thesis and journal meaning

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Thesis vs Journal Article: A Comprehensive Comparison

In the world of academia, two prominent forms of scholarly writing are the Thesis and the Journal Article . While both contribute to the advancement of knowledge and showcase research skills, they have distinct characteristics and serve different purposes. Understanding the differences between a thesis and a journal article is crucial for researchers, scholars, and students. In this article, we will provide a detailed and insightful comparison of these two forms of academic writing, examining their purpose, structure, audience, and publication process.

A thesis serves as a comprehensive demonstration of a student’s ability to conduct independent research, analyze data, and contribute original insights to their field of study. Its primary purpose is to fulfill the requirements for the completion of a degree, whether it be a master’s or a doctoral program. A thesis delves deep into a specific research problem, addressing gaps in existing knowledge and making a unique contribution to the field.

On the other hand, a journal article focuses on the dissemination of research findings to the wider academic community. Its purpose is to contribute to the existing body of knowledge, engage in scholarly discourse, and facilitate further research. Journal articles are typically more specific in scope, targeting a particular research question or hypothesis, and highlighting the significance of the findings within the context of the field.

Thesis and journal articles follow different structures to fulfill their respective purposes.

A thesis typically consists of several chapters, including an introduction, literature review, methodology, results, discussion, and conclusion. These chapters are interconnected, forming a cohesive narrative that showcases the student’s research journey. Additionally, a thesis may include supplementary sections such as an abstract, acknowledgments, and appendices. The structure of a thesis allows for an extensive exploration of the research problem, thorough analysis of the findings, and comprehensive discussion of their implications.

In contrast, a journal article adheres to a more concise and standardized structure. It typically includes an abstract, introduction, methodology, results, discussion, and conclusion. Journal articles are focused and aim to present the research in a clear and concise manner within the limited word count set by the target journal. The structure of a journal article emphasizes brevity, with a specific focus on the key findings and their implications.

Audience and Publication

Theses and journal articles differ in their target audience and publication process.

Theses are primarily intended for academic evaluation and examination. They are typically assessed by a committee of professors or experts in the field. Theses contribute to the existing body of knowledge within a specific discipline, but they are not usually published in academic journals. While some theses may be made available through institutional repositories, their primary audience is the academic community within the student’s institution.

Journal articles, on the other hand, target a broader audience of researchers, scholars, and practitioners in the field. They undergo a rigorous peer-review process, where experts in the field assess the quality, validity, and contribution of the research. Successful publication in a reputable journal allows researchers to share their findings with the wider academic community, receive feedback, and contribute to ongoing scholarly discussions.

Length and Depth

Another significant difference between theses and journal articles lies in their length and depth.

Theses are typically longer and more extensive in terms of content. They require students to conduct comprehensive research, provide detailed literature reviews, and present thorough analyses. The length of a thesis can vary depending on the field and degree level, ranging from tens to hundreds of pages. This length allows for an in-depth exploration of the research problem and the incorporation of relevant theoretical frameworks and methodologies.

Journal articles, on the other hand, are generally shorter and more concise. They aim to present the research findings within the constraints of the target journal’s word count limitations. Journal articles can range from a few thousand words to around 8,000 words, depending on the journal’s requirements. The brevity of journal articles necessitates clear and focused writing, emphasizing the key findings, their interpretation, and their implications for the field. While the depth of analysis may be more limited compared to a thesis, journal articles are expected to provide sufficient information for other researchers to understand and build upon the presented research.

Citation and Referencing

Both theses and journal articles require accurate and comprehensive referencing to acknowledge the contributions of other researchers and provide credibility to the work.

In the case of theses, referencing is typically more extensive, as they involve comprehensive literature reviews and incorporate a broader range of sources. Theses follow specific citation styles, such as APA, MLA, or Chicago, as per the guidelines provided by the institution or department.

Journal articles also adhere to specific citation styles determined by the target journal. However, the referencing in journal articles tends to be more focused on the specific literature and studies directly relevant to the research question at hand. The emphasis is on providing adequate support for the key arguments and findings presented in the article.

The thesis and the journal article are distinct forms of academic writing, each with its own purpose, structure, audience, and publication process.

Theses demonstrate a student’s research capabilities and contribute original insights to their field of study. They are comprehensive in scope, consisting of several chapters that explore the research problem in depth. Theses are primarily evaluated by academic committees and are not typically published in academic journals.

Journal articles, on the other hand, aim to disseminate research findings to the wider academic community. They focus on specific research questions and contribute to existing knowledge. Journal articles follow a concise and standardized structure, adhering to the guidelines of the target journal. They undergo rigorous peer review and are published in reputable journals to reach a broader audience.

Understanding the distinctions between theses and journal articles enables researchers, scholars, and students to approach each form of writing with the appropriate structure, depth, and style required for their intended purpose and audience. Both theses and journal articles play vital roles in advancing knowledge and fostering academic discourse within their respective fields.

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What is a thesis | A Complete Guide with Examples

Table of Contents

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

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

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

What is a thesis?

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

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

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

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

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

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

What is a thesis statement?

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

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

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

Different types of thesis statements

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

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

Argumentative (or Persuasive) thesis statement

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

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

Analytical thesis statement

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

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

Expository (or Descriptive) thesis statement

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

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

Cause and effect thesis statement

Purpose : To demonstrate a cause and its resulting effect.

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

Compare and contrast thesis statement

Purpose : To highlight similarities and differences between two subjects.

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

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

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

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

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

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

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

15 components of a thesis structure

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

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

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

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

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

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

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

Acknowledgments

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

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

Table of contents

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

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

List of figures and tables

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

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

Introduction

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

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

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

Literature review section

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

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

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

Methodology

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

Here's a breakdown of what it should encompass:

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

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

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

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

Results (or Findings)

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

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

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

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

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

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

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

Practical implications (Recommendation) section

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

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

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

The conclusion provides closure to your research narrative.

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

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

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

References (or Bibliography)

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

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

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

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

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

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

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

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

Glossary (optional)

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

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

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

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

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

Thesis examples

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

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

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

Checklist for your thesis evaluation

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

Content and structure

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

Clarity and coherence

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

Research quality

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

Originality and significance

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

Formatting and presentation

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

Grammar and language

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

Feedback and revision

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

Overall assessment

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

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

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

Preparing your thesis defense

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

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

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

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

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

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

Dissertation vs. Thesis

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

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

Here's a table differentiating between the two.

Wrapping up

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

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

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

Good luck with your thesis writing!

Frequently Asked Questions

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

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

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

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

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

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Difference Between | Descriptive Analysis and Comparisons

Search form, difference between journal, paper and thesis.

Key Difference: The main difference between journal, paper and thesis is that journal is an article which consists of some specific criteria. A paper is an informative sheet. Thesis includes a deep study under the guidance of some respected person. 

A journal is an article type of content which consists of a specific format wherein the thoughts are put into words. A journal is an experience booklet which is to be updated regularly. Journals are informative book logs. They have a pre-defined form of content which are to be followed accordingly. Journals are used for referring purposes.

It contains the desired amount of information which is used for reference. Journals are also reference-books. After studying some specific contents, the content is written in a generalized form and molded into the journal. Journals are specific record keeping booklets. They are periodicals which publish the particular topics. They consist of the reviews regarding any articles or research.

The journals and thesis consists of bunch of papers arranged in a systematic format. The content in a paper gives a systematic approach to the user. Many such research papers together contribute in the work of thesis and journal. The certification obtained in any field acts as a proof in the form of a paper. It narrates the entire subject relevant to the topics.

The meaning of the word thesis means a long piece of writing on a particular subject that is done to earn a degree at a university.

Thesis is a deep study which is done under the guidance of an experienced person; mostly thesis is written after the research is carried on in a particular field. Thesis is especially written in the field of doctorate, post-graduation, masters, etc. After doing the appropriate research in the relevant field along with the master’s degree the individual is allowed to write the relevant experience in the form of a thesis.

Thesis includes research papers and work documents which would be affiliated by a recognized doctorate individual or by a university. A thesis document should be an approved document; its range may vary according to the type of research done. Thesis writing is a proposed form of writing. It includes the detailed study material right from the origin till its final product. It also explains the current status of the product. Theses are mostly written in order to secure the research.

Comparison between Journal, Paper and Thesis:

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• Publication Process

How to Write a Journal Article from a Thesis

• 3 minute read
• 201.2K views

Table of Contents

You are almost done with your PhD thesis and want to convert it into a journal article. Or, you’re initiating a career as a journal writer and intend to use your thesis as a starting point for an article. Whatever your situation, turning a thesis into a journal article is a logical step and a process that eventually every researcher completes. But…how to start?

The first thing to know about converting a thesis into a journal article is how different they are:

Thesis Characteristics:

• Meets academic requirements
• Reviewed by select committee members
• Contains chapters
• Lengthy, no word limits
• Table of contents
• Lengthy research of literature
• IRB approval described in detail
• Description and copies of tools used
• All findings presented
• Verb tenses may vary

Journal Article Characteristics:

• Meets journalistic standards
• Reviewed by a panel of “blind” reviewers
• Word limits
• Manuscript format
• Succinct research of literature
• IRB described in 1 to 3 sentences
• Essential and succinct tool information
• Selected findings presented
• Verb tenses are fairly consistent

Converting your thesis to a journal article may be complex, but it’s not impossible.

A thesis is a document of academic nature, so it’s more detailed in content. A journal article, however, is shorter, highlighting key points in a more succinct format. Adapting a thesis for conversion into a journal article is a time-consuming and intricate process that can take you away from other important work. In that case, Elsevier’s Language Editing services may help you focus on important matters and provide a high-quality text for submission in no time at all.

If you are going to convert a thesis into a journal article, with or without professional help, here is a list of some of the steps you will likely have to go through:

1. Identify the best journal for your work

• Ensure that your article is within the journal’s aim and scope. How to find the right journal? Find out more .
• Check the journal’s recommended structure and reference style

2. Shorten the length of your thesis

• Treat your thesis as a separate work
• Paraphrase but do not distort meaning
• Select and repurpose parts of your thesis

3. Reformat the introduction as an abstract

• Shorten the introduction to 100-150 words, but maintain key topics to hold the reader’s attention.
• Use the introduction and discussion as basis for the abstract

4. Modify the introduction

• If your thesis has more than one research question or hypothesis, which are not all relevant for your paper, consider combining your research questions or focusing on just one for the article
• Use previously published papers (at least three) from the target journal as examples

5. Tighten the methods section

• Keep the discussion about your research approach short

6. Report main findings in the results

• Expose your main findings in the results section in concise statements

7. Discussion must be clear and concise

• Begin by providing an interpretation of your results: “What is it that we have learned from your research?”
• Situate the findings to the literature
• Discuss how your findings expand known or previous perspectives
• Briefly present ways in which future studies can build upon your work and address limitations in your study

8. Limit the number of references

• To choose the most relevant and recent
• To format them correctly
• Consider using a reference manager system (e.g. Mendeley ) to make your life easier

If you are not a proficient English speaker, the task of converting a thesis into a journal article might make it even more difficult. At Elsevier’s Language Editing services we ensure that your manuscript is written in correct scientific English before submission. Our professional proofers and editors check your manuscript in detail, taking your text as our own and with the guarantee of maximum text quality.

Language editing services by Elsevier Author Services:

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• Writing Tips

The Ultimate Guide to Getting Your Thesis Published in a Journal

• 7-minute read
• 25th February 2023

Writing your thesis and getting it published are huge accomplishments. However, publishing your thesis in an academic journal is another journey for scholars. Beyond how much hard work, time, and research you invest, having your findings published in a scholarly journal is vital for your reputation as a scholar and also advances research findings within your field.

This guide will walk you through how to make sure your thesis is ready for publication in a journal. We’ll go over how to prepare for pre-publication, how to submit your research, and what to do after acceptance.

Pre-Publication Preparations

Understanding the publishing process.

Ideally, you have already considered what type of publication outlet you want your thesis research to appear in. If not, it’s best to do this so you can tailor your writing and overall presentation to fit that publication outlet’s expectations. When selecting an outlet for your research, consider the following:

●  How well will my research fit the journal?

●  Are the reputation and quality of this journal high?

●  Who is this journal’s readership/audience?

●  How long does it take the journal to respond to a submission?

●  What’s the journal’s rejection rate?

Once you finish writing, revising, editing, and proofreading your work (which can take months or years), expect the publication process to be an additional three months or so.

Revising Your Thesis

Your thesis will need to be thoroughly revised, reworked, reorganized, and edited before a journal will accept it. Journals have specific requirements for all submissions, so read everything on a journal’s submission requirements page before you submit. Make a checklist of all the requirements to be sure you don’t overlook anything. Failing to meet the submission requirements could result in your paper being rejected.

Areas for Improvement

No doubt, the biggest challenge academics face in this journey is reducing the word count of their thesis to meet journal publication requirements. Remember that the average thesis is between 60,000 and 80,000 words, not including footnotes, appendices, and references. On the other hand, the average academic journal article is 4,000 to 7,000 words. Reducing the number of words this much may seem impossible when you are staring at the year or more of research your thesis required, but remember, many have done this before, and many will do it again. You can do it too. Be patient with the process.

