guide is to show you what a master's thesis written in the monograph form involves. If you are writing an article-based thesis, please see the guide written for article-based master's theses. The way a thesis is structured will vary, depending on professions, the academic disciplines, its traditions, as well as the variations within a discipline. In light of ...

The non-thesis option for the Master of Arts in English degree requires 30 credits of coursework beyond the B.A. The article option permits students to submit a polished, article-length essay for three of the 30 credits of coursework. The thesis option permits students to substitute a thesis for six of the 30 required credits of coursework.

Master thesis project, 30 hp: Diffusion models for generative modelling of a posteriori probability measures in target tracking. Göteborg, Sweden. ... You are in the end of your technical master's education in Engineering Physics, Engineering Mathematics, or similar, with an interest for advanced mathematics and numerical methods. ...

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