Writing a Thesis

On this page:

• Sizing Up Your Topic

• Creating a Timetable

• Reading Strategies

• Writing as You Research

• Taming "The Beast"

• Writing Your Thesis Sentence

• Considering Structure

• Questions to Guide You in the Revision Process

• The Worst Part about Writing a Thesis

• The Best Part about Writing a Thesis

In some ways, writing a thesis is no different than writing other academic papers,
and much of the advice that appears elsewhere in this site will be relevant to the
thesis writer. Still, as any thesis writer will tell you, there are some important
differences between writing a thesis and writing a course paper. Moreover,
because we feel that the best advice comes from those who've actually "been
there," the advice we offer here is gleaned from Dartmouth students involved in
the thesis-writing process.

SIZING UP YOUR TOPIC

Most thesis writers caution that topics are almost always initially too big and try
to include too much. Some tips to remember:

• Make your topic broad enough to address an important issue, yet

narrow enough to address that issue thoroughly in the time
allotted. You will want, in six months' time, to feel as if you know just about
everything about your topic.
• Understand the limitations of your particular situation. For instance,
if your project requires lab work, know how much you can reasonably expect
to accomplish in the time you have.
• Understand that your topic will only seem bigger once you get into
your research. If your topic is interesting and rich, new issues and new
ideas will always emerge, so, focus your ideas tightly as soon as you are able. If
you can't summarize your argument in a single paragraph, your topic is too
big.
• Think about pertinent classes you have taken or may want to
consider taking while you are working on your thesis. Theses are very
time-consuming, so you may appreciate being able to tie it into your other
academic work (both because of the light your research may shed on your
other classes and because of the light your classes may shed on your research).

CREATING A TIMETABLE
Most students agree that you should begin your preliminary reading during the
summer before your senior year, and that you should count on reading right up
until the time you finish your thesis. You obviously will want to get a good sense
of the context for your thesis early on, but know that you will continue to find
pertinent material throughout the entire time you are working on your thesis.

Most students reported doing the majority of their focused reading and research
during their senior fall. As to how many hours you might budget for this research:
one science student estimated that he put in as many as 25 hours a week.

If you are writing a thesis that depends on physical research and analysis,
thoroughly discuss your timetable with your advisor. Things you may not
consider, like equipment availability, may be out of your control and may dictate
your timetable.

As to the actual writing of the thesis: while most thesis writers were writing as
they read (at least to take notes or to write short summaries of existing
scholarship), they found that they did the majority of their writing during the
winter term. Spring term is best reserved for editing and touching-up - things
that take much longer for a thesis than they do for a regular research paper.
READING STRATEGIES
It's important to understand and accept that you are not going to know exactly
what you are looking for in the beginning.

Initially, you should read to explore. As you read, you will find that certain
aspects of your topic interest you more than others, and that certain approaches
offer more opportunities for new scholarly work.

Even if you are doing scientific experimentation, you need to be flexible in the
beginning and willing to modify the initial question you're trying to answer. As
one science major told us, "I had specific questions to answer when I started. As I
got further, those questions were refined and others evolved."

When it comes to secondary sources, pay attention to the footnotes. This strategy
will help you to contextualize your ideas. It will also tip you off to marginal issues
in the field that have not been overly explored.

WRITING AS YOU RESEARCH

Perhaps the most useful tip we can give you is to write all through the research
process. As you read, take notes. Write summaries or short reactions to
everything you read. It's also a good idea to keep a journal. Not only will you find
that you can cut and paste some of these notes and summaries into your final
project, but you'll also find that you've kept track of where your information came
from. If you have a good sense of what sources provided you with what
information, you can save yourself a lot of time.

In short, don't view the research process as entirely separate from the writing
process. Whether you are writing in the Humanities, Social Sciences, or Sciences,
you should begin drafting perhaps even before you finish your preliminary
research. Granted, much will have to be changed down the road, but the writing
process itself will help you to answer some of your questions and figure out where
you need to do more research. One student notes that "Most ideas won't coalesce
just by reading without writing." Writing throughout the research process keeps
your thought process active and records your responses to new ideas as you're
having them.
TAMING "THE BEAST"
Before they begin to research and to write, many students think of a thesis as just
a really big paper. It is indeed usually much larger in size than anything you will
have tackled before. But while the sheer bulk of the project is overwhelming, the
nature of the thesis is actually more complex than a matter of size. As one student
put it, "There is absolutely no comparison at all between even a 30 page research
paper and 'The Beast.' It's just not in any way comparable."

There are few "tricks" to tame the "thesis beast," but what students recommend
over and over is starting early and having a structured work plan. Breaking your
thesis up into smaller components of things "to do" and things "to say" is the
easiest way to make the project more manageable. Your "to do" plan is your list
of tasks: meetings with professors, due dates, books you need to read, articles you
need to find, and so on. Your "to say" plan is your list of argumentative goals for
your thesis - what your points are and how you plan to make them.