Additional areas of improvement include>

·   having to reorganize your thesis to meet the section requirements of the journal you submit to ( abstract, intro , methods, results, and discussion).

·   Possibly changing your reference system to match the journal requirements or reducing the number of references.

·   Reformatting tables and figures.

·   Going through an extensive editing process to make sure everything is in place and ready.

Identifying Potential Publishers

Many options exist for publishing your academic research in a journal. However, along with the many credible and legitimate publishers available online, just as many predatory publishers are out there looking to take advantage of academics. Be sure to always check unfamiliar publishers’ credentials before commencing the process. If in doubt, ask your mentor or peer whether they think the publisher is legitimate, or you can use Think. Check. Submit .

If you need help identifying which journals your research is best suited to, there are many tools to help. Here’s a short list:

○  Elsevier JournalFinder

○  EndNote Matcher

○  Journal/Author Name Estimator (JANE)

○  Publish & Flourish Open Access

·   The topics the journal publishes and whether your research will be a good fit.

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·   The journal’s audience (whom you want to read your research).

·   The types of articles the journal publishes (e.g., reviews, case studies).

·   Your personal requirements (e.g., whether you’re willing to wait a long time to see your research published).

Submitting Your Thesis

Now that you have thoroughly prepared, it’s time to submit your thesis for publication. This can also be a long process, depending on peer review feedback.

Preparing Your Submission

Many publishers require you to write and submit a cover letter along with your research. The cover letter is your sales pitch to the journal’s editor. In the letter, you should not only introduce your work but also emphasize why it’s new, important, and worth the journal’s time to publish. Be sure to check the journal’s website to see whether submission requires you to include specific information in your cover letter, such as a list of reviewers.

Whenever you submit your thesis for publication in a journal article, it should be in its “final form” – that is, completely ready for publication. Do not submit your thesis if it has not been thoroughly edited, formatted, and proofread. Specifically, check that you’ve met all the journal-specific requirements to avoid rejection.

Navigating the Peer Review Process

Once you submit your thesis to the journal, it will undergo the peer review process. This process may vary among journals, but in general, peer reviews all address the same points. Once submitted, your paper will go through the relevant editors and offices at the journal, then one or more scholars will peer-review it. They will submit their reviews to the journal, which will use the information in its final decision (to accept or reject your submission).

While many academics wait for an acceptance letter that says “no revisions necessary,” this verdict does not appear very often. Instead, the publisher will likely give you a list of necessary revisions based on peer review feedback (these revisions could be major, minor, or a combination of the two). The purpose of the feedback is to verify and strengthen your research. When you respond to the feedback , keep these tips in mind:

●  Always be respectful and polite in your responses, even if you disagree.

●  If you do disagree, be prepared to provide supporting evidence.

●  Respond to all the comments, questions, and feedback in a clear and organized manner.

●  Make sure you have sufficient time to make any changes (e.g., whether you will need to conduct additional experiments).

After Publication

Once the journal accepts your article officially, with no further revisions needed, take a moment to enjoy the fruits of your hard work. After all, having your work appear in a distinguished journal is not an easy feat. Once you’ve finished celebrating, it’s time to promote your work. Here’s how you can do that:

●  Connect with other experts online (like their posts, follow them, and comment on their work).

●  Email your academic mentors.

●  Share your article on social media so others in your field may see your work.

●  Add the article to your LinkedIn publications.

●  Respond to any comments with a “Thank you.”

Getting your thesis research published in a journal is a long process that goes from reworking your thesis to promoting your article online. Be sure you take your time in the pre-publication process so you don’t have to make lots of revisions. You can do this by thoroughly revising, editing, formatting, and proofreading your article.

During this process, make sure you and your co-authors (if any) are going over one another’s work and having outsiders read it to make sure no comma is out of place.

What are the benefits of getting your thesis published?

Having your thesis published builds your reputation as a scholar in your field. It also means you are contributing to the body of work in your field by promoting research and communication with other scholars.

How long does it typically take to get a thesis published?

Once you have finished writing, revising, editing, formatting, and proofreading your thesis – processes that can add up to months or years of work – publication can take around three months. The exact length of time will depend on the journal you submit your work to and the peer review feedback timeline.

How can I ensure the quality of my thesis when attempting to get it published?

If you want to make sure your thesis is of the highest quality, consider having professionals proofread it before submission (some journals even require submissions to be professionally proofread). Proofed has helped thousands of researchers proofread their theses. Check out our free trial today.

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OASIS: Writing Center

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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Writing a Postgraduate or Doctoral Thesis: A Step-by-Step Approach

• First Online: 01 October 2023

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• Usha Y. Nayak 4 ,
• Praveen Hoogar 5 ,
• Srinivas Mutalik 4 &
• N. Udupa 6  

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A key characteristic looked after by postgraduate or doctoral students is how they communicate and defend their knowledge. Many candidates believe that there is insufficient instruction on constructing strong arguments. The thesis writing procedure must be meticulously followed to achieve outstanding results. It should be well organized, simple to read, and provide detailed explanations of the core research concepts. Each section in a thesis should be carefully written to make sure that it transitions logically from one to the next in a smooth way and is free of any unclear, cluttered, or redundant elements that make it difficult for the reader to understand what is being tried to convey. In this regard, students must acquire the information and skills to successfully create a strong and effective thesis. A step-by-step description of the thesis/dissertation writing process is provided in this chapter.

• Dissertation
• Postgraduate
• SMART objectives

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Nayak, U.Y., Hoogar, P., Mutalik, S., Udupa, N. (2023). Writing a Postgraduate or Doctoral Thesis: A Step-by-Step Approach. In: Jagadeesh, G., Balakumar, P., Senatore, F. (eds) The Quintessence of Basic and Clinical Research and Scientific Publishing. Springer, Singapore. https://doi.org/10.1007/978-981-99-1284-1_48

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Developing a Thesis Statement

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

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

What is a thesis statement?

A thesis statement . . .

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

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

Identify a topic

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

Consider what your assignment asks you to do

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

Below are some possible topics based on sample assignments.

Sample assignment 1

Analyze Spain’s neutrality in World War II.

Identified topic

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

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

Sample assignment 2

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

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

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

Developing a Thesis Statement–Additional information

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

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

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

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

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

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

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

Derive a main point from topic

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

Look for patterns in your evidence

Compose a purpose statement.

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

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

Possible conclusion:

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

Purpose statement

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

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

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

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

Derive purpose statement from topic

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

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

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

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

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

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

Compose a draft thesis statement

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

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

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

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

Question-to-Assertion

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Refine and polish the thesis statement

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

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

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

Sample Assignment

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

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

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

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

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

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

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

Complete the final thesis statement

The bottom line.

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

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

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

Writing Process and Structure

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

Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for

Creating an Argument

Thesis vs. Purpose Statements

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Generating Ideas for Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

• Applying for Graduate School
• Understanding Expectations
• Developing Genre Awareness
• Establishing a Project’s Value
• Writing Scholarship and Research Proposals
• Writing Literature Reviews

Writing Theses and Dissertations

• Understanding the Publication Cycle
• Understanding Authorship
• Explaining Research to Diverse Audiences
• Writing with Integrity
• Revising with Intent
• Staying Motivated and Productive
• Creating a Writing Toolkit
• Building Grammatical Confidence

Graduate Writing: Writing Theses and Dissertations

Most research-based graduate programs require students to produce a thesis or dissertation. This document is evidence of the research project that you carried out as part of your degree. Many graduate students enter their program having previously completed an undergraduate thesis, but for some students this may be a new and potentially daunting task. Regardless of whether you have previous experience or not, you will need to understand what you will need to produce to successfully write and defend your thesis or dissertation .

Take time to review the Grad Hub's Thesis/Dissertation Roadmap , which covers everything from purpose to formatting. Your supervisor and your committee members will also be key sources of information as you put together this document.

The IMRD Thesis or Dissertation

IMRD stands for Introduction, Methodology, Results, and Discussion and refers to a common structure for theses, dissertations as well as journal articles. This structure offers flexibility to capture a wide range of research projects and consequently is commonly used in many disciplines, primarily within the social and physical sciences, but is useful for writing up any empirical or applied project.

The IMRD structure is an overarching organizing principle that can be modified to accommodate one or more studies. Introductions may serve as a standalone chapter or be merged with a Literature Review, while a Discussion chapter may also include the Conclusion. If reporting on multiple studies, there may be multiple Results and/or Discussion chapters followed by a separate Conclusion. Many theses and dissertations will also include an Appendix that contains supplementary material for your committee to reference and understand your project.

Using LaTex to write your thesis? Consider downloading the LaTex template developed by Professor Mark Eramian in the Department of Computer Science. 

Looking for more information about how to structure an IMRD thesis or dissertation?

• Bitchener, J. (2010). Writing an applied linguistics thesis or dissertation: A guide to presenting empirical research . Palgrave Macmillan.
• Note: Available as an ebook through the University Library .

Humanities Theses and Dissertations

Depending on the nature of their graduate research, some humanities students may opt for an IMRD structure to write up their project. However, these texts often follow a looser structure that focuses on building and sustaining a central argument, with chapters organized thematically in service of this aim.

Reviewing sample theses and dissertations that have been recently published within one’s discipline can provide insight into the different ways in which these texts can be structured.

Looking for more information on how to structure a humanities thesis or dissertation?

• Research & Learning Online. (2021). Structuring a long text. Monash University. https://www.monash.edu/rlo/graduate-research-writing/write-the-thesis/writing-the-thesis-chapters/structuring-a-long-text

The Manuscript-Style Thesis or Dissertation

A manuscript-style thesis or dissertation is composed of a series of previously published articles bookended with an introduction and conclusion identifying the overarching themes of the collected work.

In its guidelines on Manuscript-Style Theses and Dissertations , the university explicitly states “A manuscript-style thesis is not . . . merely a collection of published or publishable papers. It must meet the principles and objectives required of a thesis” (para. 2).  What does this mean? Simply, that the work must cohere and build to a central theme that sufficiently contributes to knowledge (for more on this topic, visit Establishing a Project’s Value ).

This type of dissertation tends to be more popular in PhD programs and is sometimes referred to as a “PhD by publication.” If any of the previously published papers include co-authors, such texts commonly mandate an explicit statement of contribution to clarify the student’s involvement (e.g., data collection, data analysis, drafting of text). Having co-authored papers tends to be more conventional in the sciences as it is more common to work on projects as part of a larger laboratory or investigative team.

Looking for more information about manuscript-style theses and dissertations?

• Filippou, K. (2020, March 1). Writing a thesis by publication. Some reasons for and against. DoctoralWriting SIG . https://doctoralwriting.wordpress.com/2020/03/01/writing-a-thesis-by-publication-some-reasons-for-and-against/
• Pacheco-Vega, R. (2019, September 13). The dissertation analytical table (DAT) – an overview device to formulate a 3-papers thesis/doctoral dissertation. Raul Pacheco-Vega, PhD . http://www.raulpacheco.org/2019/09/the-dissertation-analytical-table-dat-an-overview-device-to-formulate-a-3-papers-thesis-doctoral-dissertation/
• Trietsch, C. (2019, October 24). Dear STEM students: Don’t write thesis chapters -- Write manuscripts. Insider Higher Ed. https://www.insidehighered.com/blogs/gradhacker/dear-stem-students-don%E2%80%99t-write-thesis-chapters-write-manuscripts  

Alternate Formats

The structure of any thesis or dissertation should reflect the nature and purpose of the research project. While non-standard structures are often characteristic of certain creative arts disciplines, they are gaining traction in other fields too, such as the digital humanities.

Alternate theses and dissertations can also be very appealing for students who are foregrounding decolonization in their research as a non-standard structure may more accurately represent the scholarly perspectives or content contained therein. 

In discussion with your supervisor, committee members, and other university stakeholders, you will determine if it is appropriate, valuable, and permissible to present your work in a non-standard way. Like any decision, this should be made carefully. Regardless of the format you choose, what remains critical is that the text clearly and convincingly demonstrates to your committee members how you have advanced knowledge in a meaningful way.

Looking for more information about alternate formats?

• Canadian Association for Graduate Studies. (2021). Rethinking the PhD: Broadening the dissertation . https://cags.ca/rethinkingphd-dissertation/
• Carter, S. (2015, November 19). Innovation in the doctoral thesis: Cutting edge or over the edge? DoctoralWriting SIG . https://doctoralwriting.wordpress.com/2015/11/19/innovation-in-the-doctoral-thesis-cutting-edge-or-over-the-edge/
• Note: Available at the Education and Music Library, Indigenous Education Collection (LB2369 .J337 2008)
• University of Pittsburgh. (2022). Innovative dissertations.  Humanities Engage.    https://www.humanitiescareers.pitt.edu/innovative-dissertations

Planning and Project Management

Even if you are incredibly passionate about your research, it can be a challenge to carry your thesis or dissertation to the finish line. This text may be the longest you’ve ever written (and may ever write) so having a plan is essential, especially to circumvent those days (or weeks) when you just do not feel like writing.

