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Master's And Doctor's Thesis Writing
To be accepted for registration and submission, a student's thesis or dissertation topic has to be definable within an academic/research subject area; but to be decisive it must also spring from the student's own initiative. The first step toward defining a thesis topic is for to determine, both subjectively and objectively, the student's primary areas of interest. This generally requires a long period of preliminary selection. It is often difficult for a student to find a thesis or dissertation topic within an area of interest as well as being satisfactory to supervisors. Sometimes a topic is best formulated as a question. But, for purposes of concentration, questions cannot be too broad, for a topic must have focus. Nor can it be too narrow, since the goal of a thesis is for the student to express thoughts of general importance through detailed analysis of a specific case or cases, and to show the relevance of the thesis' central point to general areas - shift to a more long-distance focus.
A good thesis topic must be interesting to student and advisor/supervisor alike, sparking off dialogue and interaction in both ...
... parties. It must also relate to the research community at large - other universities, other, distinct but related, subject areas. The relationship between student and Supervisor is vital - indispensable for its pursuit and completion. Some professors and lecturers have well-defined long-term research programs and, as a condition of studentship and acceptance on postgraduate courses, expect their students to contribute directly to these programs. Others have much looser, but still related ongoing research projects. Some theses are done within a strict time-scale, often related to the duration of a research grant. Others are indefinitely extendable. The composition and preparation of a thesis and/or dissertation is extremely time-consuming; therefore students are recommended to organize their work systematically from the very beginning. Here are some recommendations about how to do so:
Unlike some fiction or personal writing, all academic writing has a formal structure. If the writer intelligently exploits the structure of essays, dissertations, theses and monographs, readers will know what to expect, which greatly helps the communication process. The burden of communication is not carried at word or sentence level alone but through the overall structure and organization of the text; there must be an overview. Vision should proceed from ‘close-up', to division and chapter, then to the thesis as a whole, as one unit.
The content should be individual expressing the writer's arguments and demonstrating the writer's research. Students should always keep careful, regular, consistent notes about their work. Even if some of the notions and ideas explored in preparation may seem wasted - for a proper overview of the assignment, the writer should reconsider them later. At this stage, notes will be a vital reference point. As soon as students have printed a draft of a chapter they will realise that some changes are necessary. The second draft of any essay, dissertation or thesis will certainly have to be changed too. So in due course the problem will arise of sorting out which draft is the latest one. The best solution is for students to print each draft of their dissertations/theses on different colour paper. If there are tables, graphs or diagrams in the assignment, the student must be sure to explain, in the text, the data represented by them. Sometimes the connections are so obvious for the author of the paper that he/she makes no allowance for the possibility of the reader not understanding the substance or connect the references.
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