what is a qualification in a thesis

What this handout is about

This handout will explain what qualifiers are and how you can use them wisely.

Introduction

Qualifiers and intensifiers are words or phrases that are added to another word to modify its meaning, either by limiting it (He was somewhat busy) or by enhancing it (The dog was very cute). Qualifiers can play an important role in your writing, giving your reader clues about how confident you feel about the information you’re presenting. In fact, “hedging” (as it is sometimes called) is an important feature of academic writing, because academic writers need to clearly indicate whether they think claims are certain, likely, unlikely, or just false. But excessive use of qualifiers can make you sound unsure of your facts; it can also make your writing too informal.

Qualifiers can be your friends

Qualifiers are often necessary, such as when your evidence or your claim is open to doubt. In such cases, using a qualifier allows you to present your findings with what we can call “confident uncertainty,” which reflects a need to be cautious and critical about the data you’re presenting. Sometimes you may be required to present your ideas before you have had a chance to fully interpret your research findings. At other times, you may want to remind readers of the limitations of your particular research.

Here are some words and phrases that can help you indicate uncertainty:

It’s also very important to distinguish between absolute or universal claims (in which you are asserting that something is true always and everywhere) and more particular claims (in which you are asserting something but recognizing that your claim has limits). Let’s take a look at some absolute words and some more qualified alternatives:

How much doubt do you want to create?

In most academic writing, you make an argument to support a thesis. To make a strong argument, you’ll need to convince readers of your points. Consider these two sentences:

President Nixon probably resigned as a result of the Watergate cover-up.

President Nixon resigned as a result of the Watergate cover-up.

The first sentence makes your reader doubt the conclusion you’ve arrived at; the latter sentence leaves no doubt about your argument for the causes of Nixon’s resignation. How can you know which sentence to choose? You’ll need to think about the impact your choices will have on your reader.

Qualifiers express doubt; they leave your reader wondering if you know what you’re talking about. Constructions like it appears that and it seems likely that diminish the strength of your claims. Sometimes that’s exactly what you want, when you don’t want to overstate your case and cannot justify making a stronger, more direct claim. But if you are confident of your evidence, using strong qualifiers like these can lead your reader to doubt whether you know what you are talking about or to think that you are not willing to take responsibility for your ideas.

Consider the two examples below. Does the writer sound confident in her understanding of the theories of Freud and Weber?

It appears that Freud believed the unconscious played a significant role in behavior.

Max Weber seems to argue that capitalism arises partly out of Protestant values.

Does Freud in fact think that the unconscious affects people’s behavior? Does Weber really think capitalism arises from Protestant values? If so, the writer should probably just make those claims, without the qualifiers. Here are some examples of words to keep an eye on (in addition to the qualifiers already listed above):

• Essentially

Qualifiers and your writing style

Writing that contains too many qualifiers can sound unclear and wordy. We often rely on qualifiers—especially intensifiers—because we either don’t know or don’t take the time to find the appropriate word. Instead we construct our meaning by employing a not-quite-right word with a qualifier added to strengthen or to tone down a noun or verb.

Anna Karenina is a somewhat admirable character. Better: Anna Karenina is a sympathetic character.

December in Moscow is really cold. Better: December in Moscow is freezing .

The theme of community is very important in Russian literature. Better: The theme of community is central in Russian literature.

In each of the above examples, the second sentence employs a word with a more precise meaning and is more concise.

“She was very happy” doesn’t capture the nuances that can be expressed by “overjoyed,” “thrilled,” or “ecstatic.” Pay special attention to these commonly overused intensifiers:

The qualifier habit

Using lots of qualifiers can become a habit. Sometimes it carries over from the way you speak—perhaps you are a dramatic storyteller who uses lots of intensifiers to express your strong feelings. Sometimes it reflects your relationship to writing, or to your readers—perhaps you feel that you are a “bad writer” and cannot write with confidence, or perhaps you are writing for an intimidating audience, and you are using qualifiers to make your claims as humble as possible in hopes of avoiding criticism or disagreement. While you can certainly compensate for a habit of overusing qualifiers by adding another stage to your editing process (as we’ll discuss in a moment), it may also be worth thinking about how to change your attitudes and practices. If you are using qualifiers to try to create interest and drama, perhaps you could explore other strategies that would be more appropriate for academic writing, like using stronger verbs and including more interesting details. If you are using qualifiers because of a lack of confidence, ask yourself: do I need to do more research to feel confident of my claims? Do I need to talk with my regular readers and let them know more about the kinds of feedback that are, and are not, helpful for me? Do I need to practice getting feedback from some “friendly” readers in order to feel more comfortable with that aspect of the writing process?

Suppose you’ve realized that you use the words on the above lists too often and have resolved to cut back. But how? One method is to read through your paper and circle all the adverbs and adjectives. Then examine each one and see whether it accurately and concisely conveys your intended meaning.

It proved to be very hard to overturn  Plessy v. Ferguson. Better: It proved to be difficult to overturn  Plessy v. Ferguson.

In recent years the Electoral College has become very controversial. Better: In recent years the Electoral College has become controversial.

The House Ways and Means Committee is basically one of the most powerful congressional committees. Better: The House Ways and Means Committee is one of the most powerful congressional committees.

We hope that this handout will help you make confident, appropriate choices about using qualifiers in your writing!

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Think of yourself as a member of a jury, listening to a lawyer who is presenting an opening argument. You'll want to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you. Readers of academic essays are like jury members: before they have read too far, they want to know what the essay argues as well as how the writer plans to make the argument. After reading your thesis statement, the reader should think, "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I might be."

An effective thesis cannot be answered with a simple "yes" or "no." A thesis is not a topic; nor is it a fact; nor is it an opinion. "Reasons for the fall of communism" is a topic. "Communism collapsed in Eastern Europe" is a fact known by educated people. "The fall of communism is the best thing that ever happened in Europe" is an opinion. (Superlatives like "the best" almost always lead to trouble. It's impossible to weigh every "thing" that ever happened in Europe. And what about the fall of Hitler? Couldn't that be "the best thing"?)

A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay.

Steps in Constructing a Thesis

First, analyze your primary sources.  Look for tension, interest, ambiguity, controversy, and/or complication. Does the author contradict himself or herself? Is a point made and later reversed? What are the deeper implications of the author's argument? Figuring out the why to one or more of these questions, or to related questions, will put you on the path to developing a working thesis. (Without the why, you probably have only come up with an observation—that there are, for instance, many different metaphors in such-and-such a poem—which is not a thesis.)

Once you have a working thesis, write it down.  There is nothing as frustrating as hitting on a great idea for a thesis, then forgetting it when you lose concentration. And by writing down your thesis you will be forced to think of it clearly, logically, and concisely. You probably will not be able to write out a final-draft version of your thesis the first time you try, but you'll get yourself on the right track by writing down what you have.