As part of your early planning, look at a range of sample theses or dissertations in your field and ask yourself the following questions:

• How long are they?
• How are they structured?
• What commonalities do you see?
• What makes one more readable than another?

This review process will help you construct a mental framework, coupled with the formal guidelines from your department and/or CGPS. After all, what is the point in trying to write a 300-page document if a 180-page one will do?

Sample theses and dissertations can be found in repositories like USask’s HARVEST and other university repositories and/or showcases (e.g., Queen’s University ), ProQuest Dissertations & Theses , and Library and Archives Canada .

Having a clear understanding of what the final product will be is often key; from there, you can work backward to understand what steps they need to take to reach the end goal. To help with this process, a dissertation calculator can be a useful tool for helping to conceptualize a workable timeline.

Once you have the bigger picture in place, figure out a realistic schedule that identifies monthly, weekly, and daily goals—while also accounting for setbacks.

Keep in mind that it will be easier to write your thesis or dissertation if you have a regular writing practice and do not wait until your research is “finished” before starting to write up your work. Such writing might involve writing sections of your literature review or methodology or keeping a research journal that will then serve as stimulus material for your discussion. Plus, having a regular writing practice can help make writing less intimidating and more mundane and help reduce potential tendencies toward perfectionism that can make it difficult to get started on the project.

Looking for more information on planning and project management?

• Golding, C. (2017) Advice for writing a thesis (based on what examiners do),  Open Review of Educational Research ,  4 (1): 46-60, https://doi.org/10.1080/23265507.2017.1300862
• Lantsoght, E. (2018, January 11). Seven essential tips for managing a large research project. The Wiley Network. https://www.wiley.com/network/researchers/writing-and-conducting-research/seven-essential-tips-for-managing-a-large-research-project
• Santiago-Lopez, A. (2019, January 04). Six project-management tips for your PhD. Nature. https://doi.org/10.1038/d41586-018-07860-6
• Saunders, F. (2014, November 05). How can you treat your PhD like a project? The Thesis Whisperer . https://thesiswhisperer.com/2014/11/05/how-can-you-treat-your-phd-like-a-project/

Productivity and Avoiding Burnout

As you write your thesis or dissertation, you may feel blocked, unmotivated, overwhelmed, or even hostile to the process. Such emotional responses are completely normal and reflect the complexity of the task at hand.

Fortunately, there are strategies you can use to help ensure that you continue to meet your goals while also maintaining your well-being.

Many productive academic writers identify daily writing as key to their success. Daily writing does not necessarily mean 3–4 hours of uninterrupted time, rather it could mean having anywhere from 30–90 minutes set aside.

These writers also set concrete, achievable, time-restricted tasks as part of daily writing. For instance, rather than saying, “I’m going to write for 60 minutes today,” they say, “Between 9–10:30am today I’m going to write two paragraphs for my literature review.” Having a tangible plan in place before writing means that writing time remains focused and outcome oriented. These outcomes might be small, but they add up quickly.

Having such plans in place can help with productivity, but it is also important to plan for life—and fun! By nurturing relationships and hobbies, we promote and protect our well-being and prevent burnout.

If you find yourself struggling or are finding it difficult to cope at any stage of your program, do connect with the Student Wellness Centre .  

Looking for more information on productivity and avoiding burnout?

• Ali, S. G. (2021, September 21). 6 tips for the final year of your dissertation marathon. Inside Higher Ed. https://www.insidehighered.com/advice/2021/09/21/tips-final-year-writing-your-thesis-opinion
• Belleville, G. (2019). Sit down and write your thesis! Practical and motivational tips for scientific writing. Canadian Journal of Cardiology, 35 (8), 945-947. https://doi.org/10.1016/j.cjca.2019.04.011
• Bérubé-Lupien, É. (2021, March 23). 7 tips for efficient thesis writing. University Affairs. https://www.universityaffairs.ca/career-advice/career-advice-article/7-tips-for-efficient-thesis-writing/
• Office of Graduate Research Flinders University. (2020, March 5). Vlog 207 - How to set up your life to write [Video]. YouTube. https://www.youtube.com/watch?v=sZ6WohkWBZg
• Pain, E. (2018, April 30). How to write your Ph.D. thesis. Science Careers. https://www.science.org/content/article/how-write-your-phd-thesis
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• Next: Understanding the Publication Cycle >>
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Publishing a Master’s Thesis: A Guide for Novice Authors

Robert g. resta.

1 Swedish Cancer Institute, Swedish Medical Center, Seattle, WA USA

Patricia McCarthy Veach

2 Department of Educational Psychology, University of Minnesota, Minneapolis, MN USA

Sarah Charles

3 Jefferson Kimmel Cancer Center, Thomas Jefferson University Hospital, Philadelphia, PA USA

Kristen Vogel

4 Center for Medical Genetics, NorthShore University HealthSystem, Evanston, IL USA

Terri Blase

5 Department of Maternal Fetal Medicine, Advocate Christ Medical Center, Oak Lawn, IL USA

Christina G. S. Palmer

6 Department of Psychiatry & Biobehavioral Sciences, UCLA, Los Angeles, CA USA

7 Department of Human Genetics, UCLA, Los Angeles, CA USA

8 UCLA Semel Institute, 760 Westwood Plaza, Room 47-422, Los Angeles, CA 90095 USA

Publication of original research, clinical experiences, and critical reviews of literature are vital to the growth of the genetic counseling field, delivery of genetic counseling services, and professional development of genetic counselors. Busy clinical schedules, lack of time and funding, and training that emphasizes clinical skills over research skills may make it difficult for new genetic counselors to turn their thesis projects into publications. This paper summarizes and elaborates upon a presentation aimed at de-mystifying the publishing process given at the 2008 National Society of Genetic Counselors Annual Education Conference. Specific topics include familiarizing prospective authors, particularly genetic counseling students, with the basics of the publication process and related ethical considerations. Former students’ experiences with publishing master’s theses also are described in hopes of encouraging new genetic counselors to submit for publication papers based on their thesis projects.

Introduction

Scholarship is important for growth of a profession and for clinical care. For these reasons, the American Board of Genetic Counseling (ABGC) endorses scholarly activities through Practice Based Competency IV.5 (American Board of Genetic Counseling 2009 ). Boyer ( 1990 ) describes four types of scholarship (Scholarship of Discovery, Scholarship of Integration, Scholarship of Application, and Scholarship of Teaching), all of which are endorsed by ABGC and required of accredited genetic counseling training programs. The first three types of scholarship, which involve generating new knowledge or applying existing knowledge to an important problem, are the basis of the ABGC’s requirement that students in accredited programs engage in scholarship and complete a scholarly product. The ABGC defines a scholarly product to include: a master’s thesis, an independent research project, a literature review/case report, a formal needs assessment, design and implementation of an innovative patient, professional, or community educational program, and/or preparation of a grant proposal.

The purpose of this article is to encourage students to disseminate their scholarly work (except grant proposals) through a journal publication. This article was developed from an Educational Breakout Session (EBS) at the 2008 National Society of Genetic Counselors (NSGC) Annual Education Conference and draws upon the experiences of a past editor and current assistant editor of the Journal of Genetic Counseling ( JOGC ), a student mentor, and recent genetic counseling graduates who successfully turned their student thesis projects into peer-reviewed publications.

Engaging in scholarship is important for increasing genetic counselors’ self-knowledge, but dissemination of scholarship is essential for the growth of the genetic counseling field. McGaghie and Webster ( 2009 ) identify a wide range of types of scholarly products that promote broad dissemination of information, including peer-reviewed journal articles (e.g., original research, case reports, review articles), book chapters, books or monographs, edited books, essays, editorials, book reviews, letters, conference reports, educational materials, reports of teaching practices, curriculum description, videos, simulations, simulators, and web-based tutorials. As evidence of the importance of disseminating scholarship to the field of genetic counseling, dissemination of scholarly products is actively promoted by the NSGC, the major professional organization for the genetic counseling profession. A prominent example of NSGC’s commitment to dissemination is the JOGC , a professional journal devoted to disseminating peer-reviewed information relevant to the practice of genetic counseling. The success of this journal over nearly two decades is a strong indicator of the value genetic counselors place on publishing journal articles as an essential product of scholarship.

Individuals who have completed a master’s thesis or equivalent should consider publication. This “call to publish” student work is based on evidence that a large proportion of students engage in a scholarly activity with publication potential. A recent survey of 531 genetic counselors suggests that 75% of respondents fulfilled their scholarly activity requirement via a master’s thesis (Clark et al. 2006 ). Among this group, 21% classified their thesis as “hypothesis driven” and 20% classified it as a “descriptive study.” Although the research may be relatively small scale given the time and resource constraints of short training programs (≤2 years), it nonetheless offers a rich and varied source of information about the practice of genetic counseling that could be shared with the broader community through publication. Yet Clark et al. ( 2006 ) found that only 21.6% of respondents who completed a master’s thesis had submitted a manuscript for publication in a peer-reviewed journal. It appears that many students do not submit their research for professional publication, perhaps due to a combination of time constraints, lack of mentoring and support, unfamiliarity with the publication process, lack of professional confidence, and fear of rejection (Clark et al. 2006 ; Cohen et al. 2008 ; Driscoll and Driscoll 2002 ; Keen 2006 ). Because this is one aspect of scholarship that has received limited attention, guidance regarding the details and vicissitudes of the publication process, and acknowledgement that master’s theses can be successfully published, are needed.

Of course, one might question why students should or would publish the results of their graduate work. The answer is complex, without a “one size fits all,” because scholarship can be intrinsically and/or extrinsically motivated. McGaghie and Webster ( 2009 ) describe intrinsic motives as including sharing knowledge, career advancement, status improvement, collegial approval, personal pleasure, and response to challenge; extrinsic motives include academic pressure, commitment to patient care, practice improvement, and promoting the use of new technologies. Although the reasons genetic counselors publish articles have not been empirically evaluated, Clark et al. ( 2006 ) (i) concluded that a substantial number of genetic counselors consider active involvement in research (a form of scholarship and precursor to publication) to be a core role, and (ii) found that respondents endorsed a range of intrinsic and extrinsic motives for their involvement in research. These reasons included interest in the subject, contributing to the field, personal development/satisfaction, diversifying job responsibilities, job requirements, lack of existing research on a particular topic, and career advancement. It is reasonable to infer that these reasons would extend to publication as well.

The work that culminates in a master’s thesis provides the basis for a professional journal article. However, writing a professional journal article differs from writing a master’s thesis. This article, therefore, provides practical ideas and considerations about the process for developing a master’s thesis into a peer-reviewed journal article and describes successful case examples. Research and publication occur in stages and include many important topics. Previous genetic counseling professional development articles have partially or comprehensively addressed the topics of developing and conducting a research project (Beeson 1997 ), writing a manuscript (Bowen 2003 ), and the peer-review process (Weil 2004 ). This paper expands on previous articles by describing the publication process and discussing publication ethics, with emphasis on aspects pertinent to publishing a master’s thesis. It is hoped that this article will encourage genetic counselors to publish their research.

The primary audience for this article is genetic counselors who are conducting a master’s thesis or equivalent or who completed a thesis in the last few years which remains unpublished. The secondary audience is other novice authors and affiliated faculty of genetic counseling training programs. Although the focus of this paper is on journal publications which are subject to a peer-review process (e.g., original research, clinical reports, and reviews), some of the basic information applies to a variety of publishing forms.

The Publication Process

Publish before it perishes.

Like produce and dairy products, data have a limited shelf life. Research results may be rendered marginal by new research, social changes, and shifts in research trends. For example, a study of patient reluctance to undergo genetic testing due to concerns about health insurance discrimination conducted in December 2007 would have been obsolete when the Genetic Information Nondiscrimination Act (Pub.L. 110–233, 122 Stat. 881, enacted May 21, 2008) was enacted 5 months later. Or studies of whether patients think they might undergo testing if a gene for a particular condition were identified become less relevant once the gene is actually mapped and sequenced.

The hardest part about writing is actually writing. Making the time to sit down and compose a report of research findings is a very difficult first step. As noted in the three case examples, this is particularly true for a recent graduate whose time is occupied with searching for a new job, moving to a new city, and learning the details of a new job. However, the longer you wait, the more difficult it becomes, and the greater the risk that your data will grow stale. If you do not write it, the paper will likely not get written. The three case examples identify strong mentorship, ongoing communication with co-authors, constructive criticism, and commitment to publication by every author as key elements for successfully preparing a manuscript. The following sections describe basic processes for preparing a paper. See also Table  1 for helpful references about technical aspects of manuscript preparation.

Table 1

Selected Resources For Manuscript Preparation

Choosing a Journal

Research delivered to an inappropriate audience is ignored. Many journals publish genetic counseling research—as demonstrated by the three case examples—and therefore, choosing the right journal is critical (Thompson 2007 ). The first step is to decide who the audience should be. Is it important to reach genetic counselors? Medical geneticists? Or is the audience outside of the genetic counseling community? Some genetic counseling research is of interest to researchers in patient education, decision-making, or the social sciences. Clinicians such as surgeons, radiology technicians, psychologists, and family practice physicians might benefit from a greater understanding of genetic counseling and how it interfaces with their specialties.

