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Everyone Wants an "A": The Role of Academic Expectations in Academic Performance
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Checklist for Thesis-Support Essay: Basic Expectations
- Is there a main idea (thesis sentence) that focuses the information?
- Does all of the information relate to and support that main idea?
- Has the main idea been broken down into its parts (topic sentences), and are those parts indicated clearly in the essay?
- Is the main idea actually a main idea and not just a topic? That is, is there a clear, assertive idea being presented about a topic?
Organization
- Does the essay have a clear introduction-body-conclusion order?
- Are the ideas in the body arranged in an order appropriate to their content (e.g., complexity, time, order of importance)?
- Are the ideas in the body arranged in an order appropriate to the thesis, if the thesis indicates an order?
- When moving from one main idea to the next in the essay's body, are the moves marked with transitions that show how the new idea relates to the preceding idea?
- Are all of the examples and explanations relevant to the thesis and topic-sentence ideas?
- Is there enough evidence--are there enough main ideas--to support the thesis fully?
- Are there enough specifics and details to fully explain each main or topic-sentence idea?
- Are the examples and explanations specific and concrete enough so that the reader can understand them and relate them to real-world experience?
Presentation
- Is the language grammatically correct; does it follow accepted grammatical conventions so that a reader can understand it?
- Is the language appropriate in style for the writing's purpose, audience and context (e.g., not too formal, not too informal, nor too technical, or wordy)?
- Is the essay written in the writer's own voice so that the language is "comfortable," clear and interesting to both the writer and the audience?
- In research essays, is the information documented as needed?
- Is the documentation format standard (MLA, APA, or a designated format) and correct? See here for more information (click on "Other Guides" tab).
- Has the essay been proofread, and is it free of distracting typos and errors?
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Writing a Paper: Thesis Statements
Basics of thesis statements.
The thesis statement is the brief articulation of your paper's central argument and purpose. You might hear it referred to as simply a "thesis." Every scholarly paper should have a thesis statement, and strong thesis statements are concise, specific, and arguable. Concise means the thesis is short: perhaps one or two sentences for a shorter paper. Specific means the thesis deals with a narrow and focused topic, appropriate to the paper's length. Arguable means that a scholar in your field could disagree (or perhaps already has!).
Strong thesis statements address specific intellectual questions, have clear positions, and use a structure that reflects the overall structure of the paper. Read on to learn more about constructing a strong thesis statement.
Being Specific
This thesis statement has no specific argument:
Needs Improvement: In this essay, I will examine two scholarly articles to find similarities and differences.
This statement is concise, but it is neither specific nor arguable—a reader might wonder, "Which scholarly articles? What is the topic of this paper? What field is the author writing in?" Additionally, the purpose of the paper—to "examine…to find similarities and differences" is not of a scholarly level. Identifying similarities and differences is a good first step, but strong academic argument goes further, analyzing what those similarities and differences might mean or imply.
Better: In this essay, I will argue that Bowler's (2003) autocratic management style, when coupled with Smith's (2007) theory of social cognition, can reduce the expenses associated with employee turnover.
The new revision here is still concise, as well as specific and arguable. We can see that it is specific because the writer is mentioning (a) concrete ideas and (b) exact authors. We can also gather the field (business) and the topic (management and employee turnover). The statement is arguable because the student goes beyond merely comparing; he or she draws conclusions from that comparison ("can reduce the expenses associated with employee turnover").
Making a Unique Argument
This thesis draft repeats the language of the writing prompt without making a unique argument:
Needs Improvement: The purpose of this essay is to monitor, assess, and evaluate an educational program for its strengths and weaknesses. Then, I will provide suggestions for improvement.
You can see here that the student has simply stated the paper's assignment, without articulating specifically how he or she will address it. The student can correct this error simply by phrasing the thesis statement as a specific answer to the assignment prompt.
Better: Through a series of student interviews, I found that Kennedy High School's antibullying program was ineffective. In order to address issues of conflict between students, I argue that Kennedy High School should embrace policies outlined by the California Department of Education (2010).
Words like "ineffective" and "argue" show here that the student has clearly thought through the assignment and analyzed the material; he or she is putting forth a specific and debatable position. The concrete information ("student interviews," "antibullying") further prepares the reader for the body of the paper and demonstrates how the student has addressed the assignment prompt without just restating that language.
Creating a Debate
This thesis statement includes only obvious fact or plot summary instead of argument:
Needs Improvement: Leadership is an important quality in nurse educators.
A good strategy to determine if your thesis statement is too broad (and therefore, not arguable) is to ask yourself, "Would a scholar in my field disagree with this point?" Here, we can see easily that no scholar is likely to argue that leadership is an unimportant quality in nurse educators. The student needs to come up with a more arguable claim, and probably a narrower one; remember that a short paper needs a more focused topic than a dissertation.
Better: Roderick's (2009) theory of participatory leadership is particularly appropriate to nurse educators working within the emergency medicine field, where students benefit most from collegial and kinesthetic learning.
Here, the student has identified a particular type of leadership ("participatory leadership"), narrowing the topic, and has made an arguable claim (this type of leadership is "appropriate" to a specific type of nurse educator). Conceivably, a scholar in the nursing field might disagree with this approach. The student's paper can now proceed, providing specific pieces of evidence to support the arguable central claim.
Choosing the Right Words
This thesis statement uses large or scholarly-sounding words that have no real substance:
Needs Improvement: Scholars should work to seize metacognitive outcomes by harnessing discipline-based networks to empower collaborative infrastructures.
There are many words in this sentence that may be buzzwords in the student's field or key terms taken from other texts, but together they do not communicate a clear, specific meaning. Sometimes students think scholarly writing means constructing complex sentences using special language, but actually it's usually a stronger choice to write clear, simple sentences. When in doubt, remember that your ideas should be complex, not your sentence structure.
Better: Ecologists should work to educate the U.S. public on conservation methods by making use of local and national green organizations to create a widespread communication plan.
Notice in the revision that the field is now clear (ecology), and the language has been made much more field-specific ("conservation methods," "green organizations"), so the reader is able to see concretely the ideas the student is communicating.
Leaving Room for Discussion
This thesis statement is not capable of development or advancement in the paper:
Needs Improvement: There are always alternatives to illegal drug use.
This sample thesis statement makes a claim, but it is not a claim that will sustain extended discussion. This claim is the type of claim that might be appropriate for the conclusion of a paper, but in the beginning of the paper, the student is left with nowhere to go. What further points can be made? If there are "always alternatives" to the problem the student is identifying, then why bother developing a paper around that claim? Ideally, a thesis statement should be complex enough to explore over the length of the entire paper.
Better: The most effective treatment plan for methamphetamine addiction may be a combination of pharmacological and cognitive therapy, as argued by Baker (2008), Smith (2009), and Xavier (2011).