Keep your thesis prominent in your introduction.  A good, standard place for your thesis statement is at the end of an introductory paragraph, especially in shorter (5-15 page) essays. Readers are used to finding theses there, so they automatically pay more attention when they read the last sentence of your introduction. Although this is not required in all academic essays, it is a good rule of thumb.

Anticipate the counterarguments.  Once you have a working thesis, you should think about what might be said against it. This will help you to refine your thesis, and it will also make you think of the arguments that you'll need to refute later on in your essay. (Every argument has a counterargument. If yours doesn't, then it's not an argument—it may be a fact, or an opinion, but it is not an argument.)

This statement is on its way to being a thesis. However, it is too easy to imagine possible counterarguments. For example, a political observer might believe that Dukakis lost because he suffered from a "soft-on-crime" image. If you complicate your thesis by anticipating the counterargument, you'll strengthen your argument, as shown in the sentence below.

Some Caveats and Some Examples

A thesis is never a question.  Readers of academic essays expect to have questions discussed, explored, or even answered. A question ("Why did communism collapse in Eastern Europe?") is not an argument, and without an argument, a thesis is dead in the water.

A thesis is never a list.  "For political, economic, social and cultural reasons, communism collapsed in Eastern Europe" does a good job of "telegraphing" the reader what to expect in the essay—a section about political reasons, a section about economic reasons, a section about social reasons, and a section about cultural reasons. However, political, economic, social and cultural reasons are pretty much the only possible reasons why communism could collapse. This sentence lacks tension and doesn't advance an argument. Everyone knows that politics, economics, and culture are important.

A thesis should never be vague, combative or confrontational.  An ineffective thesis would be, "Communism collapsed in Eastern Europe because communism is evil." This is hard to argue (evil from whose perspective? what does evil mean?) and it is likely to mark you as moralistic and judgmental rather than rational and thorough. It also may spark a defensive reaction from readers sympathetic to communism. If readers strongly disagree with you right off the bat, they may stop reading.

An effective thesis has a definable, arguable claim.  "While cultural forces contributed to the collapse of communism in Eastern Europe, the disintegration of economies played the key role in driving its decline" is an effective thesis sentence that "telegraphs," so that the reader expects the essay to have a section about cultural forces and another about the disintegration of economies. This thesis makes a definite, arguable claim: that the disintegration of economies played a more important role than cultural forces in defeating communism in Eastern Europe. The reader would react to this statement by thinking, "Perhaps what the author says is true, but I am not convinced. I want to read further to see how the author argues this claim."

A thesis should be as clear and specific as possible.  Avoid overused, general terms and abstractions. For example, "Communism collapsed in Eastern Europe because of the ruling elite's inability to address the economic concerns of the people" is more powerful than "Communism collapsed due to societal discontent."

Copyright 1999, Maxine Rodburg and The Tutors of the Writing Center at Harvard University

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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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Introduction

A good thesis statement should:.

• Convey the topic and opinion of the essay, as well as the subjects and examples that will be discussed (see Jerz's Topic, Opinion, Blueprint model below)
• Be approximately 1-2 sentences long, and included in the essay's introductory paragraph

Meme Generator

What is a Blueprint?

A blueprint is simply a set of subtopics that you plan to discuss throughout your essay, likely the subjects of each individual paragraph. 

Here's a tip!

Although we start writing with a general idea of what our thesis will be, it's always helpful to draft the entire essay and then go back and revise your thesis to reflect how your argument really progressed. Revising your thesis after writing a first draft also helps you with your final revision. You will better identify "fluff," places where you go off-topic, as well as ideas that may need further clarification. 

How To Write a Killer Thesis Statement

Bad vs. Good Thesis Statements

Bad thesis statements have:.

• Nothing to argue
• No hint about where they’re headed
• No focus, they’re too broad
• A long list of information

Good Thesis Statements Have:

• A clear point of view
• A detailed blueprint about where the essay is headed
• Clear and concise form

Ways To Improve

Your thesis takes a position that others might challenge

• Your thesis statement is specific

If the reader can ask the questions, "So What?" "How?" or "Why?", then you might need to clarify your thesis.

Example Thesis Statements

In his work “Plagiarism is Not a Big Moral Deal,” Fish discusses how plagiarism should be treated in an academic atmosphere, due to the fact that it is often rooted in misunderstanding, a lack of originality, and the exclusivity of academic circles.

This thesis has a topic and blueprint, but is missing an opinion.

In his work, “Plagiarism Is Not a Big Moral Deal,” Fish discusses how plagiarism should not be treated as a moral or philosophical issue, due to the fact that it is often rooted in misunderstanding of the complex rules, a lack of originality as a concept, and the exclusivity of academic circles.

Explanation

This thesis is better because it includes all of the following:

Topic : A discussion of how plagiarism should be treated in an academic atmosphere.

Opinion : Plagiarism is not an issue of morality but rather professionalism.

Blueprint : He argues that plagiarism is often caused by misunderstanding without malicious intent, lack of originality as a concept, and overly complicated rules and systems taught to a few in academic circles. 

Common Mistakes

Common mistakes include:.

1. Lack of focus and specificity 

2. Jargon (word choice that is exclusive/ hard to understand)

3. Treating your thesis statement like a topic sentence

4. Not adequately representing your claim

Difference Between a Thesis and a Topic Sentence

Thesis statements are 1-2 sentences that assert your opinion and what will be said throughout the entire essay . 

Topic sentences introduce the discussion to follow in a specific paragrap h .  Each must be general enough to express the paragraph’s overall subject, but also specific enough that the reader knows where the paragraph is going. For more information, see Rams Write: Topic Sentences .

Thesis Sentence vs. Topic

Sparknotes: "Thesis Machine Strategy"

The “thesis machine”.

This is a technique my first writing professor taught me. It’s a reliable jumping off point for when you’re just trying to get a thesis down. The pattern’s simple—here’s an example:

Topic: Hufflepuffs

Topic + Position: Hufflepuffs make the best friends

Topic + Position + Rationale  (Think of this as the “because” step): Hufflepuffs make the best friends because they are accepting and loyal.

Topic + Position + Rationale + Qualification  (The “although” step): Although they are often overlooked and considered oddballs, Hufflepuffs make the best friends because of their deep-seated values of loyalty, dedication, and acceptance, all crucial traits in any friendship.

General Guideline for Theses

Jerz's Literary Weblog  offers general guidelines for brainstorming your thesis.

This page was created by/ MLA Citations

Kirsten LaCroix, Framingham State U, Class of 2022

Bri Hibbert, Framingham State U, Class of 2022

Spring 2019

Julia Coolidge, Framingham State U, Class of 2022 

Sarah Wheeler, Framingham State U, Class of 2021

Works Cited

"Developing Your Thesis."  Odegaard Writing and Research Center,  2018,  depts.washington.edu/owrc/Handouts/Developing%20Your%20Thesis.pdf .