The next step is to decide whether the journal is interested in the type of research conducted. For example, does the journal publish articles mostly on medical and clinical issues? Does it publish qualitative research? A description of the scope, aims, and types of research that are published is located in the “Instructions to Contributors” section on the web page of most journals. A look at the journal’s editorial board might also provide a good idea of a journal’s theoretical approaches, philosophical orientation, and research interests. Another strategy is to contact the journal’s editor or a member of the editorial board prior to submitting a manuscript to discuss the appropriateness of the manuscript for the journal. Many editors welcome such pre-submission contact since it reduces their workload of reading inappropriate manuscripts.

A journal’s “impact factor” may be important to some authors when considering where to publish a manuscript. The impact factor is a—perhaps imperfect—statistical measure of a journal’s importance. The impact factor was developed in the early 1960s by Eugene Garfield and Irving Sher and is technically defined as A/B, where A = the number of times articles published in that journal were cited and B = the number of citable articles published by the journal (letters and editorials are not usually citable articles) (Garfield 1994 ). An impact factor of one indicates that on average, articles published in the journal were cited once by other authors.

A journal’s impact factor can vary greatly from year to year, and its practical utility is widely debated (Andersen et al. 2006 ; Chew et al. 2006 ; Greenwood 2007 ; Ha et al. 2006 ; The PLoS Medicine Editors 2006 ). Genetic counselors often publish small studies and case reports. The journals that might publish such papers usually have impact factors of ten or less. Thus the impact factor may be a less important consideration for many genetic counselors when deciding where to publish.

A publisher’s copyright policy may also influence the choice of where to publish. The majority of publishers own the copyright (United States Copyright Office 2008 ) and authors do not have the right to copy, re-use, or distribute their own publications without buying reprints, which can be a significant source of income for publishers. Some journals, like the Public Library of Science (PLoS), are completely Open Access and make all articles fully available online. Other journals have Delayed Open Access, which makes articles publicly available after a specified period of time, often a year or two. Many journals, such as the JOGC , promote Hybrid Open Access in which authors, for a fee, can make their articles publicly available. Some journals will make select articles publicly available, usually those that attract media attention. For grant-funded research, consider the requirements of the funding source; some granting agencies require that the research results be made publicly available at some point.

Peer Review

Peer review is the process in which two or three experts evaluate a manuscript to determine whether it is worthy of publication. Peer review is the backbone of scholarly publishing; no research manuscript gets published until a team of reviewers and journal editors vets it. Ideally, reviewers are objective, constructively critical, open-minded, fair, and insightful. Some journals blind the reviewer to the author’s identity, in hopes that the authors’ reputations or professional relationships will not influence the review. Some journals will let authors suggest reviewers or request that certain people not review a manuscript. A journal’s peer review policies may be another important consideration in choosing where to submit a manuscript.

In practice, peer review is not always ideal (Benose et al. 2007 ; Curfman et al. 2008 ; Hames 2007 ; Wager et al. 2006 ). Nonetheless, no better or viable alternative has been proposed. Reviews may sometimes appear to be arbitrary, unfair, and poorly performed. Reading such reviews can be very difficult and frustrating, even for experienced authors. However, it is a reviewer’s job to be critical, and there may be elements of truth in even the most negative reviews. Some editors may be willing to send a manuscript to another reviewer if an original reviewer produces a harshly critical or poorly thought out critique. Some journals have a formal appeals process if a manuscript is rejected or an author feels a review is inaccurate, inappropriate, or biased. However, sometimes it is simply easier to submit the manuscript to a different journal. Case # 2 describes a successful example where submitting a manuscript to a different journal led to publication.

The manuscript rejection rate varies widely across journals, but about half of all manuscripts are rejected or require significant revisions (Armstrong et al. 2008 ; Hall and Wilcox 2007 ; Liesegang et al. 2007 ). About half of rejected manuscripts are published in other journals (Armstrong et al. 2008 ; Hall and Wilcox 2007 ; Liesegang et al. 2007 ). Even among articles that are accepted for publication, the vast majority will require significant revisions. All three case examples describe manuscripts that underwent significant revision. Thus, prospective authors should not be disheartened if a manuscript is rejected or needs extensive re-writing; this is the rule rather than the exception . Many editors are willing to work with authors who have questions about specific comments or how best to incorporate the reviewers’ suggestions. Busy journal editors would rather answer questions up front than have to laboriously edit a revised manuscript and send it back for further revisions.

Peer review, and the subsequent manuscript revisions, along with the number of manuscripts submitted to the journal, are probably the most critical bottlenecks in determining how long it takes before a manuscript appears in print. Typically, a year or more may pass from the time of submission to the publication date. The three case examples include their timeframes to highlight the need for perseverance and patience with the publication process.

The clearest way for authors to respond to editors’ and reviewers’ comments is to prepare a table that lists each comment and how the authors addressed them, item by item. Some reviewers’ comments may be inaccurate or simply unrealistic (e.g. “The authors should re-do the entire research study...”); these can be discussed in the table or in the cover letter that accompanies the table. Additional information about the peer-review process can be found in Weil ( 2004 ).

Acceptance!

Once a manuscript is accepted for publication, the publisher or the journal editor will send a copyright transfer statement that spells out ownership of the article. This statement must be signed and returned in short order before the manuscript will be published. The corresponding author will receive page proofs, usually electronically, which must be read by the author for accuracy and returned fairly quickly (usually 2–3 days). Many publishers are reluctant to make significant changes in the page proofs, and they may charge for substantial revisions. Thus, the version of the manuscript that is submitted to the journal before the page proofs are generated should be very close to what the author wishes to see in print. Usually at this time publishers will offer the author the option to purchase reprints to allow the author to share the publication with other researchers, co-authors, and colleagues. Some journals will provide a limited number of free reprints or a complimentary copy of the issue of the journal in which the paper appears. The steps in the publication process are summarized in Table  2 .

Table 2

Steps in the Publication Process

a ∼50% of manuscripts are rejected or require significant revision before being accepted for publication

Ethics of Publishing

“Scholarship (like life) is not always fair or precise.” (Thompson 1994 )

Manuscript preparation and submission for publication can be complicated by ethical issues. Many authors may not be aware of these ethical conundrums, let alone have a plan for addressing them. Ethics is not a stagnant concept. As research methodologies and research questions evolve, new ethical issues in publishing arise. This section contains a description of several issues broadly relevant to the publishing practice of genetic counselors, particularly as students or recent graduates. However, it is important for genetic counselors-as-authors to keep abreast of ethical issues relevant to their own work.

“Ethics” are principles that govern the behavior of individuals or groups (Merriam-Webster 1974 ). Ethical codes of conduct exist in order to preserve the integrity of a profession, ensure the public’s welfare, and protect scholars. Ethical issues particularly relevant to writing for publication, include: (1) authorship determination, (2) disclosure and conflicts of interest, (3) plagiarism, (4) subject confidentiality, (5) accuracy of information, and (6) publishing in multiple sources.

Authorship Determination

Consider the following situation: A student conducted an excellent study for her master’s thesis project. At the beginning of the project, her supervisor promised her that she would have first authorship on any manuscripts based on the project. However, when the time came to write the paper, the student procrastinated. Finally, after the supervisor repeatedly “nagged” her, she submitted a draft to her, but it was very poorly written. The supervisor decided the only way to salvage the paper was to totally rewrite it herself. Now the supervisor thinks that she deserves to be the first author. Is this ethical? Does it matter if the project was the student’s master’s thesis rather than a project in which she was voluntarily involved? Are there guidelines that might be implemented in advance to handle this kind of situation?

This complex situation may be all too familiar for many supervisors and students. It raises issues about valuing contributions to the publication process, the power differential between supervisors and students, determining when renegotiation of authorship is warranted, and setting expectations and priorities up front. Whenever manuscripts are authored by more than one individual, order of authorship should be negotiated as early in the process as possible. Only individuals who have actually contributed to the work should be listed as authors. Their order should indicate “...the relative scientific or professional contributions of the individuals involved, regardless of their status” (Shadish 1994 ) (p. 1096). In the sciences, the first and last authors typically are the individuals that made the greatest contributions to the project (Laflin et al. 2005 ). Many journals require a listing of each author’s contribution to the manuscript in order to make sure each person meets the journal’s requirements to be listed as an author.

Student authors pose a special situation. Doctoral students usually are the first authors of papers based on their dissertation research (Nguyen and Nguyen 2006 ). Authorship order is less clear for masters’ projects because masters’ students may lack sufficient knowledge and skills to conduct a project and prepare a manuscript of publishable quality without considerable input from their supervisor (Shadish 1994 ). Thompson ( 1994 ) recommends that when there is any question as to who made the primary contribution, the student should receive higher authorship. His recommendation helps to protect the person who has less power in the situation. Often students are involved in studies that are not based on their own master’s or doctoral research, but rather are connected to an existing research program, such as case examples 1 and 2. In those situations, some authors contend that their involvement should be creative and intellectual in order to warrant authorship; otherwise, student input can be credited in an acknowledgement section (Fine and Kurdek 1993 ; Holaday and Yost 1995 ; Thompson 1994 ).

Negotiating authorship is an important step that should begin in the initial stages of a project. This step usually involves assessing and agreeing upon each person’s tasks, contributions, and efforts. The amount of supervision required for an individual’s contributions is usually considered as well (Fine and Kurdek 1993 ). Sometimes renegotiation of authorship order is necessary due to unexpected changes and/or substantial revision of the manuscript. The key is to remember that authorship is negotiated. Questions to consider throughout this negotiation process include: Who had the original idea for the basis of the publication? Who designed and conducted the study that generated the data? Who will write most of the first draft of the paper? Is the study part of someone’s research lab? Students should maintain early and on-going communication with their co-authors about their investment of time and efforts and the outcomes of those efforts (Sandler and Russell 2005 ). However, scholarly contribution is more important than actual time and effort expended when determining authorship. For more information regarding authorship determination, it may be useful to review guidelines for discussing and clarifying authorship order (Gibelman and Gelman 1999 ) or developing individualized contracts for research collaboration (Stith et al. 1992 ). These guidelines also may be useful for initiating discussion of authorship as part of the curriculum in genetic counseling training programs.

Take another look at the authorship scenario. At the time of the original negotiation of authorship, it is likely that the supervisor (and other parties) believed the student warranted first authorship due to her creative contributions and time allotted to the study. In most authors’ minds, first authorship is equated with substantial contribution to writing the manuscript, usually the first draft, so it is important the student understand this is part of the responsibilities of being first author. Typically students have no experience writing a journal article, and so some procrastination is likely. In this scenario, the authorship dilemma may have been averted by having in place a plan to mentor the student, providing support, and delineating a specific process for writing the first draft of the manuscript.

Manuscripts invariably undergo substantial revision as co-authors and reviewers weigh in, so it is not unusual that the supervisor would revise the student’s first draft. This activity does not prima facie warrant a change in authorship order. However, by developing a specific plan to support the student’s writing, it may minimize the extent of the supervisor’s revisions. It is possible, though, that the student’s procrastination and poor writing should initiate a renegotiation of authorship order because the level and nature of her contributions to the work may be changing. The supervisor and student should discuss the reasons for changing authorship order; the supervisor should not unilaterally make this change without discussion. Keep in mind that the bar for changing authorship should be much higher if the paper is based on the student’s master’s thesis than if it is based on a project in which she was voluntarily involved. It is also important to inform students early in the process that most research is a collaborative effort, requiring time, energy, and sometimes funding, and therefore their collaborators have expectations that their contributions will be rewarded through publication. Developing an a priori policy for renegotiation may often reduce misunderstandings and minimize conflict.

Disclosure and Conflicts of Interest

Consider the following situation: A student conducted a study to evaluate a new program that her clinic is offering to its patients. She interviewed ten patients who participated in the program about their experience. Nine of these patients were in general agreement about the value of the program, while the 10th patient was quite negative about her experience. The student’s impression of this patient is that she is a generally negative person. The student believes that the patient came into the program expecting not to like it. Furthermore, the student is concerned her clinic will lose funding for this program if she reports this patient’s responses. The student decides to exclude her data from the paper. Is this decision ethical? Why or why not?

One ethical issue raised in this scenario involves determining when it is appropriate to exclude data points. Data collected from research can be messy, and it is not unusual for some data points to be excluded from analyses. However, there must be an explicit methodology for excluding data points or subjects, and this information usually is reported in the manuscript. Examples for exclusions include: missing data (e.g., a participant did not complete a majority of the items on a questionnaire); measurement error (e.g., the recorded measurement of a biological process or part of the anatomy is simply impossible); small sample sizes (e.g., an insufficient number of individuals from a minority group participated in the research resulting in numbers too small for meaningful analysis). In the scenario described above, the rationale provided for excluding the 10th patient’s experience is not sufficient to warrant exclusion. Instead, it appears that exclusion of this individual is based on a desire to promote the new program in the student’s clinic. In order to eliminate this form of conflict of interest, one could consider involving a clinic outsider in the analysis and interpretation of the data. By including a clinic outsider in the project, editor and reviewer concerns about the integrity of the data, analyses, and conclusions will be allayed.