In the revised thesis, you can see the student make a specific, debatable claim that has the potential to generate several pages' worth of discussion. When drafting a thesis statement, think about the questions your thesis statement will generate: What follow-up inquiries might a reader have? In the first example, there are almost no additional questions implied, but the revised example allows for a good deal more exploration.
Thesis Mad Libs
If you are having trouble getting started, try using the models below to generate a rough model of a thesis statement! These models are intended for drafting purposes only and should not appear in your final work.
- In this essay, I argue ____, using ______ to assert _____.
- While scholars have often argued ______, I argue______, because_______.
- Through an analysis of ______, I argue ______, which is important because_______.
Words to Avoid and to Embrace
When drafting your thesis statement, avoid words like explore, investigate, learn, compile, summarize , and explain to describe the main purpose of your paper. These words imply a paper that summarizes or "reports," rather than synthesizing and analyzing.
Instead of the terms above, try words like argue, critique, question , and interrogate . These more analytical words may help you begin strongly, by articulating a specific, critical, scholarly position.
Read Kayla's blog post for tips on taking a stand in a well-crafted thesis statement.
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Academic Expectations
Students are accepted into the program because they possess the interests, skills, and work ethic to complete their degree in a timely manner. We are confident that you will perform well in your classes and achieve high grades. However, you should be aware of the following guidelines for graduate-level academic expectations.
GPA Requirement
Ohio University operates on a plus/minus grading system, e.g., A (4.00), A- (3.67), B+ (3.33), B (3.00), B- (2.67), etc. Unconditional admission into the program requires an undergraduate grade point average (gpa) of 3.00 (B) or higher, or compensating evidence of the ability to perform at the graduate level. To remain in good standing in the program you must maintain this level of performance as a minimum. If your overall gpa drops below 3.00, you will be placed on academic probation immediately. At that time, you will have one semester (or the equivalent of 12 graduate credit hours) to raise your overall average to the 3.00 mark. Students on academic probation cannot receive any financial aid from Ohio University.
The lowest acceptable grade in a graduate course is a C. However, any student receiving more than one grade of C (at any time in his or her course of study) may be dropped from the program. In such a case, a formal meeting with the student and the graduate committee will be held to discuss the grades and the prospect of removal. Students must earn at least a B (3.00) in the required course (GEOG 5000) in order to receive credit for it, otherwise he or she must repeat the course and earn a grade of B (3.00) or better. A student who receives a grade lower than a C (2.00) in any course can be dropped from the program at the discretion of the graduate committee. If the student is allowed to remain in the program with a grade of less than C (2.00), the course and the hours in which the grade below C (2.00) were earned will not count toward the credit hour requirement for the degree.
Annual Review
At the end of spring semester, the graduate committee will conduct a review of your performance thus far in the program. The purpose of this review is to verify that you are making satisfactory progress toward the completion of your degree and that you are on track to fulfill all the requirements of the program on time. Working with your advisor, the graduate committee will:
- Examine your grade report, paying particular attention to courses completed and your GPA
- Identify course grades below B (3.00), as well as Incomplete (I) and Progress (PR) grades (indicating that course requirements have not been completed)
- Seek comments and recommendations from your advisor regarding your ability to complete the degree
- Request a timetable for completing I or PR grades, if any were noted
Students making adequate progress toward the degree are considered in good standing. Following the annual review by the graduate committee, any student found not to be in good standing will receive a letter to that effect from the graduate chair. Students receiving an assistantship or Graduate Recruitment Scholarship who are judged not to be in good standing will lose financial support. Students not in good standing may be terminated from the program on the advice of the graduate committee.
OU students must apply for graduation online via their MyOHIO portal early in the term in which they expect to graduate. The deadline to apply for graduation occurs approximately one month into the semester. If you are not able to complete the requirements for graduation as planned, the application for graduation must be renewed online (for a small fee) for a subsequent term.
Ohio University Academic Policies and Procedures stipulate that students must be registered for a minimum of 0.5 hours of graduate credit in any semester in which they receive any service from the University, use its facilities, or graduate. Individual degree programs may set higher minimum registration thresholds for certain services or uses.
The only exception to minimum enrollment is that you do not have to register for your graduation term if you meet the following conditions prior to the start of the first day of classes in the term you will officially graduate:
- You were enrolled for at least one credit hour in the term prior to your graduation term
- You have completed all required coursework and have no incomplete grades
- You have completed all final projects and/or completed all required parts of the thesis or dissertation process by the posted deadlines
Students who were not registered at Ohio University in the term before they intend to apply for graduation must submit a request for re-enrollment .
Please note that the Commencement is optional and is a ceremonial occasion at which to celebrate your degree but does not indicate formal approval of your graduation. Students who are on track to complete all of their degree requirements during summer semester are welcome to participate in the Spring commencement.
The Effect of Expectation on Student Achievement
- First Online: 16 May 2017
Cite this chapter
- Şahin Danişman 2
2620 Accesses
12 Citations
7 Altmetric
The effect of expectation on student achievement was examined in this meta-analysis study. A total of 1641 research studies were collected during the literature review, out of which 67 were included in the meta-analysis. The sixty seven research studies which included 126 correlation coefficients were compiled to obtain a sample size of 104,926 subjects. The results of the random effect model showed that expectation has a medium - level positive effect on student achievement . The moderators identified for the study were the type of publication , sample group (education level), school subject or assessment type, country (culture) , the year of the studies and the source of expectation, out of which publication type , country and source of expectation were found to be the moderator variables .
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Assessing the predictive validity of expectancy theory for academic performance
Note . “*” References marked with an asterisk indicate studies included in the meta-analysis. The in-text citations to studies selected for meta-analysis are not followed by asterisks.
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Danişman, Ş. (2017). The Effect of Expectation on Student Achievement. In: Karadag, E. (eds) The Factors Effecting Student Achievement. Springer, Cham. https://doi.org/10.1007/978-3-319-56083-0_14
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Academic Expectations
Students are accepted into the program because they possess the interests, skills, and work ethic to complete their degree in a timely manner. We are confident that you will perform well in your classes and achieve high grades. However, you should be aware of the following guidelines for graduate-level academic expectations.
GPA Requirement
Ohio University operates on a plus/minus grading system, e.g., A (4.00), A- (3.67), B+ (3.33), B (3.00), B- (2.67), etc. Unconditional admission into the program requires an undergraduate grade point average (gpa) of 3.00 (B) or higher, or compensating evidence of the ability to perform at the graduate level. To remain in good standing in the program you must maintain this level of performance as a minimum. If your overall gpa drops below 3.00, you will be placed on academic probation immediately. At that time, you will have one semester (or the equivalent of 12 graduate credit hours) to raise your overall average to the 3.00 mark. Students on academic probation cannot receive any financial aid from Ohio University.