Harrogate, Kurt. "How to Write a Killer Thesis Statement." Sparknotes Blog , 17 March 2017,  www.sparknotes.com/blog/2017/03/17/how-to-write-a-killer-thesis-statement/ . 

"How to Write a Killer Thesis Statement by Shmoop."  Youtube,  uploaded by Shmoop, 6 September 2013,  www.youtube.com/watch?v=8wxE8R_x5I0 . 

Jerz, Dennis G. and Jordan, Nicci. "Blueprinting: Using the Thesis Paragraph to Plan Your Essay."  Jerz’s Literacy Weblog,  10 June 2015,  jerz.setonhill.edu/writing/academic1/blueprinting-using-the-thesis-paragraph-to-plan-your-essay/ . 

Meme Generator: Create Your Own Meme.  Meme Generator, 2019,  memegenerator.net . 

"Thesis Statements." The Writing Center, University of North Carolina at Chapel Hill,  2018,  writingcenter.unc.edu/tips-and-tools/thesis-statements/ .

"Thesis Statement vs. Topic Sentence by Shmoop."  YouTube,  uploaded by Shmoop, 16 July 2013,  www.youtube.com/watch?time_continue=236&v=Nx2-PcBzZjo . 

"Writing Tips: Thesis Statements."  University of Illinois at Urbana-Champaign Center for Writing Students,  2013,  www.cws.illinois.edu/workshop/writers/tips/thesis/ .

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Qualifying Exam and Dissertation Guidelines

Qualifying exam.

Download the Qualifying Exam and Dissertation Guidelines as a .pdf.

Rationale and Criteria

The Qualifying Examination determines whether a doctoral student is ready to begin the dissertation, the final phase of degree work. Students demonstrate their readiness through written and oral responses to questions they develop in consultation with an examining committee. Success is judged by three criteria:

• Intellectual fitness: Is the student prepared to undertake research and/or development at an advanced professional level?
• Conceptual framework: Is the student conversant with research, theory, and commentary in professional or scholarly areas related to the proposed project? Does the project’s design reflect an adequate grasp of knowledge in the field?
• Project design: Is the proposed doctoral project well conceived? Are the proposed methods appropriate? Is it practical? Will it make a demonstrable contribution to the student’s profession, community, or discipline?

The Qualifying Examination entails four tasks:

• Putting together an examining committee (which will also serve as dissertation committee)
• Proposing and refining examination questions
• Writing responses to the approved questions (Written Examination)
• Meeting with the examining committee to discuss the written responses (Oral Examination)

Students may take the Qualifying Examination after completing 24 credits of coursework. These courses should include all required core courses and must include the Proseminar. Students should schedule their examinations for the summer following Proseminar.

• Summer: Students must begin their exam in the first two weeks of June. Your questions must be approved by your committee by June 1, and a copy submitted to the program director. Your exam must be submitted to your committee eight calendar weeks later.

Students should allow at least 12 weeks for completing the four steps of the examination process. Oral examinations will typically be scheduled about two weeks after the written exam is turned in to the examining committee.

Students may not register for doctoral project credits until they have passed the qualifying exam.

Examining Committee

Examination questions.

At the beginning of the process the student should draft between 5-8 substantial questions relating to the proposed doctoral project and its social, professional and conceptual background.

Questions should be informed by the focus and larger social context of the intended dissertation, as well as by the student’s continuing reading and research, both in and out of courses. A question should be neither too broad (e.g., “What has been the impact of information technology on the publishing industry over the last 10 years?”) nor too narrowly concerned with details of the project (e.g., “Describe six aspects of the navigation system that will make [a particular website] a success”). Previous written examinations are on file with Professor Kathryn Summers; consult them for examples.

The student will send the initial draft questions to the examining committee for comment. This comment period will normally take 2-3 weeks, after which the examining committee will prepare a revised set of final questions. Questions may be altered, eliminated or consolidated by the examining committee.

At the end of the drafting process the student should have no fewer than three and no more than five working questions.

Written Examination

The student will prepare thorough responses to the approved questions. Answers take the form of substantial scholarly essays each between 2,500-4,000 words. The overall scope of the written examination will thus fall between 10,000-20,000 words.

In their written answers students should draw productively on reading and research they have done during coursework and project development. Source citations in the written examination should be given in American Psychological Association (APA) style. Students should include a list of works cited in APA style with the written examination.

Oral Examination

The oral part of the Qualifying Examination will be scheduled for two and a half hours, but will normally take between 90 minutes and two hours. Having read and reflected on the student’s written answers, the committee will engage the student in critical discussion of the document. The student is expected to show good grounding in relevant knowledge domains, acute understanding of the proposed project and its foundations and adequate intellectual preparation for carrying out the project.

Ordinarily students will be notified of results directly after the Oral Examination; however, the examination committee may deliberate for up to one week if necessary. Three results are possible: pass, fail or partial fail.

Students who pass should immediately prepare for adviser and committee a plan and timetable for completing remaining course requirements and the doctoral project. In some cases these plans may be discussed on the occasion of the Oral Examination.

If some aspects of a student’s performance in the Written or Oral Examinations are not satisfactory, the result will be a fail or partial fail. The examining committee will ask the student to submit revised answers to one or more of the written questions. Timetable for these revisions will be set by the committee, but the time limit is generally one month. If the resubmission is not found acceptable, then the student will receive a second mark of fail and may not continue in the doctoral program. However, the student may apply for the Graduate Certificate in User Experience (UX) Design.

Dissertation Guidelines

Dissertation timeline, the semester before you register for proseminar (idia 810).

Meet with your adviser or the professor assigned to teach Proseminar to informally discuss your thesis topic. Once you have informal approval, complete the Thesis Proposal Form. You will then be given permission to register for Proseminar.

The semester after Proseminar

You should take your qualifying exam. See D.S. Qualifying Exam for more information.

During semesters you are registered for dissertation hours

Weekly emails or short online meetings: you are required to meet weekly with your adviser documenting your dissertation progress. Your adviser may authorize weekly emails rather than online meetings.

Continuous Enrollment: You must register for a total of 12 D.S. project credits. You can register for a minimum of one credit per semester and for a maximum of six credits a semester. Once you have completed your 12 D.S. project credits, you are required to register for one credit of continuous enrollment IDIA 898 every fall or spring semester until graduation. You should continue to meet online weekly with your adviser.