Most journals provide another “safeguard,” by requiring a statement about possible conflicts of interest. A conflict of interest statement requires the author to acknowledge in writing the nature of any circumstances that might bias the process and/or outcome of their work. For example, any project and published report that might result in direct financial gains for an author(s) should be disclosed to a journal’s editor and to the readership. Examples of possible conflicts of interest include conducting a study of the effectiveness of a genetic test funded by the company that developed and is marketing the test, or a program evaluation study whose outcome would determine the continuation of the investigators/authors’ jobs.

Plagiarism is a familiar concept to most people. Everyone generally understands the importance of “giving credit where credit is due.” Yet, the National Science Foundation estimates that the prevalence of plagiarism may be as high as 50% (Roig 2001 ). Probably many of these incidents are unintentional and/or occur because the authors were unaware of some of the nuances regarding plagiarism. Although there is some variability within and across disciplines about the specific behaviors that constitute plagiarism, there is general agreement about two broad types (Roig 2001 ): cryptamnesia -an individual thinks their idea is original when it actually was presented by someone else previously; and inappropriate paraphrasing —an individual uses another person’s published text without properly citing that use, and/or using their statements with little or no modification. Specific examples of inappropriate paraphrasing include: (1) publishing another person’s work as one’s own; (2) copying part of another author’s paper and claiming it as one’s own; (3) copying text from another source without using quotations marks and without citing that source in the text; (4) paraphrasing text from another source without providing an in-text citation; (5) summarizing material from another source without clearly connecting the summary to that source; and (6) using copyrighted materials without author/publisher permission (East 2006 ; Lester and Lester Jr. 1992 ).

Additional types of plagiarism include ambiguous use of citations. For instance, an individual includes a citation in a paragraph but does not clearly indicate which content in the paragraph is from the cited work. Another type of plagiarism is self-plagiarism . Self-plagiarism occurs when an individual includes published work of their own for which they do not own the copyright (e.g., reprinting a table from one of their previously published papers); repeating verbatim text from a previously published article. Permission to reprint material from the publisher must be obtained.

Plagiarism is a serious ethical breach which can result in a legal penalty. Strategies for avoiding plagiarism include limiting the use of direct quotes; avoiding the use of secondary sources—it is always better to read and cite an original source when available; and restating ideas in one’s own words while providing in-text citation of the work that contains the original ideas (East 2006 ; Lambie et al. 2008 ; Lester and Lester Jr. 1992 ). When in doubt regarding the originality of one’s words, it is best to cite the source(s) on which they are based. In this regard, it may help to bear in mind that readers will assume all words in the paper are the author’s unless the source(s) are cited.

Subject Confidentiality

Published papers must be written in a way that no subjects can be recognized by others without their written consent (Gavey and Braun 1997 ). Given the unique nature of genetics, family members may also need to provide written consent (McCarthy Veach et al. 2001 ). When possible, identifying information should be removed or disguised (e.g., use of pseudonyms) and data based on multiple subjects should be reported in aggregate (group) form. Institutional review boards (IRBs) play a critical role in assuring protection of subject confidentiality. Many journals require authors to indicate either in the paper or a cover letter that they have obtained institutional review board approval to conduct their animal or human subjects study. In some cases, an ethics board may have been consulted regarding ethical dilemmas reported in a clinical paper and this should be acknowledged in the paper.

Accuracy of Information

Authors are responsible for rigorously checking the accuracy of their facts, data, and conclusions. However, despite one’s best efforts, substantial errors sometimes are not discovered until after a paper is published. In that case, the corresponding author should contact the journal immediately and ask that an erratum be published. On a related note, authors have a professional responsibility to make data sets reported in published papers available to other professionals. This practice allows for verification of the findings and conclusions, and it also makes possible research replications and extensions of the original study. The length of time for retaining research records depends on institutional policy and sponsor policy, so it is important to be aware of how these policies apply to the research generated by a master’s thesis. Often institutional review boards require researchers to state how long they will maintain a data set, and the researchers must adhere to that time frame.

Another accuracy issue concerns modifying and reporting the use of published material (e.g., an interview protocol, psychological instrument, curriculum) without clearly describing the precise nature of the modifications. Interpretation of findings and their comparison to other studies using the “same” instrumentation may be severely compromised when an author fails to report modifications. Further, professional courtesy suggests that permission be sought from the author before changing her or his material. Also, use of published material requires crediting the author(s) of that material by including relevant citations.

Publishing in Multiple Sources

In the sciences, a manuscript should not be under review by more than one journal at a time. It is, however, acceptable to submit material for presentation at a conference prior to its actual publication in a journal, as the authors in case examples 1 and 3 did. Some conferences publish proceedings , and some journals will not publish work that is already published in a Proceedings unless the two papers differ substantially. When in doubt, it is good practice to contact a journal’s editor to determine the journal’s policy. Journals typically only publish original work, but on occasion there may be interest in reprinting an article. Reprinting a previously published paper requires written permission from the owner of the publication copyright. As a matter of courtesy, one should also seek the corresponding author’s permission, even if the author does not own the copyright.

Examples of Success

The benefits of sharing knowledge within the medical community and with the public via publication have been delineated. The publication of original work contributes to the advancement of the genetic counseling field overall, and at the individual level, authorship establishes a level of professional credibility, enhancing opportunities for future employability, funding and job satisfaction. The opportunity to develop a genetic counseling master’s thesis into a manuscript should therefore not be overlooked. Below are the personal accounts of three recent graduates who successfully transformed their individual master’s theses into published manuscripts. These examples were not systematically ascertained, and as such, do not necessarily represent all experiences with trying to publish a master’s thesis. These stories provide “first-hand accounts” of the authors’ experiences and, while acknowledging the challenges, demonstrate commitment to publishing their own projects throughout their careers. Table  3 contains a list of helpful hints gleaned from these cases.

Table 3

Helpful Hints for First Time Authors

Case 1: Consider Writing Your Thesis and Journal Article Concurrently

As a result of personal determination, and above all, strong mentorship, I was able to turn my master’s thesis work into a manuscript published in Patient Education and Counseling , titled “Satisfaction with genetic counseling for BRCA1 and BRCA2 mutations among African American women” (Charles et al. 2006 ). My work was a small component of an existing research project being conducted within a university academically affiliated with my genetic counseling training program. The project was an evaluation of the overall effects of “Culturally Tailored vs. Standard Genetic Counseling Protocol” among African American women.

I started by reviewing previous publications this group of researchers had produced and using these as a guide for my first draft, followed by multiple revisions. Approximately 17 months elapsed between first submission and publication. We submitted the manuscript in its original form in May 2005. We received the reviewers’ comments later that summer, and submitted revisions five months later. The article was accepted in that same month, published online five months later and in print seven months after the online version appeared. Shortly after graduating from my program I submitted an abstract of the work to NSGC for presentation at the 2005 Annual Education Conference, and subsequently learned that it was selected for the NSGC Beth Fine Student Abstract award.

My experience may be unusual because I worked on the manuscript and thesis project concurrently. Composing separate but related documents while still juggling second year genetic counseling student responsibilities was certainly a challenge. Preparing a comprehensive thesis project is a very different task than manuscript composition, the latter of which is more focused and narrow in scope. Challenges posed by this concurrent approach included ensuring that text requirements and deadlines specific to each document were met, as well as incorporating and addressing the reviews of both the training program and peer-reviewers. The main benefits of this approach were that I was still in school and therefore geographically close to my mentors, which facilitated ongoing communication throughout the process, and that the manuscript was under review by a journal before I started my new job.

Factors contributing to the successful publication of this project include mentorship, accountability, and commitment to publication by every author. Supportive, constructively critical, and well published, my mentors had high standards and knew the process. Frankly, I did not want to disappoint them. I found setting deadlines and meeting them, along with the accountability of in-person meetings (as opposed to email), to be effective approaches. Finally, publishing the project was a stated goal of the authors at the initiation of the project. I will not claim that the process was easy, but the goal is certainly attainable and worthwhile.

Case 2: You Need Not Publish Every Thesis Finding—Pick The Most Interesting and Relevant

As is the case for many graduate students, the first time I attempted to publish was after I completed my thesis. My thesis concerned the development of a minority research recruitment database and was the result of my graduate research on underserved populations.

Following graduation, I started my first job as a genetic counselor in a new city. During the overwhelming process of adjusting to “my new life,” my thesis advisor asked me to submit a manuscript to the American Journal of Public Health in response to a call for abstracts on genetics topics. Unfortunately, the deadline was only one week away. I scrambled to cut down my lengthy thesis to a reasonable length and submitted it, knowing that it was not my best work given the time constraint. Needless to say, it was rejected.

I decided that before resubmitting the manuscript to a different journal, I would need to take a different approach to the paper, more or less starting over. While my research results were interesting, they were limited in their application. I decided to publish instead on the success of our research initiative, as other researchers could learn from our process. Since I was changing the focus of the manuscript, I had to do an additional literature search and produce much of the writing from scratch. Most of this work had to be completed in my free time. While it was difficult to stay motivated, working on my manuscript when first starting a job was manageable as my caseload was lightest in the beginning. After several weeks of hard work, I submitted the manuscript to Health Promotion Practice .

About one month later, the editor contacted me and asked me to resubmit my manuscript with revisions. Three different reviewers provided feedback. Initially, it was overwhelming to read through their comments and frustrating, particularly when the reviewers contradicted each other. Despite my frustration, with my co-authors’ guidance I forged ahead and resubmitted, only to have the editor and reviewers ask for additional revisions. There were comments from the same three reviewers, however, far fewer in number. Still, I was beginning to think they would never accept the manuscript. I once again called upon my co-authors for guidance and was able to address the reviewers’ comments and resubmit the manuscript once again.

This time when I heard from the editor, the manuscript was finally accepted. What started out as a 120 page thesis ended up being published as an eight page paper (Vogel et al. 2007 ). It took approximately 8 months of writing and revising before the manuscript was finally accepted and an additional year before it came out in print. While the entire process was a true test of patience and determination, it was ultimately worth it. The experience gave me the foundation to carry on my research career and continue to publish successfully.

Case 3: Expectations and Mentorship are Crucial

I defended my thesis, received my Master’s degree, and was about to move back to the Midwest to start my new job as a genetic counselor, but my long “To-Do” list had one remaining item: Publish master’s thesis. I started the initial master’s thesis process with the expectation from one of my thesis advisors, and now a co-author, that research is not “put down and set aside” until published. I never questioned the process; if I was going to work with this advisor, I would be publishing. I was excited to undertake this challenge and impressed by my thesis advisor’s dedication, mentorship, and desire to see our hard work recognized. Nearly two years later, I could proudly say that this expectation, held by all of my thesis advisors and me, was accomplished. The manuscript, published in the JOGC , describes qualitative research regarding communication of genetic test results within a family (Blase et al. 2007 ).

In the beginning, I was unfamiliar with the publication process, but because of the support and guidance of my advisors, I began to learn the process, and so the frustrations and uncertainties were minimal. I also had a great working relationship with my co-authors that included communicating regularly and setting and meeting deadlines. After deciding the JOGC was the most appropriate venue for my research, I spent a good deal of time reducing and reformatting the 80 page thesis to a 20–25 page manuscript to meet the journal’s guidelines. Given the page constraints, this process necessitated determining which data to focus on and re-framing some information to appropriately fit the readers of my selected journal. Conversations with my advisors were instrumental in this phase.

There was nothing quick about publishing my master’s thesis. I graduated in June 2005, received an email shortly thereafter from one of my advisors about how to begin constructing a first draft of a manuscript, and began working on the manuscript in July 2005. I submitted the manuscript to JOGC in May 2006 and subsequently was informed by the editor that based on the reviews, revisions were required before the manuscript could be considered for publication. In September 2006, after two rounds of revisions, my manuscript was accepted, and by June 2007 it was published in the journal.

Although ultimately I was successful in publishing my master’s thesis, the process had its moments of frustration. I remember getting my first round of comments from the reviewers; I thought I was never going to get to the point of publication. My co-authors supported and encouraged me by explaining that revisions are truly part of the process. I was overwhelmed by the reviewers’ list of questions and changes after my initial submission, followed by additional reviews and revisions. Not only did I have to figure out how to keep the manuscript a priority in light of my new job, but I had to weed through and address the reviewers’ comments, and the suggestions of each co-author. The guidance of my thesis advisors, now co-authors, helped me navigate this process.

I have gained much through this experience. The process has opened doors for me including opportunities to work with other professionals with impressive publishing experiences, as well as speaking and poster presentation opportunities at national conferences. I also have greater confidence about the publishing process. What seemed like such a daunting and impossible task is now an attainable outcome. Although my master’s thesis was my most recent publication, the thought of taking on the publication process again is not nearly as intimidating as I once thought.