The lowest acceptable grade in a graduate course is a C. However, any student receiving more than one grade of C (at any time in his or her course of study) may be dropped from the program. In such a case, a formal meeting with the student and the graduate committee will be held to discuss the grades and the prospect of removal. Students must earn at least a B (3.00) in the required course (GEOG 5000) in order to receive credit for it, otherwise he or she must repeat the course and earn a grade of B (3.00) or better. A student who receives a grade lower than a C (2.00) in any course can be dropped from the program at the discretion of the graduate committee. If the student is allowed to remain in the program with a grade of less than C (2.00), the course and the hours in which the grade below C (2.00) were earned will not count toward the credit hour requirement for the degree.
Annual Review
At the end of spring semester, the graduate committee will conduct a review of your performance thus far in the program. The purpose of this review is to verify that you are making satisfactory progress toward the completion of your degree and that you are on track to fulfill all the requirements of the program on time. Working with your advisor, the graduate committee will:
- Examine your grade report, paying particular attention to courses completed and your GPA
- Identify course grades below B (3.00), as well as Incomplete (I) and Progress (PR) grades (indicating that course requirements have not been completed)
- Seek comments and recommendations from your advisor regarding your ability to complete the degree
- Request a timetable for completing I or PR grades, if any were noted
Students making adequate progress toward the degree are considered in good standing. Following the annual review by the graduate committee, any student found not to be in good standing will receive a letter to that effect from the graduate chair. Students receiving an assistantship or Graduate Recruitment Scholarship who are judged not to be in good standing will lose financial support. Students not in good standing may be terminated from the program on the advice of the graduate committee.
OU students must apply for graduation online via their MyOHIO portal early in the term in which they expect to graduate. The deadline to apply for graduation occurs approximately one month into the semester. If you are not able to complete the requirements for graduation as planned, the application for graduation must be renewed online (for a small fee) for a subsequent term.
Ohio University Academic Policies and Procedures stipulate that students must be registered for a minimum of 0.5 hours of graduate credit in any semester in which they receive any service from the University, use its facilities, or graduate. Individual degree programs may set higher minimum registration thresholds for certain services or uses.
The only exception to minimum enrollment is that you do not have to register for your graduation term if you meet the following conditions prior to the start of the first day of classes in the term you will officially graduate:
- You were enrolled for at least one credit hour in the term prior to your graduation term
- You have completed all required coursework and have no incomplete grades
- You have completed all final projects and/or completed all required parts of the thesis or dissertation process by the posted deadlines
Students who were not registered at Ohio University in the term before they intend to apply for graduation must submit a request for re-enrollment .
Please note that the Commencement is optional and is a ceremonial occasion at which to celebrate your degree but does not indicate formal approval of your graduation. Students who are on track to complete all of their degree requirements during summer semester are welcome to participate in the Spring commencement.
Graduate Education and Postdoctoral Affairs
Graduate Handbook
Introduction, expectations and responsibilities, goal of graduate education link to section.
The primary goal of graduate education at the University of Rochester is to prepare promising students for outstanding scholarly and professional achievement by educating them in the skills of a discipline and in the intellectual and ethical foundations of research, instilling in each student the capacity for independent critical thinking and inspiring students to use their knowledge and training for the betterment of society.
Master’s Student Expectations Link to section
As with most worthwhile endeavors, success in graduate study cannot be guaranteed and often depends on the mutual efforts of faculty and student. Individual faculty and programs as well as the School of Arts & Sciences and the Hajim School of Engineering & Applied Sciences are committed to your success as a graduate student, and, as such, master’s students may reasonably expect the following support in their program. The exact way in which these goals may be met can vary, depending on the program and the department.
- Resources: To receive appropriate resources, including reasonable access to appropriate course offerings to meet the student’s approved program of study and facilities to allow the student to complete the program.
- Guidance: To receive advice and direction regarding the student’s academic program.
- Expectations: To be informed of the expectations, including timelines, for the successful completion of any potential non-course duties, such as research projects, teaching assignments, and thesis work.
- Evaluation: To receive timely and fair assessment of the student’s work, including coursework, program exams, and (potentially) research and teaching assignments.
- Support services: To be provided with professional and personal development support services if requested, such as those offered by the Gwen M. Greene Center for Career Education and Connections , Disability Resources , Learning Center , and Teaching Center that enhance the student’s professional and academic experience.
- Professional development: To be provided with opportunities to attend colloquia and seminars and, in appropriate cases, to publish the student’s research.
- Nondiscrimination: To be treated in a fair, impartial, and professional manner in all dealings in accordance with University policies governing discrimination and harassment (as per the University of Rochester Policy Against Discrimination and Harassment ).
- Collegiality: To have a collegial, welcoming environment in which to pursue the student’s graduate studies, where students are respected as valuable members of the community.
- Fair treatment: To be given appropriate credit for the student’s work and provided clear guidelines on authorship, data ownership, and research practices when engaged in joint research projects.
- Conflict of interest: To receive appropriate instruction about conflicts of interest so the student can avoid being placed in a situation that creates a conflict of interest (see the University of Rochester Guidelines on Research Integrity and Conflict of Interest for Graduate Students Policy ).
- Policies: To receive guidelines on academic policies and procedures, as found in the Graduate Bulletin , on the AS&E GEPA website , and provided by the student’s program.
- Feedback: To be provided feedback on performance and given clear guidelines on the required areas of improvement when performance is deemed poor and the student is in jeopardy of being removed from the program.
- Appeal: In ways prescribed by University policies, to have the opportunity to petition for an exemption to an existing policy, to appeal decisions related to policies and procedures, and to issue a complaint when standards of fairness may have been violated.
Master’s Student Responsibilities Link to section
Master’s students are responsible for working toward completion of their degree programs in a timely manner. It is the student’s responsibility to ensure continued progress of their academic program. Students have a responsibility for the following aspects of their program.
- Timeframes: To work effectively toward completion of the degree in a timely manner.
- Academics: To successfully complete a program of study consisting of the number of credit hours specified by the departmental requirements.
- Thesis (for Plan A students only): To discover and pursue a unique topic of research in order to construct new knowledge.
- Integrity and ethics: To assume the highest integrity and maintain ethical standards in all aspects of the student’s work, including coursework and research, especially in the tasks of collecting, analyzing, and presenting research data and in writing reports or essays. Special care should be taken to follow guidelines established by the University’s independent review boards for research, such as the Research Subjects Review Board (RSRB) .
- Research records management: Where applicable, to maintain detailed, organized, and accurate research notebooks and records. Please note that when a student leaves a program, all research data and documentation remain the property of the University.