During your final semester of dissertation

• Apply for graduation with the Office of the University Registrar at the beginning of the semester in which you plan to graduate.
• Turn in a complete draft of the dissertation to your adviser by Oct. 1 (or March 1 for spring).
• Submit a revised and approved version of your project to your full committee by Nov. 1 (or April 1 for spring). A decision will be made at this time whether or not to approve your participation in the graduation ceremony for the fall (your adviser must notify the program director).
• With the approval of your committee, schedule your project defense to occur before Dec. 1 (or May 1 for spring). The defense should not occur until the project is presumptively ready for approval.
• The final project must be signed by the committee and submitted to the library for binding within less than 60 days from the date of the graduation ceremony.

Literature Review for Dissertation

Purpose of a literature review A literature review forms an essential element of most thesis and dissertation work because it allows the author to complete two essential rhetorical tasks:

• to establish what is already known in a specialized field (and thus to bolster the credibility of the lit review’s author)
• to provide the basis for a new hypothesis or area to be researched.

Along the way, you should also accomplish the following:

• See what has and has not been investigated.
• Develop general explanations for observed variations in a behavior or phenomenon.
• Identify potential relationships between concepts and to identify researchable hypotheses.
• Learn how others have defined and measured key concepts.
• Identify data sources that other researchers have used.
• Discover how your research project is related to the work of others.

Pull your sources from Google, Google Scholar, the ACM Digital Library, the ASIS&T digital library, ERIC, DAAI and PsycINFO. Other databases may also be useful. Most of these databases are available through the Robert L. Bogomolny Library .

The ability to find, understand and evaluate best practices from industry and academic research is one of the abilities that can set you apart from other practitioners, so this is an important skill. The idea is to harness the best of what others have learned and done in support of your own project.

Structure of literature review Like all essays, a literature review should have an introduction and a conclusion. The material should be organized around subtopics that explore a field’s structure. In other words, avoid organizing the lit review as a string of summaries of each article. Instead, find overall themes that will help you and your reader understand the field of inquiry better. You are summarizing, synthesizing and providing critical analysis of the information you have collected.

Institutional Review Board Approval

With the literature review complete, you must request approval from the Institutional Review Board before conducting the user research piece of your dissertation. Your adviser must sign your request for approval. You can find the latest information on the UBalt Institutional Review Board website .

Dissertation Formatting and Submission

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Frequently asked questions

Who typically writes a thesis.

A thesis is typically written by students finishing up a bachelor’s or Master’s degree. Some educational institutions, particularly in the liberal arts, have mandatory theses, but they are often not mandatory to graduate from bachelor’s degrees. It is more common for a thesis to be a graduation requirement from a Master’s degree.

Even if not mandatory, you may want to consider writing a thesis if you:

• Plan to attend graduate school soon
• Have a particular topic you’d like to study more in-depth
• Are considering a career in research
• Would like a capstone experience to tie up your academic experience

Frequently asked questions: Dissertation

Dissertation word counts vary widely across different fields, institutions, and levels of education:

• An undergraduate dissertation is typically 8,000–15,000 words
• A master’s dissertation is typically 12,000–50,000 words
• A PhD thesis is typically book-length: 70,000–100,000 words

However, none of these are strict guidelines – your word count may be lower or higher than the numbers stated here. Always check the guidelines provided by your university to determine how long your own dissertation should be.

A dissertation prospectus or proposal describes what or who you plan to research for your dissertation. It delves into why, when, where, and how you will do your research, as well as helps you choose a type of research to pursue. You should also determine whether you plan to pursue qualitative or quantitative methods and what your research design will look like.

It should outline all of the decisions you have taken about your project, from your dissertation topic to your hypotheses and research objectives , ready to be approved by your supervisor or committee.

Note that some departments require a defense component, where you present your prospectus to your committee orally.

The conclusion of your thesis or dissertation should include the following:

• A restatement of your research question
• A summary of your key arguments and/or results
• A short discussion of the implications of your research

The conclusion of your thesis or dissertation shouldn’t take up more than 5–7% of your overall word count.

For a stronger dissertation conclusion , avoid including:

• Important evidence or analysis that wasn’t mentioned in the discussion section and results section
• Generic concluding phrases (e.g. “In conclusion …”)
• Weak statements that undermine your argument (e.g., “There are good points on both sides of this issue.”)

Your conclusion should leave the reader with a strong, decisive impression of your work.

While it may be tempting to present new arguments or evidence in your thesis or disseration conclusion , especially if you have a particularly striking argument you’d like to finish your analysis with, you shouldn’t. Theses and dissertations follow a more formal structure than this.

All your findings and arguments should be presented in the body of the text (more specifically in the discussion section and results section .) The conclusion is meant to summarize and reflect on the evidence and arguments you have already presented, not introduce new ones.

A theoretical framework can sometimes be integrated into a  literature review chapter , but it can also be included as its own chapter or section in your dissertation . As a rule of thumb, if your research involves dealing with a lot of complex theories, it’s a good idea to include a separate theoretical framework chapter.

A literature review and a theoretical framework are not the same thing and cannot be used interchangeably. While a theoretical framework describes the theoretical underpinnings of your work, a literature review critically evaluates existing research relating to your topic. You’ll likely need both in your dissertation .

While a theoretical framework describes the theoretical underpinnings of your work based on existing research, a conceptual framework allows you to draw your own conclusions, mapping out the variables you may use in your study and the interplay between them.

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

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

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

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

In most styles, the title page is used purely to provide information and doesn’t include any images. Ask your supervisor if you are allowed to include an image on the title page before doing so. If you do decide to include one, make sure to check whether you need permission from the creator of the image.

Include a note directly beneath the image acknowledging where it comes from, beginning with the word “ Note .” (italicized and followed by a period). Include a citation and copyright attribution . Don’t title, number, or label the image as a figure , since it doesn’t appear in your main text.

Definitional terms often fall into the category of common knowledge , meaning that they don’t necessarily have to be cited. This guidance can apply to your thesis or dissertation glossary as well.

However, if you’d prefer to cite your sources , you can follow guidance for citing dictionary entries in MLA or APA style for your glossary.

A glossary is a collection of words pertaining to a specific topic. In your thesis or dissertation, it’s a list of all terms you used that may not immediately be obvious to your reader. In contrast, an index is a list of the contents of your work organized by page number.

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

The title page of your thesis or dissertation should include your name, department, institution, degree program, and submission date.

Glossaries are not mandatory, but if you use a lot of technical or field-specific terms, it may improve readability to add one to your thesis or dissertation. Your educational institution may also require them, so be sure to check their specific guidelines.

A glossary or “glossary of terms” is a collection of words pertaining to a specific topic. In your thesis or dissertation, it’s a list of all terms you used that may not immediately be obvious to your reader. Your glossary only needs to include terms that your reader may not be familiar with, and is intended to enhance their understanding of your work.

A glossary is a collection of words pertaining to a specific topic. In your thesis or dissertation, it’s a list of all terms you used that may not immediately be obvious to your reader. In contrast, dictionaries are more general collections of words.