If your "to say" plan starts to look unwieldy, think of each chapter of your thesis
as a course paper with its own discreet argument. But give yourself enough time
in the drafting process to make sure that your chapters are connected by good,
strong transition paragraphs, and that each chapter contributes clearly and
coherently to your larger argument.

Remember to work closely with your advisor at every step of the process. You can
also make an appointment at the RWIT, to talk through your ideas at any point.

WRITING YOUR THESIS SENTENCE

Like all papers, your senior thesis needs to have a strong thesis sentence. Look at
our advice on Developing Your Ideas and Finding a Thesis for good, basic
information. Also make sure that your thesis:

• Is a complete, declarative, beautifully written sentence. Don't

express your thesis as a question, and don't merely state your topic.
• Is an arguable point. If your thesis sentence doesn't have controversy
attached to it, then your thesis project will not be very interesting.
• Is well focused - not too big, and not too small.
• Is relevant to your research.
• Points to what's original, interesting, or unusual about your particular
argument or research. The reader should want to read your work.

CONSIDERING STRUCTURE
When considering a structure for your thesis, be sure to outline, outline, outline.
As you do your reading, you'll begin to see relationships between ideas. Note
those connections as you go, and attempt your first outline as soon as you think
you begin to glimpse even the vaguest form for your paper. Of course these
outlines will change as your thinking evolves - but each outline you create will be
helpful in keeping track of the evolution of your ideas, and in determining the
shape of the argument you eventually settle on.

As we've said earlier, once you have your outline you may find it easier to think in
terms of chapters rather than in terms of the thesis as a whole. You may even find
that chapters are good units to try to research, write and edit one at a time.
However, we will remind you again that it is important that you leave significant
time in the writing process to synthesize these smaller units into a unified and
coherent document.

QUESTIONS TO GUIDE YOU IN THE REVISION PROCESS

Most students who we talked to recommended at least two full drafts of your
thesis, as well as numerous complex revisions of problem spots and individual
chapters. Here we provide a number of questions you might ask yourself as you
revise, to ensure that your revision process is thorough and effective:

• Do your argument and purpose remain clear throughout the paper?

• Is your tone appropriate?
• Are you considerate to your reader? Appreciative of her level of
knowledge/familiarity with your topic?
• Have you given your reader a sense of the current views on your topic so that
he has a context in which to consider your argument?
• Does your paper's introduction clearly introduce your idea? Explain its
significance? Provide background information? Attract the interest of your
audience? Provide a clear plan for the paper? Present your thesis clearly?
• Does the body of your paper cover your major points in a logical order?
• Is each of your major points supported by the appropriate amount of evidence
and analysis?
• Do you make clear transitions as you move from point to point?
• Does your conclusion follow logically from your introduction and body?

Remember: advisors are crucial to the revising process. Who better to spot the
problems in your argument than a scholar in the field? And don't hesitate to ask
others to look at your thesis. Not only can your advisor have good advice for you,
other professors and other thesis-writers in your department may be very helpful.
RWIT can also set you up with a tutor who can advise you throughout the
revision process.

THE WORST PART ABOUT WRITING A THESIS

In general, students complain that thesis writing is time consuming and
frustrating:

• "I'm sure you'll have a moment when you're editing one small part of one
chapter and you'll stop and can't even remember what you thesis is, and you'll
realize that you're so up to your neck in the grindstone (excuse the mixed
metaphor) that you've lost the big picture. It can be real drudgery at times."
• "The time. There's not enough of it, and the added burden of classes makes life
tough in winter and spring."
• "It's hanging over you all senior year. Even if you are right on schedule, the
thesis is not like an exam or a paper that is over and done with at the end of
the term. Until you turn it in, it's always there waiting for you."

THE BEST PART ABOUT WRITING A THESIS

While writing a thesis can be frustrating, it's also a very rewarding experience.
First, writing a thesis presents you the challenge and the opportunity of pursuing
a an intriguing intellectual question. Second, they allow you to work in close
proximity with an advisor. And finally, there's that great feeling of satisfaction
when the job is done.

Here are some testimonials:

• "The entire project has been amazing - knowing you've accomplished (or will
accomplish) such a major project is wonderful, and knowing that these ideas
are yours is satisfying. Working with professors has also been a highlight - I've
gotten very close to several professors as a result."
• "You have a substantial piece of work that's all yours at the end of the process,
and you can impress your friends at the presentation. If you stay on top of it
and write as you read, your thesis doesn't have to take away from your senior-
year experience."
• "I'm really glad I wrote a thesis and I'm really proud of it. It's more for you,
and maybe your advisors, than anything else. But don't do it unless you really
love your topic and are really crazy about the idea."
• "I think it's worth it, even if it's a tough experience sometimes. I think I'm a
better person for having done it, and I think later on in life when I need to
tackle something really big, I'll be ready."

Written by Karen Gocsik

Last modified: Tuesday, 12-Jul-2005 11:30:25 EDT
Copyright © 2004 Dartmouth College
www.dartmouth.edu/~writing/materials/student/thesis.shtml