- Teaching: Where applicable, to take teaching duties seriously and to use all teaching experiences to enhance the student’s effectiveness as an instructor.
- Work environment: To help maintain a clean and safe work environment, including but not limited to classroom spaces, laboratory spaces, and common spaces.
- Collegiality: To promote collegiality and a welcoming environment in all aspects of the student’s program, ensuring that all students, faculty, and staff are treated with respect.
- Familiarity with policies: To take responsibility for keeping informed of and complying with regulations and policies and to complete all required paperwork and other degree obligations in a timely fashion. Note that individual programs may have additional policies, and it is the student’s responsibility to understand and comply with these policies as well.
- Effort: To devote full time and effort toward completing degree requirements (for full-time students). Students are expected to be on campus and completing degree requirements during the academic semester. Students away from campus for an extended period during any academic semester (e.g., for field research) must register in absentia for the semester.
- Employment: Not to simultaneously be employed full time while maintaining full-time student status, unless it is an internship related to the student’s academic program and supported by the student’s advisor, the program director of graduate studies, and the AS&E dean of graduate education and postdoctoral affairs. International students must discuss with the International Services Office (ISO) any special rules and regulations for internships and part-time employment, including the maximum number of hours they are allowed to work.
PhD Student Expectations Link to section
As with most worthwhile endeavors, success in graduate study cannot be guaranteed and often depends on the mutual efforts of faculty and student to work diligently and form a productive professional relationship.
Individual faculty and programs as well as the School of Arts & Sciences and the Hajim School of Engineering & Applied Sciences are committed to your success as a graduate student, and, as such, graduate students may reasonably expect the following related to their research, their teaching, and their general program support. The exact way in which these goals may be met can vary, depending on the program and the department requirements.
Research, Teaching, and Training Link to section
- Resources: To receive appropriate resources, including reasonable access to faculty, appropriate course offerings to meet the student’s approved program of study, and facilities to allow the student to complete the program.
- Guidance: To receive advice and direction regarding the student’s academic program as well as thesis research.
- Training: To receive training on the current best practices in research and teaching, including appropriate techniques, tools, methods, and equipment needed to successfully carry out the student’s research or teaching duties.
- Appropriateness: To have projects and tasks that are assigned to the student be appropriate for the student’s program of study and designed to help the student make continued progress toward completion of the degree.
- Expectations: To be informed of the expectations, including timelines, for the successful completion of any duties, such as research projects, teaching assignments, and thesis work.
- Evaluation: To receive timely and fair assessment of the student’s work, including coursework, program exams, research, and teaching. Students should receive, at minimum, a yearly evaluation by their advisor or department graduate committee to provide feedback and monitor progress.
- Support services: To be provided with professional and personal development support services if requested, such as those offered by the Greene Career Center , Disability Resources , Learning Center , and Teaching Center that enhance the student’s professional and academic experience.
- Professional development: To be provided in appropriate cases with opportunities to publish the student’s research, present the student’s work, apply for patents and copyrights for the student’s work, and attend colloquia, seminars, and workshops to support the student’s professional development.
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Community and Administrative Link to section
- Collegiality: To have a collegial, welcoming environment in which to pursue the student’s research, teaching, and professional activities, where students are respected as valuable members of the community.
- Conflict of interest: To receive appropriate instruction about conflicts of interest so the student can avoid being placed in a situation that creates a conflict of interest (see the University of Rochester's Guidelines on Research Integrity and Conflict of Interest for Graduate Students Policy ).
- Policies: To receive guidelines on academic policies and procedures, as found in the Graduate Bulletin and Regulations and University Policies Concerning Graduate Studies , on the AS&E GEPA office website, and provided by the student’s program.
- Feedback: To be provided feedback on performance and given clear guidelines on the required areas of improvement when performance is deemed poor and the student is in jeopardy of being removed from the program. Students should also receive a formal evaluation at least annually.
PhD Student Responsibilities Link to section
PhD students are responsible for working toward completion of their degree programs in a timely manner. In addition to gaining expertise in a particular field of study, PhD students are expected to expand the knowledge of that disciplinary field by discovering and pursuing a unique topic of scholarly research, resulting in the PhD dissertation. It is the student’s responsibility to ensure continued progress of their academic program and thesis research.
In addition, the Office of Graduate Education and Postdoctoral Affairs requires that all departments in AS&E conduct an annual evaluation of their PhD students in conjunction with their graduate program to be completed by July 1.
Annual evaluations are a key practice for professional development. It provides an opportunity to track progress and build your portfolio, identify areas for improvement, and celebrate success. By completing a yearly evaluation, you have an opportunity to receive feedback from your advisor and/or department and to clarify goals and expectations with them, reflect on what you have already accomplished as well as to set goals for the future.
Given the distinctiveness of graduate training by department, each department may administer the self-evaluation differently. Therefore, if you have any questions, please contact your director of graduate studies or your graduate coordinator for more details.
- Academics: To learn the existing theories, practices, and research methods of the discipline and to apply these in the student’s research and teaching.
- Thesis: To discover and pursue a unique topic of research in order to construct new knowledge and to apply this knowledge to existing problems and issues.
- Communication: To communicate regularly with faculty advisors and thesis exam committee members, providing these faculty with updates on the student’s progress within the program and updates on results of research activities.
- Integrity and ethics: To assume the highest integrity and maintain ethical standards in all aspects of the student’s work, especially in the tasks of collecting, analyzing, and presenting research data. Special care should be taken to follow guidelines established by the University’s independent review boards for research, such as the Research Subjects Review Board (RSRB) .
- Teaching: To take teaching duties seriously and to use all teaching experiences to enhance the student’s effectiveness as an instructor and to further the educational goals of the students being taught.
- Professionalization: To contribute, wherever possible, to the scholarly discourse of the discipline through presentations, publications, and professional engagement and service. The student should attend and participate in appropriate meetings, colloquia, seminars, and group discussions that are part of the educational program, and the student should submit all relevant research results that are ready for publication in a timely manner.
- Work environment: To help maintain a clean and safe work environment, including but not limited to office space, laboratory spaces, and common spaces.
- Mentors: To seek out a range of faculty, professional, and peer mentors who can help the student prepare for a variety of professional and career roles and responsibilities and to serve as a mentor to others when appropriate.
- Collegiality: To promote collegiality and a welcoming environment in the student’s classrooms and laboratories and in all aspects of the student’s program, ensuring that all students, faculty, and staff are treated with respect.
- Effort: To devote full time and effort toward completing degree requirements (for full-time students). Students are expected to be on campus and completing degree requirements during the academic semester. Students must check with the program director of graduate studies for program-specific guidelines while on vacation.