An abbreviation is a shortened version of an existing word, such as Dr. for Doctor. In contrast, an acronym uses the first letter of each word to create a wholly new word, such as UNESCO (an acronym for the United Nations Educational, Scientific and Cultural Organization).

As a rule of thumb, write the explanation in full the first time you use an acronym or abbreviation. You can then proceed with the shortened version. However, if the abbreviation is very common (like PC, USA, or DNA), then you can use the abbreviated version from the get-go.

Be sure to add each abbreviation in your list of abbreviations !

If you only used a few abbreviations in your thesis or dissertation , you don’t necessarily need to include a list of abbreviations .

If your abbreviations are numerous, or if you think they won’t be known to your audience, it’s never a bad idea to add one. They can also improve readability, minimizing confusion about abbreviations unfamiliar to your reader.

A list of abbreviations is a list of all the abbreviations that you used in your thesis or dissertation. It should appear at the beginning of your document, with items in alphabetical order, just after your table of contents .

Your list of tables and figures should go directly after your table of contents in your thesis or dissertation.

Lists of figures and tables are often not required, and aren’t particularly common. They specifically aren’t required for APA-Style, though you should be careful to follow their other guidelines for figures and tables .

If you have many figures and tables in your thesis or dissertation, include one may help you stay organized. Your educational institution may require them, so be sure to check their guidelines.

A list of figures and tables compiles all of the figures and tables that you used in your thesis or dissertation and displays them with the page number where they can be found.

The table of contents in a thesis or dissertation always goes between your abstract and your introduction .

You may acknowledge God in your dissertation acknowledgements , but be sure to follow academic convention by also thanking the members of academia, as well as family, colleagues, and friends who helped you.

A literature review is a survey of credible sources on a topic, often used in dissertations , theses, and research papers . Literature reviews give an overview of knowledge on a subject, helping you identify relevant theories and methods, as well as gaps in existing research. Literature reviews are set up similarly to other  academic texts , with an introduction , a main body, and a conclusion .

An  annotated bibliography is a list of  source references that has a short description (called an annotation ) for each of the sources. It is often assigned as part of the research process for a  paper .  

In a thesis or dissertation, the discussion is an in-depth exploration of the results, going into detail about the meaning of your findings and citing relevant sources to put them in context.

The conclusion is more shorter and more general: it concisely answers your main research question and makes recommendations based on your overall findings.

In the discussion , you explore the meaning and relevance of your research results , explaining how they fit with existing research and theory. Discuss:

• Your  interpretations : what do the results tell us?
• The  implications : why do the results matter?
• The  limitation s : what can’t the results tell us?

The results chapter or section simply and objectively reports what you found, without speculating on why you found these results. The discussion interprets the meaning of the results, puts them in context, and explains why they matter.

In qualitative research , results and discussion are sometimes combined. But in quantitative research , it’s considered important to separate the objective results from your interpretation of them.

Results are usually written in the past tense , because they are describing the outcome of completed actions.

The results chapter of a thesis or dissertation presents your research results concisely and objectively.

In quantitative research , for each question or hypothesis , state:

• The type of analysis used
• Relevant results in the form of descriptive and inferential statistics
• Whether or not the alternative hypothesis was supported

In qualitative research , for each question or theme, describe:

• Recurring patterns
• Significant or representative individual responses
• Relevant quotations from the data

Don’t interpret or speculate in the results chapter.

To automatically insert a table of contents in Microsoft Word, follow these steps:

• Apply heading styles throughout the document.
• In the references section in the ribbon, locate the Table of Contents group.
• Click the arrow next to the Table of Contents icon and select Custom Table of Contents.
• Select which levels of headings you would like to include in the table of contents.

Make sure to update your table of contents if you move text or change headings. To update, simply right click and select Update Field.

All level 1 and 2 headings should be included in your table of contents . That means the titles of your chapters and the main sections within them.

The contents should also include all appendices and the lists of tables and figures, if applicable, as well as your reference list .

Do not include the acknowledgements or abstract in the table of contents.

The abstract appears on its own page in the thesis or dissertation , after the title page and acknowledgements but before the table of contents .

An abstract for a thesis or dissertation is usually around 200–300 words. There’s often a strict word limit, so make sure to check your university’s requirements.

In a thesis or dissertation, the acknowledgements should usually be no longer than one page. There is no minimum length.

The acknowledgements are generally included at the very beginning of your thesis , directly after the title page and before the abstract .

Yes, it’s important to thank your supervisor(s) in the acknowledgements section of your thesis or dissertation .

Even if you feel your supervisor did not contribute greatly to the final product, you must acknowledge them, if only for a very brief thank you. If you do not include your supervisor, it may be seen as a snub.

In the acknowledgements of your thesis or dissertation, you should first thank those who helped you academically or professionally, such as your supervisor, funders, and other academics.

Then you can include personal thanks to friends, family members, or anyone else who supported you during the process.

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Identifying Thesis Statements, Claims, and Evidence

Thesis statements, claims, and evidence, introduction.

The three important parts of an argumentative essay are:

• A thesis statement is a sentence, usually in the first paragraph of an article, that expresses the article’s main point. It is not a fact; it’s a statement that you could disagree with.  Therefore, the author has to convince you that the statement is correct.
• Claims are statements that support the thesis statement, but like the thesis statement,  are not facts.  Because a claim is not a fact, it requires supporting evidence.
• Evidence is factual information that shows a claim is true.  Usually, writers have to conduct their own research to find evidence that supports their ideas.  The evidence may include statistical (numerical) information, the opinions of experts, studies, personal experience, scholarly articles, or reports.

Each paragraph in the article is numbered at the beginning of the first sentence.

Paragraphs 1-7

Identifying the Thesis Statement. Paragraph 2 ends with this thesis statement:  “People’s prior convictions should not be held against them in their pursuit of higher learning.”  It is a thesis statement for three reasons:

• It is the article’s main argument.
• It is not a fact. Someone could think that peoples’ prior convictions should affect their access to higher education.
• It requires evidence to show that it is true.

Finding Claims.  A claim is statement that supports a thesis statement.  Like a thesis, it is not a fact so it needs to be supported by evidence.

You have already identified the article’s thesis statement: “People’s prior convictions should not be held against them in their pursuit of higher learning.”

Like the thesis, a claim be an idea that the author believes to be true, but others may not agree.  For this reason, a claim needs support.

• Question 1.  Can you find a claim in paragraph 3? Look for a statement that might be true, but needs to be supported by evidence.

Finding Evidence. 

Paragraphs 5-7 offer one type of evidence to support the claim you identified in the last question.  Reread paragraphs 5-7.

• Question 2.  Which word best describes the kind of evidence included in those paragraphs:  A report, a study, personal experience of the author, statistics, or the opinion of an expert?