Publication of original research, clinical experience, and literature reviews are vital to the growth of the genetic counseling field and to the delivery of genetic counseling services. Publishing also promotes personal growth by counting toward maintenance of ABGC-certification as well as establishing the author as a credible and respected authority both within and outside the genetic counseling field. This professional recognition in turn can lead to employment opportunities, speaking engagements, research funding, and career advancement.

Submitting a manuscript for publication also can be an intellectually challenging, emotionally trying, and time-consuming task. But similar to life’s other difficult tasks, the rewards and satisfaction are commensurately great—to see your name in print, have your work cited by other authors, and know that you have contributed in a meaningful way to the practice and understanding of genetic counseling. Transforming a master’s thesis into a journal article is an obvious first step in developing and sustaining a commitment to publishing for our genetic counseling profession. Common themes in the three success experiences include the importance of mentorship and clear expectations for publishing, recognition of the length of the process and concomitant need for perseverance in the face of revisions, awareness of personal and professional benefits in terms of presentations at national meetings, awards, and motivation to continue publishing. Hopefully the information provided in this article will help to de-mystify the publishing process, promote consideration of ethical issues in publishing, and stimulate genetic counseling students and new graduates to embrace a “Publish for Success” philosophy.

Acknowledgments

This paper was developed from an Educational Breakout Session (EBS) sponsored by the Jane Engelberg Memorial Fellowship Advisory Group at the 2008 NSGC Annual Education Conference.

Open Access

This article is distributed under the terms of the Creative Commons Attribution Noncommercial License which permits any noncommercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited.

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Definition of thesis

Did you know.

In high school, college, or graduate school, students often have to write a thesis on a topic in their major field of study. In many fields, a final thesis is the biggest challenge involved in getting a master's degree, and the same is true for students studying for a Ph.D. (a Ph.D. thesis is often called a dissertation ). But a thesis may also be an idea; so in the course of the paper the student may put forth several theses (notice the plural form) and attempt to prove them.

Examples of thesis in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'thesis.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

in sense 3, Middle English, lowering of the voice, from Late Latin & Greek; Late Latin, from Greek, downbeat, more important part of a foot, literally, act of laying down; in other senses, Latin, from Greek, literally, act of laying down, from tithenai to put, lay down — more at do

14th century, in the meaning defined at sense 3a(1)

Dictionary Entries Near thesis

the sins of the fathers are visited upon the children

thesis novel

Cite this Entry

“Thesis.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/thesis. Accessed 31 Mar. 2024.

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Kids definition of thesis, more from merriam-webster on thesis.

Nglish: Translation of thesis for Spanish Speakers

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Britannica.com: Encyclopedia article about thesis

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• Key Differences

Know the Differences & Comparisons

Difference Between Thesis and Research Paper

On the other hand, a research paper is analytical, argumentative and interpretative in nature. It involves the pursuit of knowledge and intelligent analysis of the information collected. It contains the idea of the author, often supported by expert opinions, research and information available in this regard.

Whether you are writing a thesis or research paper, they are equally challenging and take a lot of time to prepare. In this post, we will update you on all the points of difference between thesis and  research paper.

Content: Thesis Vs Research Paper

• Key Elements
• Thesis Statement

How to start a research paper?

Comparison chart, what is thesis.

The thesis is a document containing the research and findings that students submit to get the professional qualification or degree . It has to be argumentative, which proposes a debatable point with which people could either agree or disagree. In short, it is a research report in writing that contains a problem which is yet to be dealt with.

In a thesis, the researcher puts forth his/her conclusion. The researcher also gives evidence in support of the conclusion.

Submission of the thesis is a mandatory requirement of a postgraduate course and PhD degree. In this, the primary focus is on the novelty of research along with the research methodology.

It is all about possibilities, by introducing several anti-thesis. Also, it ends up all the possibilities by nullifying all these anti-thesis.

Key Elements of Thesis

• Proposition : The thesis propagates an idea, hypothesis or recommendation.
• Argument : Gives reasons for accepting the proposition instead of just asserting a point of view.
• Maintenance of argument : The argument should be made cogent enough by providing suitable logic and adequate evidence.

Features of An Ideal Thesis

• An Ideal thesis is expected to add fresh knowledge to the existing theory.
• It communicates the central idea of the research in a clear and concise manner.
• An effective thesis is more than a simple statement, fact or question.
• It answers why and how questions concerned with the topic.
• To avoid confusion, it is worded carefully.
• It outlines the direction and scope of your essay.
• It gives reasons to the reader to continue reading.

Also Read : Difference Between Thesis and Dissertation

What is Thesis Statement?

A thesis statement is a sentence of one line, usually written at the end of your first paragraph. It presents the argument to the reader.

It is a blueprint of your thesis that directs the writer while writing the thesis and guides the reader through it.

What is Research Paper?

Research Paper is a form of academic writing. It is prepared on the basis of the original research conducted by the author on a specific topic, along with its analysis and interpretation of the findings.

An author generally starts writing a research paper on the basis of what he knows about the topic and seeks to find out what experts know. Further, it involves thorough and systematic research on a particular subject to extract the maximum information.

In short, a research paper is a written and published report containing the results of scientific research or a review of published scientific papers. Here, the scientific research is the primary research article, while the review of a published scientific paper is the review article.

In case of the primary research article, the author of the research paper provides important information about the research. This enables the scientific community members to:

• Evaluate it
• Reproduce the experiments
• Assess the reasoning and conclusions drawn

On the other hand, a review article is written to analyze, summarize and synthesize the research carried out previously.

When a research work is published in a scientific journal, it conveys the knowledge to a larger group of people and also makes people aware of the scientific work. Research work published as a research paper passes on knowledge and information to many people. The research paper provides relevant information about the disease and the treatment options at hand .

To start writing a research paper, one should always go for a topic that is interesting and a bit challenging too. Here, the key to choosing the topic is to pick the one that you can manage. So, you could avoid such topics which are very technical or specialized and also those topics for which data is not easily available. Also, do not go for any controversial topic.

The researcher’s approach and attitude towards the topic will decide the amount of effort and enthusiasm.

Steps for writing Research Paper

The total number of pages included in a Research Paper relies upon the research topic. It may include 8 to 10 pages, which are:

• Introduction
• Review of Literature
• Methodology
• Research Analysis
• Recommendations

Also Read : Difference Between Research Proposal and Research Report

Key Differences Between Thesis and Research Paper

• A thesis implies an original, plagiarism-free, written academic document that acts as a final project for a university degree of a higher level. But, Research Paper is a novel, plagiarism-free long essay. It portrays the interpretation, evaluation or argument submitted by a researcher.
• The thesis acts as a final project. Whereas a research paper is a kind of research manual of journals.
• The length of the thesis is around 20,000 to 80,000 words. On the contrary, the length of the research paper is relative to the study.
• The thesis focuses on the central question or statement of an intellectual argument that entails further research. On the contrary, the research paper is concerned with proving the central argument.
• The purpose of submitting the thesis is to get the degree or professional qualification. It also presents the knowledge of the candidate in the respective field. Conversely, the aim of publishing research papers is to prove credibility and contribute knowledge in the respective field.
• While the student submits the thesis to the educational committee or panel of professors who review it. In contrast, scientists and other researchers read and review the research paper.
• Preparation and completion of thesis is always under the guidance of a supervisor. For submission of the thesis, the university assigns a supervisor to each student, under whose guidance the thesis must be completed. As against, no supervisor is appointed as a guide in case of a research paper.
• The thesis contains a broader description of the subject matter. In contrast, the research paper contains a narrow description of the subject matter.

Once the research paper is published, it increases the fellowship and job opportunities for new researchers. On the other hand, thesis writing will enable the students to get the desired degree at the end of the course they have opted.

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February 23, 2023 at 2:38 pm

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Can you vote uninstructed in Wisconsin? Where is that option on the ballot for the April 2024 election?

As Wisconsin's April 2 presidential primary approaches, you might have heard of a movement to vote "uninstructed" on the ballot.

But what does that mean? Where is that option on the primary ballot? And why are some Wisconsinites choosing to vote that way?

Long story short, some voters are choosing the "uninstructed delegation" option in the Democratic primary to send a message to President Joe Biden that they oppose his response to the Israel-Hamas war.

Get daily updates on the Packers during the season.

Here's what to know:

Where is 'uninstructed delegation on Wisconsin ballot in the April 2024 election?

When you vote in Wisconsin's election April 2, or visit an early voting location , you'll choose at the top of the ballot whether to vote in the Democratic primary or the Republican primary. You can see a preview of your ballot at myvote.wi.gov .

On the Democratic side, the candidates on the ballot are Biden and Minnesota congressman Dean Phillips, who has dropped out and endorsed Biden. Under those two names is "Uninstructed Delegation (Democratic)" and a write-in option.

Those two options are also available on the Republican side, along with former President Donald Trump, former New Jersey Gov. Chris Christie, Florida Gov. Ron DeSantis, former United Nations Ambassador and South Carolina Gov. Nikki Haley and businessman Vivek Ramaswamy. All but Trump have dropped out.

What does a vote for an 'uninstructed delegation' actually mean in the Wisconsin April 2024 election?

When you vote in a presidential primary, you're actually voting to send delegates in support of a candidate to the parties' nominating conventions — the  Republican National Convention in Milwaukee  and the Democratic National Convention in Chicago this summer.

So, choosing "uninstructed delegation" means the delegate would go to the convention without being "instructed" to vote for any specific candidate. Those type of delegates have picked up 20 spots in other state primaries, and Wisconsin could gain them, too, if "uninstructed" receives at least 15% of the statewide vote.

Why are some voters deciding to vote uninstructed in the Wisconsin election?

Organizers who spoke to the Journal Sentinel detailed that their decision to vote uninstructed was due to the ongoing humanitarian crisis in Gaza, where over 1 million civilians are at risk of famine, according to a recent report .

"For me, it's taking a clear, clear stance towards commitment to both Israeli and Palestinian safety in the future. That means recognizing Palestinian sovereignty, reinstating humanitarian aid and funding with a rebuilding plan," said Omar Jandal, an organizer for Listen to Wisconsin.

According to Listen to Wisconsin's lead organizers, the group is a collective of young voters, people of color, left-wing progressives and moderates, with a shared interest for peace.

How did the movement fare in other state primaries?

Other states have had slightly different wordings on their ballots, such as "uncommitted" or "no preference."

Not every state has that option. Arizona, for example, didn't have an "uncommitted" option or a write-in box. Instead, activists encouraged voting for Marianne Williamson , an author and Democratic candidate who has dropped out.

Third-party candidates who have presented themselves as alternatives to Biden, like the Green Party's Jill Stein, aren't on Wisconsin's primary ballot. Most Listen to Wisconsin organizers interviewed by the Journal Sentinel ruled out voting third-party.

In Minnesota — which has a similar population to Wisconsin — 45,915 people selected the "uncommitted" option, or 19%. In Michigan,  a battleground state like Wisconsin , around 13% of voters chose the option, representing more than 100,000 votes.

Those totals are well over Biden's margin when he won Wisconsin in 2020 by a little over 20,000 votes. The movement's results April 2 could show Biden's vulnerability among some Democratic voters.

This article originally appeared on Milwaukee Journal Sentinel: Can you vote uninstructed in Wisconsin? Where is that option on the ballot for the April 2024 election?

Why is Easter in March this year? What to know about the holiday in 2024

Easter weekend is here and there is plenty of celebration around the Sunday holiday.

Not everyone knows the meaning behind Easter, and bunnies and basket are at the top of many shopping lists.

If you have question, don't be concerned. There's plenty of answers on what Easter is, tips for boiling eggs, where to eat brunch, what stores are closed, getting pictures with the Easter bunny and more.

Shop Easter Sunday: Your favorite retail store may be closed. Here's what's open March 31

Here's what you need to know:

When is Easter 2024?

Easter is on Sunday, March 31, 2024, for most Christians, predominantly Catholics and Protestants, according to the  Old Farmer's Almanac . However, for Orthodox Christians, it falls on Sunday, May 5, according to  Greek City Times .

The dates differ because most Christians use the Gregorian calendar, originally introduced in 1582, while the Eastern Orthodox Church uses the Julian calendar, introduced in 45 BC.

What day is Easter Sunday this year?

In 2024, Easter falls on Sunday, March 31, for most Christians.

Why is Easter in March this year?

The date for Easter varies each year depending on the Gregorian calendar. Easter typically occurs between March 22 and April 25, falling on the first Sunday after the first full moon following the spring equinox.

What is Easter?

Easter is a religious, Christian holiday celebrating the resurrection of Jesus Christ three days after his death, according to the  World History Encyclopedia . Jesus of Nazareth died from crucifixion under the orders of Roman magistrate Pontius Pilate on Good Friday.

As recorded in all four Gospel accounts, when some of the women who’d followed Jesus to Calvary arrived at the tomb on Sunday morning, now recognized as Easter Sunday, to prepare the body for proper burial, the rock had been rolled away and the tomb was empty, according to  Harvard University .

However, the holiday as we know it today is about much more than the religious meaning. It's also about the Easter bunny, Easter egg hunts, parades and more.

What is the meaning of Easter?

Easter is the Christian holiday that follows Good Friday, according to  chrisianity.com .