- Employment: Not to simultaneously be employed full time while maintaining full-time student status, unless it is an internship related to the student’s academic program and supported by the student’s advisor, the program director of graduate studies, and the AS&E dean of graduate education and postdoctoral affairs. Part-time employment for full-time students is limited by individual programs—any part-time employment must be approved by the student’s advisor and the program director of graduate studies. International students must discuss with the International Services Office (ISO) any special rules and regulations for internships and part-time employment, such as the number of allowable work hours.
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- Knowledge Base
- Dissertation
What Is a Dissertation? | Guide, Examples, & Template
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A dissertation is a long-form piece of academic writing based on original research conducted by you. It is usually submitted as the final step in order to finish a PhD program.
Your dissertation is probably the longest piece of writing you’ve ever completed. It requires solid research, writing, and analysis skills, and it can be intimidating to know where to begin.
Your department likely has guidelines related to how your dissertation should be structured. When in doubt, consult with your supervisor.
You can also download our full dissertation template in the format of your choice below. The template includes a ready-made table of contents with notes on what to include in each chapter, easily adaptable to your department’s requirements.
Download Word template Download Google Docs template
- In the US, a dissertation generally refers to the collection of research you conducted to obtain a PhD.
- In other countries (such as the UK), a dissertation often refers to the research you conduct to obtain your bachelor’s or master’s degree.
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Table of contents
Dissertation committee and prospectus process, how to write and structure a dissertation, acknowledgements or preface, list of figures and tables, list of abbreviations, introduction, literature review, methodology, reference list, proofreading and editing, defending your dissertation, free checklist and lecture slides.
When you’ve finished your coursework, as well as any comprehensive exams or other requirements, you advance to “ABD” (All But Dissertation) status. This means you’ve completed everything except your dissertation.
Prior to starting to write, you must form your committee and write your prospectus or proposal . Your committee comprises your adviser and a few other faculty members. They can be from your own department, or, if your work is more interdisciplinary, from other departments. Your committee will guide you through the dissertation process, and ultimately decide whether you pass your dissertation defense and receive your PhD.
Your prospectus is a formal document presented to your committee, usually orally in a defense, outlining your research aims and objectives and showing why your topic is relevant . After passing your prospectus defense, you’re ready to start your research and writing.
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The structure of your dissertation depends on a variety of factors, such as your discipline, topic, and approach. Dissertations in the humanities are often structured more like a long essay , building an overall argument to support a central thesis , with chapters organized around different themes or case studies.
However, hard science and social science dissertations typically include a review of existing works, a methodology section, an analysis of your original research, and a presentation of your results , presented in different chapters.
Dissertation examples
We’ve compiled a list of dissertation examples to help you get started.
- Example dissertation #1: Heat, Wildfire and Energy Demand: An Examination of Residential Buildings and Community Equity (a dissertation by C. A. Antonopoulos about the impact of extreme heat and wildfire on residential buildings and occupant exposure risks).
- Example dissertation #2: Exploring Income Volatility and Financial Health Among Middle-Income Households (a dissertation by M. Addo about income volatility and declining economic security among middle-income households).
- Example dissertation #3: The Use of Mindfulness Meditation to Increase the Efficacy of Mirror Visual Feedback for Reducing Phantom Limb Pain in Amputees (a dissertation by N. S. Mills about the effect of mindfulness-based interventions on the relationship between mirror visual feedback and the pain level in amputees with phantom limb pain).
The very first page of your document contains your dissertation title, your name, department, institution, degree program, and submission date. Sometimes it also includes your student number, your supervisor’s name, and the university’s logo.
Read more about title pages
The acknowledgements section is usually optional and gives space for you to thank everyone who helped you in writing your dissertation. This might include your supervisors, participants in your research, and friends or family who supported you. In some cases, your acknowledgements are part of a preface.
Read more about acknowledgements Read more about prefaces
Prevent plagiarism. Run a free check.
The abstract is a short summary of your dissertation, usually about 150 to 300 words long. Though this may seem very short, it’s one of the most important parts of your dissertation, because it introduces your work to your audience.
Your abstract should:
- State your main topic and the aims of your research
- Describe your methods
- Summarize your main results
- State your conclusions
Read more about abstracts
The table of contents lists all of your chapters, along with corresponding subheadings and page numbers. This gives your reader an overview of your structure and helps them easily navigate your document.
Remember to include all main parts of your dissertation in your table of contents, even the appendices. It’s easy to generate a table automatically in Word if you used heading styles. Generally speaking, you only include level 2 and level 3 headings, not every subheading you included in your finished work.
Read more about tables of contents
While not usually mandatory, it’s nice to include a list of figures and tables to help guide your reader if you have used a lot of these in your dissertation. It’s easy to generate one of these in Word using the Insert Caption feature.
Read more about lists of figures and tables
Similarly, if you have used a lot of abbreviations (especially industry-specific ones) in your dissertation, you can include them in an alphabetized list of abbreviations so that the reader can easily look up their meanings.
Read more about lists of abbreviations
In addition to the list of abbreviations, if you find yourself using a lot of highly specialized terms that you worry will not be familiar to your reader, consider including a glossary. Here, alphabetize the terms and include a brief description or definition.
Read more about glossaries
The introduction serves to set up your dissertation’s topic, purpose, and relevance. It tells the reader what to expect in the rest of your dissertation. The introduction should:
- Establish your research topic , giving the background information needed to contextualize your work
- Narrow down the focus and define the scope of your research
- Discuss the state of existing research on the topic, showing your work’s relevance to a broader problem or debate
- Clearly state your research questions and objectives
- Outline the flow of the rest of your work
Everything in the introduction should be clear, engaging, and relevant. By the end, the reader should understand the what, why, and how of your research.
Read more about introductions
A formative part of your research is your literature review . This helps you gain a thorough understanding of the academic work that already exists on your topic.
Literature reviews encompass:
- Finding relevant sources (e.g., books and journal articles)
- Assessing the credibility of your sources
- Critically analyzing and evaluating each source
- Drawing connections between them (e.g., themes, patterns, conflicts, or gaps) to strengthen your overall point
A literature review is not merely a summary of existing sources. Your literature review should have a coherent structure and argument that leads to a clear justification for your own research. It may aim to:
- Address a gap in the literature or build on existing knowledge
- Take a new theoretical or methodological approach to your topic
- Propose a solution to an unresolved problem or advance one side of a theoretical debate
Read more about literature reviews
Theoretical framework
Your literature review can often form the basis for your theoretical framework. Here, you define and analyze the key theories, concepts, and models that frame your research.
Read more about theoretical frameworks
Your methodology chapter describes how you conducted your research, allowing your reader to critically assess its credibility. Your methodology section should accurately report what you did, as well as convince your reader that this was the best way to answer your research question.