Paragraphs 8-10

Finding Claims

Paragraph 8 makes two claims:

• “The United States needs to have more of this transformative power of education.”
• “The country [the United States] incarcerates more people and at a higher rate than any other nation in the world.”

Finding Evidence

Paragraphs 8 and 9 include these statistics as evidence:

• “The U.S. accounts for less than 5 percent of the world population but nearly 25 percent of the incarcerated population around the globe.”
• “Roughly 2.2 million people in the United States are essentially locked away in cages. About 1 in 5 of those people are locked up for drug offenses.”

Question 3. Does this evidence support claim 1 from paragraph 8 (about the transformative power of education) or claim 2 (about the U.S.’s high incarceration rate)?

Question 4. Which word best describes this kind of evidence:  A report, a study, personal experience of the author, statistics, or the opinion of an expert?

Paragraphs 11-13

Remember that in paragraph 2, Andrisse writes that:

• “People’s prior convictions should not be held against them in their pursuit of higher learning.” (Thesis statement)
• “More must be done to remove the various barriers that exist between formerly incarcerated individuals such as myself and higher education.” (Claim)

Now, review paragraphs 11-13 (Early life of crime). In these paragraphs, Andrisse shares more of his personal story.

Question 5. Do you think his personal story is evidence for statement 1 above, statement 2, both, or neither one?

Question 6. Is yes, which one(s)?

Question 7. Do you think his personal story is good evidence?  Does it persuade you to agree with him?

Paragraphs 14-16

Listed below are some claims that Andrisse makes in paragraph 14.  Below each claim, please write the supporting evidence from paragraphs 15 and 16.  If you can’t find any evidence,  write “none.”

Claim:  The more education a person has, the higher their income.

Claim: Similarly, the more education a person has, the less likely they are to return to prison.

Paragraphs 17-19

Evaluating Evidence

In these paragraphs, Andrisse returns to his personal story. He explains how his father’s illness inspired him to become a doctor and shares that he was accepted to only one of six biomedical graduate programs.

Do you think that this part of Andrisse’s story serves as evidence (support) for any claims that you’ve identified so far?   Or does it support his general thesis that “people’s prior convictions should not be held against them in pursuit of higher learning?” Please explain your answer.

Paragraphs 20-23

Andrisse uses his personal experience to repeat a claim he makes in paragraph 3, that “more must be done to remove the various barriers that exist between formerly incarcerated individuals such as myself and higher education.”

To support this statement, he has to show that barriers exist.  One barrier he identifies is the cost of college. He then explains the advantages of offering Pell grants to incarcerated people.

What evidence in paragraphs 21-23 support his claim about the success of Pell grants?

Paragraphs  24-28 (Remove questions about drug crimes from federal aid forms)

In this section, Andrisse argues that federal aid forms should not ask students about prior drug convictions.  To support that claim, he includes a statistic about students who had to answer a similar question on their college application.

What statistic does he include?

In paragraph 25, he assumes that if a question about drug convictions discourages students from applying to college, it will probably also discourage them from applying for federal aid.

What do you think about this assumption?   Do you think it’s reasonable or do you think Andrisse needs stronger evidence to show that federal aid forms should not ask students about prior drug convictions?

Supporting English Language Learners in First-Year College Composition Copyright © by Breana Bayraktar is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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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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Dr. Owenga says

February 23, 2023 at 2:38 pm

So good and informative. These are quite beneficial insights. Thanks

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How to Write an Essay about Your Qualifications

In this tutorial, you will learn how to write an essay about your qualifications.

Writing such an essay is a great way to showcase your skills and knowledge to potential universities or employers. It can help you stand out and make a great impression if done correctly. 

So let’s dive right into it.

In writing an essay about your qualifications, you must first consider what you want to highlight to your potential university or employer. Pick a main idea, select your top three qualifications, write an introduction and a paragraph for each qualification you chose, and finally, a conclusion.

Planning and organizing your thoughts can make writing an essay easier. So, take your time and follow this tutorial to keep your ideas flowing.

First, you need to choose your main idea.

Choosing a central idea that covers all the qualifications you want to highlight will help you understand your essay’s structure. To do this, you can think of how your top three qualifications help you. 

Your main idea might answer questions like: How do these qualifications make you the right candidate? 

Whatever you pick will be your essay’s thesis . So, it’s best to keep it simple.

For example, we can say, “My top qualifications help me succeed.”

Next, select your top three qualifications.

Breaking your main idea into supporting points will help keep the ideas flowing.

In your essay, it’s easy to think of qualifications you want to talk about because everyone has some great qualifications. 

But be careful not to talk about too many or too few.

So, let’s use the Power of Three !

The Power of Three is a three-part structure that helps you create your essay’s body paragraphs by dividing your main idea into three supporting points.

Three is the perfect number the brain can handle, and it always works. So, selecting your top three qualifications is the best way to go.

Make sure your supporting points are distinct from one another to keep the ideas flowing and create a great thesis statement .

Now let’s see how this works.

Let’s use these three qualifications for our sample essay:

1. I am a team player

This section will describe what it means to be a team player and how it proves the central idea: how it helps achieve success .

We can answer the following questions to help us keep the ideas flowing:

• Why is being a team player important in the workplace or school?
• How does being a team player help you succeed?

2. I take feedback well

Like the first qualification, we need to use this qualification to prove the main idea. So, let’s try to answer these questions in this part of our essay:

• Why do you need to take feedback well?
• How does this help you succeed?

3. I am determined

Again, we need to show how being determined helps with success. To do this, we can answer these questions:

• How do you show determination at work or school?
• How does this qualification help you succeed?

After dividing your main idea into three distinct supporting points, you will have a clear picture of your essay’s structure. In the next step, you will learn how to expand them into an entire essay.

Write your introductory paragraph and body paragraphs.

Now that you understand your essay’s structure, you can write an introductory paragraph and three body paragraphs — one for each qualification.

To write an introductory paragraph , you need an opening sentence (introduction) that briefly sets your essay’s context. Then, you will proceed with the thesis and three supporting points.

Here’s an example of an introductory paragraph for our essay:

“In the modern world, qualifications are an important part of any career. My top qualifications help me succeed. Being a team player provides me with learning opportunities and cultivates my relationships. Taking feedback well helps me develop my character and skills. And my determination helps me overcome challenges and continuously improve.”

Note how our introductory paragraph goes from general to specific, starting from our introduction sentence to our main idea and three specific qualifications.

Now let’s write the body of the essay.

To write body paragraphs , start with a topic sentence summarizing your point. Then, explain it briefly and illustrate it using examples .

Here are examples of body paragraphs for our essay:

Paragraph 1

“Being a team player is an essential qualification for success in any field. It helps me develop trust in my colleagues, build relationships, and promote collaboration. In addition, being a team player allows me to accomplish more tasks than doing things alone. For instance, I volunteer to work late to help my coworkers achieve a goal, although it is not my job to do so.”