Easter is a celebration of the day Jesus was raised from the dead. The website explains the holy day marks Jesus' victory over sin and death, as well as points ahead to a future resurrection for anyone who is united to Jesus by their faith ( Romans 6:5 ).

Easter brunch restaurants near me

Looking for last-minute Easter brunch reservations? Find options here .

Grocery stores closed Easter Sunday 2024

Not all grocery stores are created equal. Some will be closed for Easter. See which grocery stores are open on Sunday .

Stores closed Easter Sunday 2024

Some customers may be surprised to find their favorite retail stores are closed for Easter. See which retail stores are open March 31 .

Easter ideas for boiling eggs

Trouble boiling the perfect egg? No worries. This 7-step guide is eggs-cellent!

Easter bunny photos near me

Here are 5 places you can get Easter Bunny pictures taken in Louisville .

Where to shop Easter baskets near me

Do prices seem higher? Here's why costs may be on the rise for Easter chocolate. But, these locations may help you find cheap Easter baskets:

• Pottery Barn Easter Baskets:  According to the  Pottery Barn website , the company offers a range of Easter products from baskets and liners to home décor to plush toys to basket stuffers. In the baskets and liners category, a range of colorful, and creative baskets are bound to grab one's attention. From quilted baskets to long-eared bunny buckets, options are plentiful and affordable. Prices begin at $9 and go up to $80, depending on the item. Free shipping is also available.
• Target Easter Baskets:  According to the  Target website , Easter baskets are available in-store and online. The company has many to choose from ranging from woven to character-themed. Prices begin at $1 and reach over $20, depending on the item.
• Walmart Easter Baskets:  For those hoping to save a little bit more money, Walmart is also a good option for cheap, cute and fun Easter baskets. Prices start at $3 and go upwards depending on the design, color and quality of the product, according to the  Walmart website.

You can also create an Easter basket with candy from Louisville stores for $30. Here's how .

How many chocolate bunnies are made each year?

Over 90 million chocolate Easter bunnies are produced each year, with 60 million consumed in the U.S. alone, according to  Piece, Love & Chocolate.

Can I recycle Easter eggs, grass? How to dispose of holiday waste

Those Easter baskets have gone from being filled with delicious candy and toys to a wasteland of plastic Easter eggs and shredded fake grass. Now what? Visit indystar.com to see how you can keep from filling up the landfill.

When is Easter 2025?

Easter 2025 will fall on Sunday, April 20, according to  CalendarDate.com.

Chris Sims is a digital content producer for Midwest Connect Gannett. Follow him on Twitter:  @ChrisFSims .

The Journal.

Friday, march 29, 2024, 25 years in prison from “the trial of crypto’s golden boy”.

Caitlin Ostroff and Rachel Humphreys attend Sam Bankman-Fried’s sentencing hearing and parse through the reasoning behind Judge Lewis Kaplan’s ruling and what a 25 year sentence could mean for the former CEO of FTX. 

Further Listening:

- The Trail of Crypto’s Golden Boy  

Further Reading:

- Sam Bankman-Fried Faces Lengthy Sentence-And Long Odds On Appeal  

Full Transcript

This transcript was prepared by a transcription service. This version may not be in its final form and may be updated.

Rachel Humphreys: So Caitlin, it's happened. We have a sentence, 25 years for Sam Bankman-Fried.

Caitlin Ostroff: Yeah. After months of waiting, the trial, all of the pretrial hearings, we finally know how long Sam Bankman-Fried will be in prison.

Rachel Humphreys: And as a reminder, this is 25 years for stealing billions of dollars from FTX customers, and defrauding investors and lenders in what prosecutors have called one of the biggest financial frauds in US history.

Caitlin Ostroff: And you'll remember at the start of this podcast, one of our earliest episodes, we noted how he set out to save the world through his FTX empire. And now instead he's going to spend much of his adult life behind bars. We heard from Bankman-Fried again today, and one of the things that stuck out was he said, "My useful life is probably over."

Rachel Humphreys: Yeah. That was a very powerful moment during the 2 1/2 hours that we were in court today watching this sentencing unfold, and a lot happened. So we're going to break down just how Judge Lewis Kaplan got to that 25 years, and what it's going to mean for Sam Bankman-Fried.

Caitlin Ostroff: From The Journal, this is The Trial of Crypto's Golden Boy. I'm Caitlin Ostroff.

Rachel Humphreys: And I'm Rachel Humphreys.

Caitlin Ostroff: Coming up Bankman-Fried's 25-year sentence. As always, in covering this trial, we got up at the glorious crack of dawn, and headed to the court, and it was packed.

Rachel Humphreys: It was busy today, which is why we had to get there early. There were tons of camera crews outside the courthouse, a long line of reporters, but we managed to get a spot in the courtroom a few rows behind Bankman-Fried's parents actually.

Caitlin Ostroff: Yeah. And it was striking that the last time we'd seen them was in the same room almost five months ago when they watched their son be found guilty on seven counts. And I noticed today in court that his mother, Barbara Fried spent a lot of time looking out the window, and his father, Joe Bankman was hunched over looking at the floor.

Rachel Humphreys: At the start of this hearing, they seemed to be having a hard time, meanwhile, in another part of the courtroom, prosecutors were quite jubilant. They were laughing and cracking jokes with each other before things got underway. Obviously they felt very confident. They got that victory back in November. This was a good day for them.

Caitlin Ostroff: Yeah. And then Bankman-Fried walked in, and I think all of the reporters started craning their necks to get a look. He was flanked by several court-martials. And the first thing I noticed is that his hair was back to the mop top he had been known for, that rough cut ahead of the trial. You hadn't seen him since sentencing actually. What did you think?

Rachel Humphreys: Well, yeah. Like you, I saw that the hair was back, which is always noticeable with Bankman-Fried. But overall, I was actually pretty shocked when he walked in by his appearance. He was in ankle cuffs. So he shuffled as he walked across the room, and he was in this crumpled khaki prison jumpsuit. It was just a very different image from the confident guy in a suit that had showed up throughout the trial.

Caitlin Ostroff: Yeah. And then Judge Lewis Kaplan walked in, and as always, we stood for his entry. And the proceedings got underway. We talked about the opposing arguments before that were made for Bankman-Fried's sentence. Today, we heard from his new lawyer Marc Mukasey who made the case for about a roughly six year sentence. He said that Bankman-Fried isn't a stone-cold financial criminal like Bernie Madoff.

Rachel Humphreys: Right. And he made the case that everything Bankman-Fried did wasn't with "malice in his heart, but with math in his head." That's a direct quote for him, which I really wanted to get down because it was very striking.

Caitlin Ostroff: And he kept calling Bankman-Fried a beautiful, complicated puzzle. That was a strange way-

Rachel Humphreys: It's a strange way to describe someone.

Caitlin Ostroff: Yeah. And he asked Judge Kaplan to look on his client with the kindness that Bankman-Fried had shown throughout his life to others.

Rachel Humphreys: Yeah. MuKasey was very quotable actually. But some of those quotes were later shut down by Nicolas Roos who spoke for the government. He was basically not having it, and reminded the court that Bankman-Fried stole billions of dollars. And he reiterated that word stole very loudly in the court. And he also said that line about malice and math is problematic, because it speaks to Bankman-Fried's calculated thinking. And the prosecution believes that it's that thinking that means it's likely he'll commit crimes again.

Caitlin Ostroff: Right. And Roos listed off things that Bankman-Fried has done, including the attempted witness tampering while he was on bail, how he pitched his narrative to reporters after the collapse of FTX, and the cost-benefit analysis that went into his decision making. And Roos said, "If Mr. Bankman-Fried thought the mathematics would justify it, he'd do it again."

Rachel Humphreys: Yeah. And Bankman-Fried in court took a gamble again today by deciding to address Judge Lewis Kaplan. He didn't take the stand, but he stood up in his shackles, and he made what was really quite a rambling speech. He spoke in a somber tone, and early on, he apologized saying he was sorry for what happened at "every stage."

Caitlin Ostroff: And he said a lot of things we've heard before about how he made lots of mistakes, and mismanaged Alameda. And he also talked about how he believes there are enough assets to make every FTX victim whole. He said several times that they should have been paid way back in 2022. What I noticed was that throughout this speech, it felt like he was trying to deflect responsibility like how he did during the trial. And there was one portion where he said he made a series of bad decisions, but he said they weren't selfish decisions.

Rachel Humphreys: Yeah. And he spoke for a round. I think it was 20 minutes. And towards the end, I could see he was beginning to shake. He was taking long pauses, and there was definitely a sense of resignation to all of this. Now that he's been found guilty, that Bankman-Fried that we saw fighting in court during the trial was gone. And towards the end of his speech, he said that it wasn't really about him. He said he's not the one who matters the most. At the end of the day, FTX customers are.

Caitlin Ostroff: And Judge Kaplan was listening to all of this before he began his sentencing remarks. We'll get to those next. So today was all about how Judge Kaplan was going to rule on Bankman-Fried's sentencing. And throughout the hearing, we got some insight into how Judge Kaplan has been thinking about everything that happened at trial.

Rachel Humphreys: Yeah, which is fascinating, because when the trial concluded, all I wanted to know was what was Judge Lewis Kaplan really thinking?

Caitlin Ostroff: Same.

Rachel Humphreys: And actually, we got a taste of what he'd been thinking from the very beginning of today's sentencing when he began by talking about how Bankman-Fried committed perjury. Basically, he lied under oath during the trial, and Kaplan said Bankman-Fried lied when he said he didn't know Alameda was using FTX customer funds. He also said he lied when he learned that Alameda was paying loans with FTX customer money. And Bankman-Fried also lied about when he found out about the missing $8 billion of customer money.

Caitlin Ostroff: Yeah. So right off the bat, it seemed like Bankman-Fried was on Judge Kaplan's bad side. And then it got worse. Judge Kaplan dismissed defense arguments including that customers would be made whole. He said that isn't relevant. And he used an analogy of if someone steals money, and takes it to Vegas, and successfully bets with it, they shouldn't get a lesser sentence when they're caught.

Rachel Humphreys: Right. And then Judge Kaplan gave his summary of the Sam Bankman-Fried story as he sees it essentially. And he started by talking about how privileged Bankman-Fried was, about how he went to the best schools, how he had loving parents, and is capable of huge accomplishments. But then Kaplan turned to Bankman-Fried's time at Jane Street as a trader. And he talked about how at Jane Street, Bankman-Fried was encouraged to play games with money, and that Bankman-Fried went all in on this culture.

Caitlin Ostroff: Judge Kaplan quoted several times from government witnesses like Caroline Ellison, the former head of Alameda, and Bankman-Fried's ex-girlfriend. He recalled Ellison's testimony, that Bankman-Fried said there was a roughly 5% chance he'd be president. And Kaplan pointed out his behavior in this case demonstrates that ambition, and led him to commit one of the biggest financial and political crimes in history.

Rachel Humphreys: And I just want to pick up on that political crimes point, because Kaplan elaborated on that more today than what we had heard before. Kaplan spoke more about the scale of Bankman-Fried's donations to both Republicans and Democrats. And Kaplan said that this was for Bankman-Fried to get better regulation for the crypto industry. But as Judge Kaplan pointed out, this was an act, and to show this, he referenced an interview that Bankman-Fried had done where he said, "F regulators."

Caitlin Ostroff: Yeah. It was quite something to hear Judge Kaplan drop the F bomb.

Rachel Humphreys: Yeah.

Caitlin Ostroff: But he also spent some time focusing on one of Bankman-Fried's characteristics, which was his calculated betting and almost gambling. And he said Bankman-Fried throughout the trial and today showed little remorse. And his only regret is that he made a very bad bet.

Rachel Humphreys: So with that, Judge Kaplan turned to making his ruling, and he told Bankman-Fried to stand up, and all around us, you could feel all the reporters on the benches craning to get a look at him. And Kaplan laid out that prosecutors wanted 40 to 50 years for Sam Bankman-Fried. But he said that was more than necessary. And he went on to make clear that he wasn't diminishing the harm that Bankman-Fried had caused, but that he wanted to give a fair sentence, and he has to take so many things into account. And one that he mentioned was Bankman-Fried's flexibility with the truth, especially when he testified.

Caitlin Ostroff: Right. And Judge Kaplan said something that was striking. He said that Bankman-Fried, even when he wasn't lying, was evasive and hair-splitting in his testimony. Kaplan said, "I've been doing this job for close to 30 years. I've never seen a performance like that." And with that, Kaplan vet out Bankman-Fried's sentence, 300 months, which after some quick long division in my notebook, 25 years. And on top of that, Bankman-Fried was going to be fined $11 billion.

Rachel Humphreys: And a few benches ahead of us, Bankman-Fried's parents could barely watch. As the sentence was read out, his father, Joe Bankman was hunched over, staring down at the floor, and his mother, Barbara Fried, was again looking out of the window. And neither of them were able to watch what was going on. In a statement released afterwards, they said they're heartbroken, and they said they would fight for their son. So that was that. We left court, we were about to head back to the studio when I spotted Sunil Kuvari. Sunil had testified in court earlier today. He was an FTX customer, and he had spoken for a few minutes on behalf of victims. And I caught up with him in the rain, and I asked him what he made of Bankman-Fried's sentence.