A methodology section should generally include:
- The overall research approach ( quantitative vs. qualitative ) and research methods (e.g., a longitudinal study )
- Your data collection methods (e.g., interviews or a controlled experiment )
- Details of where, when, and with whom the research took place
- Any tools and materials you used (e.g., computer programs, lab equipment)
- Your data analysis methods (e.g., statistical analysis , discourse analysis )
- An evaluation or justification of your methods
Read more about methodology sections
Your results section should highlight what your methodology discovered. You can structure this section around sub-questions, hypotheses , or themes, but avoid including any subjective or speculative interpretation here.
Your results section should:
- Concisely state each relevant result together with relevant descriptive statistics (e.g., mean , standard deviation ) and inferential statistics (e.g., test statistics , p values )
- Briefly state how the result relates to the question or whether the hypothesis was supported
- Report all results that are relevant to your research questions , including any that did not meet your expectations.
Additional data (including raw numbers, full questionnaires, or interview transcripts) can be included as an appendix. You can include tables and figures, but only if they help the reader better understand your results. Read more about results sections
Your discussion section is your opportunity to explore the meaning and implications of your results in relation to your research question. Here, interpret your results in detail, discussing whether they met your expectations and how well they fit with the framework that you built in earlier chapters. Refer back to relevant source material to show how your results fit within existing research in your field.
Some guiding questions include:
- What do your results mean?
- Why do your results matter?
- What limitations do the results have?
If any of the results were unexpected, offer explanations for why this might be. It’s a good idea to consider alternative interpretations of your data.
Read more about discussion sections
Your dissertation’s conclusion should concisely answer your main research question, leaving your reader with a clear understanding of your central argument and emphasizing what your research has contributed to the field.
In some disciplines, the conclusion is just a short section preceding the discussion section, but in other contexts, it is the final chapter of your work. Here, you wrap up your dissertation with a final reflection on what you found, with recommendations for future research and concluding remarks.
It’s important to leave the reader with a clear impression of why your research matters. What have you added to what was already known? Why is your research necessary for the future of your field?
Read more about conclusions
It is crucial to include a reference list or list of works cited with the full details of all the sources that you used, in order to avoid plagiarism. Be sure to choose one citation style and follow it consistently throughout your dissertation. Each style has strict and specific formatting requirements.
Common styles include MLA , Chicago , and APA , but which style you use is often set by your department or your field.
Create APA citations Create MLA citations
Your dissertation should contain only essential information that directly contributes to answering your research question. Documents such as interview transcripts or survey questions can be added as appendices, rather than adding them to the main body.
Read more about appendices
Making sure that all of your sections are in the right place is only the first step to a well-written dissertation. Don’t forget to leave plenty of time for editing and proofreading, as grammar mistakes and sloppy spelling errors can really negatively impact your work.
Dissertations can take up to five years to write, so you will definitely want to make sure that everything is perfect before submitting. You may want to consider using a professional dissertation editing service , AI proofreader or grammar checker to make sure your final project is perfect prior to submitting.
After your written dissertation is approved, your committee will schedule a defense. Similarly to defending your prospectus, dissertation defenses are oral presentations of your work. You’ll present your dissertation, and your committee will ask you questions. Many departments allow family members, friends, and other people who are interested to join as well.
After your defense, your committee will meet, and then inform you whether you have passed. Keep in mind that defenses are usually just a formality; most committees will have resolved any serious issues with your work with you far prior to your defense, giving you ample time to fix any problems.
As you write your dissertation, you can use this simple checklist to make sure you’ve included all the essentials.
Checklist: Dissertation
My title page includes all information required by my university.
I have included acknowledgements thanking those who helped me.
My abstract provides a concise summary of the dissertation, giving the reader a clear idea of my key results or arguments.
I have created a table of contents to help the reader navigate my dissertation. It includes all chapter titles, but excludes the title page, acknowledgements, and abstract.
My introduction leads into my topic in an engaging way and shows the relevance of my research.
My introduction clearly defines the focus of my research, stating my research questions and research objectives .
My introduction includes an overview of the dissertation’s structure (reading guide).
I have conducted a literature review in which I (1) critically engage with sources, evaluating the strengths and weaknesses of existing research, (2) discuss patterns, themes, and debates in the literature, and (3) address a gap or show how my research contributes to existing research.
I have clearly outlined the theoretical framework of my research, explaining the theories and models that support my approach.
I have thoroughly described my methodology , explaining how I collected data and analyzed data.
I have concisely and objectively reported all relevant results .
I have (1) evaluated and interpreted the meaning of the results and (2) acknowledged any important limitations of the results in my discussion .
I have clearly stated the answer to my main research question in the conclusion .
I have clearly explained the implications of my conclusion, emphasizing what new insight my research has contributed.
I have provided relevant recommendations for further research or practice.
If relevant, I have included appendices with supplemental information.
I have included an in-text citation every time I use words, ideas, or information from a source.
I have listed every source in a reference list at the end of my dissertation.
I have consistently followed the rules of my chosen citation style .
I have followed all formatting guidelines provided by my university.
Congratulations!
The end is in sight—your dissertation is nearly ready to submit! Make sure it's perfectly polished with the help of a Scribbr editor.
If you’re an educator, feel free to download and adapt these slides to teach your students about structuring a dissertation.
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Three Minute Thesis Competition
The Three Minute Thesis Competition (3MT) is an exciting, fast-paced event showcasing the research of graduate students across campus. Each scholar is given three minutes to present their research displayed to the audience and judging panel in a single presentation slide. The competition boasts cash prizes for winners in each category.
You'll be amazed at what these scholars can fit into a three-minute presentation. You don't want to miss this competition!
Our graduate students have had an impressive showing at the regional 3MT competition at the Western Association of Graduate Schools annual conference. In 2023, Jennifer Heppner won third place and in 2024, Kendra Isable won second place.
The 2024 competition will be hosted in the Spring semester with two preliminary rounds in early March and the finals in April.
Learn more about our competition
Join our competition, preliminary round.
The top four contestants from groups A1, B1, A2 and B2 will be awarded $300 and will compete in the final round. Submit your presentation using the appropriate Group description link below.
Liberal Arts/Social Sciences/Education/Business
Wednesday, March 6, 2024, at 6 p.m. in the Wells Fargo Auditorium (MIKC 124)
- Group A1: Doctoral Dissertation Students
- Group B1: Master's Thesis Students
Sciences/Engineering/Mathematics/Health Sciences
Thursday, March 7, 2024, at 6 p.m. in the Wells Fargo Auditorium (MIKC 124)
- Group A2: Doctoral Dissertation Students
- Group B2: Master's Thesis Students
Final round
Thursday, April 11, 2024, at 7 p.m. in the Wells Fargo Auditorium (MIKC 124)
In the final round you'll compete against the eight finalists at your degree level:
- Group A — Doctoral Students (Four students from A1 and four students from A2)
- Group B — Master's Students (Four students from B1 and four students from B2)
Award amounts
Winners from each group of the final round will be awarded as follows:
- First Place: $1,000
- Second Place: $600
- Third Place: $400
- Peoples' Choice: $500
Deadline and application form
Applications are due February 29 by 11:59 p.m.