Paragraph 2

“Taking feedback well is a crucial skill for achieving success in both my personal and professional life. It means receiving suggestions or criticisms constructively, which allows me to learn and make necessary changes. It also helps me see challenges as opportunities to grow continuously. I listen carefully when someone gives me feedback and consider how I can use it to improve.”

Paragraph 3

“Determination is one of the keys to becoming successful. It means a strong commitment to achieving goals and working passionately despite obstacles. I stay focused on what I want to achieve. I also keep myself motivated despite setbacks, challenges, and failures by maintaining a positive attitude and developing a growth mindset.”

Note that we followed the diagram above, starting from the topic sentence down to some examples that illustrate it. 

We also answered some of the questions above and showed how these qualifications are keys to success.

Lastly, write your concluding paragraph.

Do you want an easy and quick way to write your essay’s concluding paragraph ? I recommend restating your thesis statement using different words.

Why? Doing so will give you all you need to conclude your essay, and this method is time-tested. So it always works!

Here’s a concluding paragraph for our essay:

“My top qualifications have helped me achieve success. I honed my skills as a team player, always seeking opportunities to grow and learn from my coworkers. I also take feedback constructively, using it to develop myself professionally and personally. And my determination has helped me overcome challenges and continuously improve, ensuring that I am focused on my goals.”

Great! Now we’re done writing the sample essay.

I hope this tutorial has answered your question. Now it’s time to write your essay about your qualifications!

Tutor Phil is an e-learning professional who helps adult learners finish their degrees by teaching them academic writing skills.

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Final Examination and Ph.D. Thesis Submission - Elmore Family School of Electrical and Computer Engineering - Purdue University

PhD Thesis and Final Examination

Printable copy of these instructions and check sheet

PhD students must follow the steps below for their final examination and to submit their thesis. The final examination is given after the thesis and all other requirements have been completed. The final examination covers primarily the thesis and related topics. 

The main steps of this process are as follows; details are below.

• Schedule the final examination with your advisory committee members.
• Reserve a room for the final examination.
• Submit Form 8 in myPurdue to officially schedule the final examination.
• Deliver a copy of the thesis to all committee members at least two weeks before the final examination.
• Following your final examination, submit the Thesis Acceptance Form (Form 9) through myPurdue.
• Deposit your thesis.

Step 1: Schedule your final examination with your advisory committee members.

Note: There must be at least two academic sessions/semesters (counting summer session) of research registration between the semester of the preliminary examination and the semester of the final examination. Contact Matt Golden ( [email protected] ) in the ECE Graduate Office for additional information.

At least 3 weeks before the desired date of the final examination, consult with your major professor and your doctoral advisory committee to find a suitable date and time to hold the examination. Your examination should be held on the West Lafayette campus or may, with the approval of your doctoral advisory committee, be held virtually.

Final examination committee members: The final examination committee is typically the student’s doctoral advisory committee. However, the Dean of the Graduate School reserves the right to appoint additional committee members.

Final examination timing:

• The final examination must be completed before the semester deadline (approximately one week before the last day of classes), but we strongly recommend you do not wait until this late date. See the Graduate School deadlines here:  Graduate School Calendar .  
• If you are registered for Exam Only , your final examination must be completed by the eighth week of classes in Fall or Spring or by the sixth week of summer session.

Step 2: Reserve a room for the final examination.

Once you have established the date of your final examination, reserve a room:

• Go to the Resource Allocation Tool .  
• Enter the desired date and select a room.
• Click View Calendar .
• Scroll down to see the calendar.
• After confirming the availability of the room, select Request Reservation in the left-hand navigation.
• Select the room and enter a date and time; click Continue .
• In the Select an Administrator list, select Elisheba Van Winkle.
• You will receive an email confirmation.

If you are unable to reserve a room using the instructions above, send the request by email to Elisheba Van Winkle ( [email protected] ). 

On the day of the exam: If the room is locked, see an area secretary for a key. If the area secretary is not available, see the ECE Graduate Office (MSEE 140).

Step 3: Submit Form 8 in myPurdue to officially schedule the final examination and submit an abstract.

Follow these steps to submit Form 8 and submit your abstract: 

• Log into   myPurdue and go to the Plan of Study Generator under the Academics tab.
• This request requires approvals from the Graduate Office, the chair of your advisory committee, and the Graduate School.
• Send an abstract (250 words or less) of the thesis research clearly defining the problem and its significance to Matt Golden ( [email protected] ) in the ECE Graduate Office.

Late requests: Please be aware that late requests to schedule your final examination do not allow sufficient time to process your request and adequately publicize your examination date.  Any requests to schedule a final examination less than three weeks in advance must be approved by Matt Golden and will be approved only in exceptional circumstances.

Final examination posting: The time and location of the final examination will be posted on the ECE website. University regulations permit visitors to attend the final examination.  Such visitors are permitted to ask questions of the candidate after having been recognized by the major professor, but they may not be present while the committee deliberates on its decision.

Step 4: Deliver a copy of your thesis to all committee members at least two weeks before the exam.

Preparing your thesis: Before beginning to write your thesis, you are strongly advised to review the information on the  Graduate School Thesis and Dissertation Office website .  

Templates: You must use the LaTeX (recommended) or MS Word  templates  that the Graduate School provides.

Step 5: Following your final examination, submit the Thesis Acceptance Form (Form 9) through myPurdue.

Follow these steps to submit Form 9: 

• Log into  myPurdue and go to the Plan of Study Generator under the Academics tab.
• Complete and submit for Form 9.

Results: The advisory committee will report the results of the final examination through the Graduate School Web Database. No more than one dissenting vote is acceptable in certifying the candidate to receive the PhD. If the final examination is unsatisfactory, at least one semester or summer session must elapse before the final examination is repeated.

Embargo and confidentiality: Be sure to discuss with your major professor whether your thesis should be confidential prior to submitting the request or if there will be a delay in the publication.  

Your major professor will certify that they have used  iThenticate  software to check your thesis for plagiarism in the electronic Thesis Acceptance Form.  They will also confirm confidentiality or Embargo (delayed publication of the thesis) if you have marked these. 

Students should consider an embargo over confidentiality in all cases. An embargo is commonly used when applying for patents, pending publications, or when proprietary rights are involved.

Confidentiality should only be used with ITAR/Export controlled or confidential sponsored information is included in the thesis. Indefinite confidentiality can only be requested when there is contract information on file with Sponsored Program Services. All indefinite requests will be subject to approval by the SPS office. All confidentiality requests will also be reviewed by Thesis Office staff to ensure this program is being utilized properly. 

Step 6: Deposit your thesis.