Sunil Kavari: Yeah. I think it was good. It was reasonable.

Rachel Humphreys: So you spoke in court about how traumatic this has been for you, and other victims that you've spoken to. Do you feel that from today this will help with moving on from that, or that depends on the bankruptcy and the result?

Sunil Kavari: It's very difficult. Yeah. I think it will depend on the bankruptcy itself, because I think that unfortunately, there isn't closure. There's no real closure with sentencing of Sam Bankman-Fried. And I know potentially the prosecution believe the case is closed, but it's not closed, that people are still living this nightmare today.

Rachel Humphreys: And Sunil is right. When it comes to this case, there are still a lot of open questions. As Sunil points out, the FTX bankruptcy is still ongoing. So this is a saga that's far from over for customers. And for Bankman-Fried, we now know how long he'll be serving, but we don't know where. Judge Kaplan has made a recommendation that Bankman-Fried should serve in a low or medium security prison, ideally close to his parents in the San Francisco Bay Area, but ultimately, the Federal Bureau of Prisons will make that decision. And there's also Bankman-Fried's co-conspirators. Caroline Ellison, Nishad Singh, and Gary Wang, they all made deals with the government, and testified against Bankman-Fried. So there's going to be more to come on what will happen to those three.

Caitlin Ostroff: When we began the series, I was trying to figure out what really happened with FTX. And the trial I think has given us a better understanding of what went wrong, and how, but I think it's left us with a lot of questions still as to why things went wrong. We have these two conflicting images of Bankman-Fried throughout this trial of what the defense paints as someone who wanted to do good, and change the world, and the government side of someone who was motivated by greed.

Rachel Humphreys: Yeah. And after all these hours in court Caitlin, I feel almost like you say, more confused than ever about who Bankman-Fried really is. And I'm resigned to thinking that we may never really know. So this feels like the end, Caitlin, but Bankman-Fried maintains his innocence, and he says that he's going to appeal.

Caitlin Ostroff: Yeah. And who knows? Maybe there will be more podcasts to come. You and I are bad at predicting things. But for now, that's it.

Rachel Humphreys: That's all for today Thursday, March 28th.

Caitlin Ostroff: The Trial of Crypto's Golden Boy is part of The Journal, which is a co-production of Spotify and the Wall Street Journal. I'm Caitlin Ostroff.

Rachel Humphreys: And I'm Rachel Humphreys. This episode was produced by Enrique Perez de la Rosa, and it was edited by Catherine Whelan.

Caitlin Ostroff: Additional reporting from James Fanelli and Corinne Ramey. Our fact-checker is Najwa Jamal.

Rachel Humphreys: Special thanks to Brent Kendall, Kate Linebaugh, Sarah Platt and Jenna Telesca, and the entire Journal podcast team.

Caitlin Ostroff: Our engineer is Peter Leonard. Our theme music is by So Wylie, and remixed by Peter Leonard, additional music in this episode by Peter Leonard.

Rachel Humphreys: And a very special thanks to you for listening. We've loved hearing from you throughout the series. Thank you for your questions, for your feedback. It's been great to hear from so many of you. And remember, if you like this show, subscribe to The Journal podcast, which is out every weekday afternoon. Thanks again for listening.

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Kate Linebaugh is the co-host of The Journal. She has worked at The Wall Street Journal for 15 years, most recently as the deputy U.S. news coverage chief. Kate started at the Journal in Hong Kong, stopping in Detroit and coming to New York in 2011. As a reporter, she covered everything from post-9/11 Afghanistan to the 2004 Asian tsunami, from Toyota's sudden acceleration recall to General Electric. She holds a bachelor degree from the University of Michigan in Ann Arbor and went back to campus in 2007 for a Knight-Wallace fellowship.

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Co-host and news editor, the journal podcast, the wall street journal.

Ryan Knutson is the co-host of The Journal, The Wall Street Journal’s flagship daily podcast.

He has worked at the Journal since 2013. Before joining the podcast, Ryan covered the wireless industry, and was responsible for a string of scoops including Verizon's $130 billion buyout of Vodafone's stake in their joint venture, Sprint and T-Mobile's never ending courtship, and a hack of the 911 emergency system that spread virally on Twitter. He also spent a year on the business side of Dow Jones, helping lead the company's strategic relations with tech companies like Apple and Google. Before WSJ, he reported for ProPublica, PBS Frontline and OPB, the NPR affiliate station in Portland, Ore. He grew up in Aloha, Ore. and graduated from the University of Oregon.

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Happy Easter Sunday! Why it's in March this year, brunch restaurants, closed stores, more

Easter weekend is here and there is plenty of celebration around the Sunday holiday.

Not everyone knows the meaning behind Easter, and bunnies and basket are at the top of many shopping lists.

If you have question, don't be concerned. There's plenty of answers on what Easter is, tips for boiling eggs, where to eat brunch, what stores are closed, getting pictures with the Easter bunny and more.

Shop Easter Sunday: Your favorite retail store may be closed. Here's what's open March 31

Here's what you need to know:

When is Easter 2024?

Easter is on Sunday, March 31, 2024, for most Christians, predominantly Catholics and Protestants, according to the  Old Farmer's Almanac . However, for Orthodox Christians, it falls on Sunday, May 5, according to  Greek City Times .

The dates differ because most Christians use the Gregorian calendar, originally introduced in 1582, while the Eastern Orthodox Church uses the Julian calendar, introduced in 45 BC.

What day is Easter Sunday this year?

In 2024, Easter falls on Sunday, March 31, for most Christians.

Why is Easter in March this year?

The date for Easter varies each year depending on the Gregorian calendar. Easter typically occurs between March 22 and April 25, falling on the first Sunday after the first full moon following the spring equinox.

What is Easter?

Easter is a religious, Christian holiday celebrating the resurrection of Jesus Christ three days after his death, according to the  World History Encyclopedia . Jesus of Nazareth died from crucifixion under the orders of Roman magistrate Pontius Pilate on Good Friday.

As recorded in all four Gospel accounts, when some of the women who’d followed Jesus to Calvary arrived at the tomb on Sunday morning, now recognized as Easter Sunday, to prepare the body for proper burial, the rock had been rolled away and the tomb was empty, according to  Harvard University .

However, the holiday as we know it today is about much more than the religious meaning. It's also about the Easter bunny, Easter egg hunts, parades and more.

What is the meaning of Easter?

Easter is the Christian holiday that follows Good Friday, according to  chrisianity.com .

Easter is a celebration of the day Jesus was raised from the dead. The website explains the holy day marks Jesus' victory over sin and death, as well as points ahead to a future resurrection for anyone who is united to Jesus by their faith ( Romans 6:5 ).

Easter brunch restaurants near me

Looking for last-minute Easter brunch reservations? Visit indystar.com for some options.

Easter brunch 2024: You're not out of options yet for an Easter brunch. These restaurants still have openings

Grocery stores closed Easter Sunday 2024

Not all grocery stores are created equal. Some will be closed for Easter. Visit indystar.com to see which grocery stores are open on Sunday.

Stores closed Easter Sunday 2024

Some customers may be surprised to find their favorite retail stores are closed for Easter. Visit indystar.com to see which retail stores are open March 31.

Easter ideas for boiling eggs

Trouble boiling the perfect egg? No worries. Visit indystar.com for a 7-step guide. It's eggs-cellent!

Easter bunny photos near me

Anyone looking for a place to have a picture of their kids or pets with the Easter Bunny can find a list of locations at indystar.com .

Where to shop Easter baskets near me

Do prices seem higher? Here's why costs may be on the rise for Easter chocolate. But, these locations may help you find cheap Easter baskets:

• Pottery Barn Easter Baskets:  According to the  Pottery Barn website , the company offers a range of Easter products from baskets and liners to home décor to plush toys to basket stuffers. In the baskets and liners category, a range of colorful, and creative baskets are bound to grab one's attention. From quilted baskets to long-eared bunny buckets, options are plentiful and affordable. Prices begin at $9 and go up to $80, depending on the item. Free shipping is also available.
• Target Easter Baskets:  According to the  Target website , Easter baskets are available in-store and online. The company has many to choose from ranging from woven to character-themed. Prices begin at $1 and reach over $20, depending on the item.
• Walmart Easter Baskets:  For those hoping to save a little bit more money, Walmart is also a good option for cheap, cute and fun Easter baskets. Prices start at $3 and go upwards depending on the design, color and quality of the product, according to the  Walmart website.

How many chocolate bunnies are made each year?

Over 90 million chocolate Easter bunnies are produced each year, with 60 million consumed in the U.S. alone, according to  Piece, Love & Chocolate.

Can I recycle Easter eggs, grass? How to dispose of holiday waste

Those Easter baskets have gone from being filled with delicious candy and toys to a wasteland of plastic Easter eggs and shredded fake grass. Now what? Visit indystar.com to see how you can keep from filling up the landfill.

When is Easter 2025?

Easter 2025 will fall on Sunday, April 20, according to  CalendarDate.com.

Chris Sims is a digital content producer for Midwest Connect Gannett. Follow him on Twitter:  @ChrisFSims .

What is Good Friday? What the holy day means for Christians around the world

Christians around the world observe Good Friday two days before Easter, but what is it, and why do they commemorate the holy day?

The holiday is part of Holy Week, which leads up to Easter Sunday. Palm Sunday kicks off the series of Christian holy days that commemorate the Crucifixion and celebrate Jesus Christ's resurrection.

"Good Friday has been, for centuries now, the heart of the Christian message because it is through the death of Jesus Christ that Christians believe that we have been forgiven of our sins," Daniel Alvarez, an associate teaching professor of religious studies at Florida International University, told USA TODAY.

What is Holy Saturday? What the day before Easter means for Christians around the world

When is Good Friday?

Good Friday is always the Friday before Easter. It's the second-to-last day of Holy Week.

In 2024, Good Friday will fall on March 29.

What is Good Friday?

Good Friday is the day Christ was sacrificed on the cross. According to Britannica , it is a day for "sorrow, penance, and fasting."

"Good Friday is part of something else," Gabriel Radle, an assistant professor of theology at the University of Notre Dame, previously told USA TODAY. "It's its own thing, but it's also part of something bigger."

Are Good Friday and Passover related?

Alvarez says that Good Friday is directly related to the Jewish holiday, Passover.

Passover , or Pesach, is a major Jewish holiday that celebrates the Israelites’ exodus from Egypt.

"The whole Christian idea of atoning for sin, that Jesus is our atonement, is strictly derived from the Jewish Passover tradition," said Alvarez.

How is that possible?

According to the professor, Passover celebrates the day the "Angel of Death" passed over the homes of Israelites who were enslaved by the Egyptians. He said that the Bible states when the exodus happened, families were told to paint their doors with lamb's blood so that God would spare the lives of their firstborn sons.

Alvarez says this is why Christians call Jesus the "lamb of God." He adds that the symbolism of the "blood of the lamb" ties the two stories together and is why Christians believe God sacrificed his firstborn son. Because, through his blood, humanity is protected from the "wrath of a righteous God that cannot tolerate sin."

He adds that the stories of the exodus and the Crucifixion not only further tie the stories together but also emphasize just how powerful the sacrifice of the firstborn and the shedding of blood are in religion.

"Jesus is the firstborn, so the whole idea of the death of the firstborn is crucial," said Alvarez.

He adds that the sacrifice of the firstborn, specifically a firstborn son, comes from an ancient and "primitive" idea that the sacrifice unleashes "tremendous power that is able to fend off any kind of force, including the wrath of God."

Why Is Good Friday so somber?

Alavarez says people might think this holiday is more depressing or sad than others because of how Catholics commemorate the Crucifixion.

"I think [it's] to a level that some people might think is morbid," said Alvarez.

He said Catholics not only meditate on Jesus' death, but primarily focus on the suffering he faced in the events that led up to his Crucifixion. That's what makes it such a mournful day for people.

But, the professor says that Jesus' suffering in crucial to Christianity as a whole.

"The suffering of Christ is central to the four Gospels," said Alvarez. "Everything else is incidental."

According to the professor, statues that use blood to emphasize the way Jesus and Catholic saints suffered is very common in Spanish and Hispanic Countries, but not as prevalent in American churches.

Do you fast on Good Friday?

Father Dustin Dought, the executive director of the Secretariat of Divine Worship of the United States Conference of Catholic Bishops, previously told USA TODAY that Good Friday and Ash Wednesday are the two days in the year that Roman Catholics are obliged to fast.

"This practice is a way of emptying ourselves so that we can be filled with God," said Dought.

What do you eat on Good Friday?

Many Catholics do not eat meat on any Friday during Lent. Anything with flesh is off-limits. Dought says this practice is to honor the way Jesus sacrificed his flesh on Good Friday.

Meat that is off limits includes:

Instead, many Catholics will eat fish. According to the Marine Stewardship Council , this is allowed because fish is considered to be a different type of flesh.

Contributing: Jordan Mendoza ; USA TODAY