Preliminary submission form
Competition rules and terms
Presentation:.
- A single, static PowerPoint slide in 16x9 format is required (pdfs not allowed).
- Include your presentation title, full name, and graduate program on the slide.
- First-place winners from the last year's 3MT competition are ineligible to compete, however, last year's second- and third-place winners are eligible to compete.
- No slide transitions, animations or on-screen movement of any description are allowed.
- The slide is to be presented from the beginning of the oration.
- No additional electronic media (e.g. sound and video files) are permitted.
- No additional props (e.g. costumes, musical instruments, laboratory equipment) are permitted.
- Presentations are limited to three minutes maximum; competitors exceeding three minutes are disqualified.
- Presentations are to be spoken word (e.g. no poems, raps or songs).
- Presentations are to commence from the stage.
- Presentations are considered to have commenced when a presenter starts their presentation through either movement or speech.
- The decision of the adjudicating panel is final.
- All monetary awards for both preliminary and final rounds are pre-tax amounts.
- Abstracts are limited to 250 words.
- Students must be graduate students to enter the competition.
- While advancement to candidacy is not required, students must have made significant progress towards completion of their dissertation, thesis, or professional project in order to enter the competition.
- Winners will be announced approximately one week after the competition.
- You will be asked to sign a photo-video release at the event to allow the University of Nevada, Reno to use your likeness in photos/videos of the competition.
Judging criteria
Comprehension & content.
- Did the presentation provide an understanding of the background to the research question being addressed and its significance?
- Did the presentation clearly describe the key results of the research including conclusions and outcomes?
- Did the presentation follow a clear and logical sequence?
- Was the thesis topic, key results and research significance and outcomes communicated in language appropriate to a non-specialist audience?
- Did the speaker avoid scientific jargon, explain terminology and provide adequate background information to illustrate points?
- Did the presenter spend adequate time on each element of their presentation - or did they elaborate for too long on one aspect or was the presentation rushed?
Engagement & Communication
- Did the oration make the audience want to know more?
- Was the presenter careful not to trivialize or generalize their research?
- Did the presenter convey enthusiasm for their research?
- Did the presenter capture and maintain their audience's attention?
- Did the speaker have sufficient stage presence, eye contact and vocal range; maintain a steady pace, and have a confident stance?
- Did the PowerPoint slide enhance the presentation - was it clear, legible, and concise?
View past Three Minute Thesis winners
View the winners of each year since 2014!
View past winners
2022-2023 Finalists and winners
![academic expectations thesis 3MT winners posing as a group with large checks](https://www.unr.edu/main/images/colleges-schools/graduate-school/home/components/initiatives/3mt%20winners%20pic.jpg)
Doctoral category
First place: cody cris.
- Graduate program: Cell and Molecular Biology
- Title: Lighting the way: Tools to prepare for future pandemics
- Faculty advisor: Subhash Verma
SECOND PLACE: Anithakrithi Balaji
- Graduate program: Biomedical Engineering
- Title: Electrifying the fight-or-flight response: Nanosecond electric pulses for neuromodulation
- Faculty advisor: Jihwan Yoon
THIRD PLACE: Noah Nieman
- Graduate program: Civil and Environmental Engineering
- Title: Accelerating bridge construction connections behavior during near fault motions
- Faculty advisor: Floriana Petrone
2024 Finalists:
Francisco calderon abullarade.
- Graduate program: Ph.D. History
- Title: Creating the Enemy: The origins of the inter-american cold war in the 1940s
- Faculty advisor: Renata Keller
Anithakrithi Balaji
- Graduate program: Ph.D. Biomedical Engineering
- Title: Electrifying the fight-or-flight response: Nanosecond electric pulses for neuromodulation
Monika Bharti
- Graduate program: Ph.D. Education - Literacy Studies
- Title: P re-service teachers experiences teaching K-8 Multilingual Students' (MLS) writing
- Faculty advisor: Rachel Salas and Fares Karam
Cossette Canovas
- Graduate program: Ph.D. Clinical Psychology
- Title: Identifying predictors of racial trauma to inform treatment development
- Faculty advisor: Lorraine Benuto
- Graduate program: Ph.D. Cell and Molecular Biology
- Title: Lighting the way: Tools to prepare for future pandemics
- Faculty advisor: Subhash Verma
Kaashifah
- Graduate program: Ph.D. Education - Equity, Diversity and Language
- Title: Bridging the gaps: Evaluating the intervention programs to overcome academic disparities
- Faculty advisor: Donald Easton-Brooks
Noah Nieman
- Graduate program: Ph.D. Civil and Environmental Engineering
- Title: Accelerating bridge construction connections behavior during near fault motions
Sanjeevan Pradhan
- Graduate program: Ph.D. Political Science
- Title: Tough sell: Rising powers, domestic legitimation and costly international initiatives
- Faculty advisor: Xiaoyu Pu
Patricia Berninsone People's Choice Award
Abdulwarith kassim.
- Graduate program: Chemistry
- Title: Chemically recyclable dithioacetal polymers
- Faculty advisor: Ying Yang
Master's category
First place: abdulwarith kassim.
- Faculty advisor: Ying Yang
SECOND PLACE (TIE):
- Name: Elizabeth Everest
- Graduate program: Ecology, Evolution and Conservation Biology
- Title: Sustaining the beating heart of Cambodia: Fisheries management in southeast Asia's largest lake
- Faculty advisors: Zeb Hogan, Sudeep Chandra, Ken Nussear
- Name: Cathy Silliman
- Title: Winterfat restoration in a changing climate
- Faculty advisor: Elizabeth Leger
Samantha DeTiberiis
- Graduate program: M.A. Criminal Justice
- Title: What do our phones teach us about incarceration? A social media content analysis
- Faculty advisor: Jennifer Lanterman
Elizabeth Everest
- Graduate program: M.S. Ecology, Evolution and Conservation Biology
- Title: Sustaining the beating heart of Cambodia: Fisheries management in southeast Asia's largest lake
- Faculty advisor: Zeb Hogan, Sudeep Chandra, Ken Nussear
Carolynn Fedarko
- Title: Zeroing in on gun violence
- Faculty advisor: Weston Morrow
Shipra Goswami
- Graduate program: M.S. Biochemistry
- Title: May the pericytes be with you: Transport engineers you never knew existed!