Follow the instructions on the Graduate School Thesis and Dissertation Office Deposit Requirements webpage to deposit your thesis.

For more detailed steps or questions about the on-line thesis deposit process, refer to the  Graduate School Thesis and Dissertation Office website or contact staff in this office.

Thesis deposit time limit policy: Effective Fall 2020, students are required to deposit their theses and dissertations within three consecutive sessions of receiving a decision of PASS on their final examination (including the session in which the final examination was passed). The thesis or dissertation must be deposited no later than the end of the semester Deposit Deadline of the third consecutive session for full consideration of the sought degree. For example, a student who passes the final examination in a fall session has through the end of the semester Deposit Deadline of the following summer to deposit. To uphold the integrity of the defended research, if a student is unable to deposit their thesis or dissertation within three sessions, they must re-defend their research and deposit within the session they receive the decision of PASS on the second final examination to be conferred the degree.

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How To Use a Thesis Statement for Employment

What Is a Thesis Statement for Employment?

How a thesis statement for employment works, examples of a thesis statement for employment.

Think back to when you learned to write an essay. Most likely, your teacher talked about the importance of a thesis statement, which sums up your essay. A thesis statement can also be helpful during a job search. 

Through a thesis statement, you can clarify your background as a candidate, what you want in a role, and how you'd fit in at a given company. This is, of course, valuable information for recruiters and hiring managers. 

A thesis statement for employment is a brief description of yourself, your characteristics, and your skills. 

Your thesis statement for employment is used to demonstrate your interest in a job and show how you would benefit an organization. Learn how to go about developing one. 

Key Takeaways

• A thesis statement for employment is a brief description of yourself, your characteristics, and your skills. It’s used to show how you would benefit an organization.
• You can use your thesis statement on your resume, in cover letters, in interviews, and during networking events. 
• A thesis statement should be brief, direct, and tailored to each position you apply for.

A thesis statement for employment is a one- or two-sentence statement of your qualifications.

Crafting this statement may take some time and thought. (That was likely true back when you were routinely writing essays, too.) Once you have developed a thesis statement, it'll come in handy at many points in your job search. You can use it: 

• Within your cover letters —place your thesis statement in the first paragraph, where you explain why you're applying for the role. 
• On your resume —include the thesis statement in your objective or summary section.
• During job interviews —to help explain why you're the right person for the job.
• When you're networking —with a thesis statement in mind, it's easy to respond when someone asks what type of job you want. 

Your thesis statement should intrigue potential employers, so they want to learn more about you and your credentials. Keep in mind that your thesis statement should be dynamic, evolving to fit the needs of the role at hand. 

The first step to developing your thesis statement is to think about the positions you want to apply for, what you have to offer a company, and why employers should hire you.

Here are some tips for developing a strong thesis statement:

• Be direct : Your thesis statement should be simple and to the point, as hiring managers don’t have time to figure out what you’re trying to say. This isn’t the time to show off your extensive vocabulary. The same strategies you used to craft an elevator pitch will come in handy when you're thinking through your thesis statement. 
• Tailor your statement : Start by developing a general thesis statement, and then tweak it to target the job you're applying for. You may have an IT certification and also be a strong presenter, but if you're applying for a job as a computer technician, the IT certification is more important to mention. If you're applying for a position as a sales representative at a software company, you'll want to emphasize your presentation skills.
• Frame your skills as benefits to the company : One goal of a thesis statement is to make it readily apparent to a hiring manager how hiring you will be beneficial. For example, you might say that your management skills will help you develop and train an exceptional sales team that will meet or exceed company sales goals. You may need to research a company to find its goals and priorities.

A summary statement is similar to a thesis statement, but it focuses on factual experience without the emphasis on benefits. For example, you might say, "Executive assistant with seven years of experience maintaining schedules, arranging travel, and handling correspondence."

If you’re not sure what to include in your thesis statement, these examples can help:

• I'm writing to apply for the administrative assistant position at ABC company. My strong communication and organizational skills, and my ability to create order out of chaos make me an excellent match for this position.  
• My fascination with numbers, combined with my strong accounting skills and mathematics minor, enables me to make a solid contribution in this role.
• My ability to successfully implement current web design technology, as well as develop and maintain sites for start-up IT companies, enables me to contribute to XYZ company.
• My fluency in Spanish and strong marketing and communication skills would be an asset to your company, allowing me to build trusting relationships with clients.
• I have created sales strategies that have achieved 40% revenue growth per year. I can motivate sales teams and design incentive programs to achieve short- and long-term sales goals.

The University of Arizona. " Writing a Thesis Statement ."

Chron. " Preparing a Thesis Statement Concerning a Job Interview ."

U.S. News. " What Is Your Job Fit Thesis ?"

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What is the difference between eligibility and qualifications?

What is eligibility.

Eligibility, in the federal hiring process, refers to being part of a particular group of people that an agency wants to hire – whether it's a current federal employee, a veteran, or a recent graduate. There are several different eligibilities in the Federal Government; we call them " hiring paths ".

For example, some jobs are only open to current or former federal employees—this means you must be a current or former federal employee to be eligible . Other jobs may be open to a current student or recent graduate—if you're not a current student or recent graduate, you're not eligible.

Your eligibility has nothing to do with your work experience, skills, and other qualifications.

Why is eligibility important?

Understanding your eligibility will help you know which jobs you should apply to. You can apply to any job, but you may not be eligible for the job if you don't fall into one of the required hiring paths listed on the job announcement . If you're not eligible, the hiring agency will reject your application.

What are qualifications?

Qualifications include your work experience (years, type of work), skills, education level and your overall knowledge of a particular field of study.

The hiring agency will look at your qualifications after they determine your eligibility. The hiring agency will rank you based on how well you meet the qualifications of the job.

Regardless of your qualifications, if you're not eligible, the hiring agency will reject your application and you will not be hired for that job.

How do I know if I'm eligible for a job?

Before you apply.

You must read the This job is open to and Who may apply sections of the job announcement to see if you're eligible for the job. If you fall into one of the " hiring paths " listed, you're eligible for the job. If you don't fall into one of those groups, you should look at a different job.

After you apply

The agency will first review your application to see if you're eligible. If you're not eligible, they will reject your application—they won't even look at your qualifications. It doesn't matter if you have the qualifications – you must first be eligible.

If you're eligible, the agency will then look at your qualifications.

How do I know if I'm qualified?

You must read the Qualifications section of the job announcement. Your application must show, you have the specialized experience, education, and other qualifications listed in the job announcement.

If you're eligible for the job, the agency will review your qualifications and rank you based on how well you meet the qualifications. The agency may rank you as "minimally qualified", "highest qualified", or somewhere in between. Based on how well you meet the qualifications, your application may, or may not, continue through the application process.

Learn more about the federal application process .

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