- Faculty advisor: Albert Gonzales
- Graduate program: M.S. Chemistry
Anthony Michell
- Graduate program: M.A. History
- Title: Pushed to the limit: How the 1998 China floods revolutionized the relationship between China and the natural world
- Faculty advisor: Hugh Shapiro
Elizabeth Morgan
- Graduate program: M.S. Teaching History (M.A.T.H.)
- Title: Dust in the wind dude: The Owens Valley everywhere except, in the Owens Valley
- Faculty advisor: Edward Schoolman
Cathy Silliman
- Graduate program: M.S. Ecology, Evolution and Conservation Biology
- Faculty advisor: Elizabeth Leger
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at Wave II across all levels of academic aptitude (see Table 3.5). There was a positive. association between teacher-student closeness and student educational expectations, such that increases in student-teacher relationship quality predicted increases in student. educational expectations.
Academic Writing 3 The Pillars of Academic Writing Academic writing is built upon three truths that aren't self-evident: - Writing is Thinking: While "writing" is traditionally understood as the expression of thought, we'll redefine "writing" as the thought process itself. Writing is not what you do with thought. Writing is
Student expectations of required workload, behaviour, resource use, role and relationship profoundly shape success in higher education and inform satisfaction with their learning experience. Teachers' expectations of students' behaviour can similarly affect the university learning experience and environment. When expectations between academic staff and students are not aligned, student ...
The current study aimed to replicate previous research about the unique influences of academic expectations, expand this knowledge by examining possible mechanisms of the relationship between academic expectations and academic performance, and test how previous academic experience affected this relationship. ... thesis. posted on 2019-10-16, ...
Although their academic expectations aligned in most areas, students appeared to have broader conceptions of success at university than staff, and a stronger focus on the importance of personal ...
For a thesis to be a good read, it must meet examiner's academic expectations and their expectations as 'normal' readers (Johnston Citation 1997, 340). They expect to read a thesis that is academically sound - for example, engages with the literature, and has an appropriate methodology and a logical structure - but they also expect a ...
Expectations of Academic Writing Successful college writing requires much more than fulfilling assignments and following grammar and mechanics rules. Your instructor will expect you to know how to research effectively, think ... üState your main point (thesis) clearly and early on in the paper. When reviewing your draft, if you find a word or ...
Chapter 3: The Conventions of Academic Writing Chapter Overview This chapter defines conventions as a set of expectations which, unlike rules, can be altered slightly. It is important to meet the expectations which guide academic reading and writing, particularly in terms of how information will be presented and organized. While all academic
What are the expectations of a senior thesis student? 1. Work with a faculty advisor to define a research question that can be reasonably addressed ... as of the 2019/20 academic year, introduce the student at the final oral presentation. Given the heavy time commitment involved in advising a senior thesis student, faculty are strongly
Expectations of Academic Writing. Successful college writing requires much more than fulfilling assignments and following grammar and mechanics rules. Your instructors will expect you to know how to research effectively, think critically, and present your ideas and findings clearly in well-written and well-organized papers.
Master of Education, thesis, academic stress, advanced students, honor students, emotions, social aspects, high school education . Subject Categories . ... As a result of academic expectations and pressures, teenagers' stress and anxiety levels have increased markedly. In hopes of gaining a competitive advantage, some honors/advanced high ...
Has the essay been proofread, and is it free of distracting typos and errors? For more information about writing or the writing process or any assistance with your writing, please contact Academic Support by emailing [email protected], calling 800-847-3000 ext. 3008, or requesting a tutor by filling out the Learning Coach/Tutoring ...
Writing a Paper. Thesis Statements. Print Page Report a broken link. Needs Improvement: In this essay, I will examine two scholarly articles to find similarities and differences. Better: In this essay, I will argue that Bowler's (2003) autocratic management style, when coupled with Smith's (2007) theory of social cognition, can reduce the ...
a thesis to pass, but first impressions are also very important. They read with academic expectations and the expectations of a normal reader. Like any reader, thesis examiners get annoyed and distracted by presentation errors, and they want to read a work that is a coherent whole. As academic readers, examiners
Resources for Faculty. KCEW Staff. Hope CollegeKlooster Center for Excellence in Writing. Van Wylen Library53 Graves PlaceHolland, MI49423. workP. 616.395.7025. [email protected]. Outlines the eleven key qualities to aspire towards in your academic writing at Hope College.
Academic Expectations. Students are accepted into the program because they possess the interests, skills, and work ethic to complete their degree in a timely manner. We are confident that you will perform well in your classes and achieve high grades. However, you should be aware of the following guidelines for graduate-level academic expectations.
Bui, K. (2007). Educational expectations and academic achievement among middle and high school students. Education, 127(3), 328-331.* Google Scholar Carden, D. L. (2005). Parental expectations and the role of parent involvement in an independent school (Doctoral dissertation). The University of Alabama, ProQuest Dissertations Publishing, (UMI ...
The answer is yes, they are distinguishable. According to Reynolds and Pemberton (), educational expectations and aspirations reflect a fundamental difference between what one wishes to achieve and what one realistically expects to achieve.Aspirations, as such, are abstract statements or values and beliefs regarding future plans (educational or/and employment plans) made by young people, i.e ...
What Is a Thesis? | Ultimate Guide & Examples
If your overall gpa drops below 3.00, you will be placed on academic probation immediately. At that time, you will have one semester (or the equivalent of 12 graduate credit hours) to raise your overall average to the 3.00 mark. Students on academic probation cannot receive any financial aid from Ohio University.
Expectations and Responsibilities Goal of Graduate Education Link to section. ... It is the student's responsibility to ensure continued progress of their academic program and thesis research. In addition, the Office of Graduate Education and Postdoctoral Affairs requires that all departments in AS&E conduct an annual evaluation of their PhD ...
A dissertation is a long-form piece of academic writing based on original research conducted by you. It is usually submitted as the final step in order to finish a PhD program. Your dissertation is probably the longest piece of writing you've ever completed. It requires solid research, writing, and analysis skills, and it can be intimidating ...
Academic Writing Expectations Connors Writing Center Dimond Library 329 . UNH . [email protected] 603-862-3272 ... State your main point (thesis) clearly and early on in the paper. When reviewing your draft, if you find a word or sentence that does not directly contribute to your main point, remove it.
Students who have enrolled in dissertation or thesis credits will prepare a manuscript to publish through ProQuest/UMI Dissertation Publishing. You own and retain the copyright to your manuscript. The Graduate School collects the manuscript via electronic submissions only. All manuscripts are made ...
This exciting graduate student competition highlights research in a fast-paced and fun way that's enjoyable for everyone in attendance. One scholar. One slide. One panel of judges. And three minutes ot give it all they've got.