create a preliminary thesis

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Step 5: Develop a Preliminary Thesis Statement

Coming up with a strong thesis is a process that takes time. You don't really have a finished thesis until you reach the end of your research investigation and conclude your argument. Once you have reached a balanced, informed perspective on your material, or come to the conclusion of your argument, you will have your thesis or claim. In order to get to this thesis, however, you will have to create a "working thesis" or preliminary thesis statement. The preliminary thesis will provide you with a strong focus that you can use when writing the response to your assignment.

Develop a Preliminary Thesis

Use your research question to launch your thesis.

Your thesis should provide an answer to your research question . Without a thesis, you will write an informative paper about your question rather than an argumentative paper that provides an answer.

Your research question may prompt you to identify a problem and pose a solution.

Example from a Second-Year Political Science Paper

Canada's current electoral system is flawed, undemocratic and divisive [Problem] . Reforming Canada's electoral system to a mixed-member proportional system with a five-percent threshold would make it more democratic, promote national unity, and increase civic interest in democracy [Response/ Argument/ Thesis] .

Note that this thesis statement includes two sentences:

• a claim (the problem)
• support for the claim (the response, made up of two parts: a solution and three reasons why the solution will address the problem)

Do not simply give a statement of intent or what you will try to do in the paper (e.g. "In this paper, I will analyze the reasons that Canada's electoral system is flawed and consider a possible solution."). This statement of intent may be a good initial response to the research question, but your thesis needs to present your conclusion, not how you got there.

Make Your Thesis an Arguable Statement

Your thesis must be debatable and cannot be a conclusion that simply describes an event or phenomenon or restates a commonly known fact.

Although questions can be used to good rhetorical effect in your introduction (and throughout your paper), your thesis should not be a question, but a statement of claim.

Demonstrate Independent Thinking

The point of the thesis is to show your thoughts on a topic. Although it can be intimidating to make a strong claim in writing — a claim that will be judged, and that you may be expected to defend personally — but it is also a particular benefit of academia that you are allowed and even encouraged to make strong claims based on solid reasoning, and that you will be lauded for doing so.

Pass the "So What?" Test

The reader will shrug and say "so what?" to an uninteresting thesis, so be sure your thesis makes a strong and notable point. Evaluate your thesis by asking yourself what the implications of your thesis are, e.g., "So what if a proportional electoral system were implemented in Canada? Would it matter?" Look at the sample thesis above: does it pass the "so what?" test?

Provide Details rather than Vague Assertions

Be clear about the approach you are going to take to support your thesis.

Consider including a "blueprint" or a "roadmap" of the major points you will make in your paper. Academic writing conventions require you to provide your reader with an outline of the argument you intend to make before you make it.

Thesis Statements: Beyond the Basics

You will keep revising your thesis statement as you go, making it increasingly specific and argumentative. See Step 9 for an example.

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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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UNDERSTANDING A THESIS

A thesis is a substantial generalization that can stand by itself as the basis of an essay’s development. It is an assertion of what the writer believes is right or wrong and why, and it is a statement that can be either true or false.

A thesis clearly and concisely conveys the writer’s main argument in an essay, and it allows readers to clearly grasp the focus of the essay, which will be developed in the body of the essay.

A thesis needs to be unified—expressing one main idea—although it can, and often does, include secondary concepts as they relate to the main idea. The thesis statement should be broad enough and arguable enough to be worth defending in an essay.

A thesis statement usually evolves only after considerable reading, writing, and thinking has been done on your topic. You can begin the writing process of an essay with a preliminary or open thesis , move on to a tentative thesis or hypothesis , and finally arrive at your closed or final thesis . During your writing, you will become more secure in advancing your final thesis, which includes the fundamental reason(s) you have chosen to support your assertion.

STAGES OF THE THESIS STATEMENT

Stage I: Preliminary or Open Thesis

In the very early stages of your writing or research, or before you have begun to write, it is advantageous to formulate a preliminary or open thesis , which will state your general unifying idea but will not yet reflect how you intend to support that idea. Let’s say you are writing an essay on the relationship between the United States criminal court system and the media. You have read one article related to this topic, but you have not yet begun your research. Still, it is possible for you to arrive at a very basic and general opinion without going into detail, secondary topics, or supporting reason(s) for your assertion.

Broad Topic: The United States criminal court system and the media

Example of a Preliminary or Open Thesis: The media plays a very influential role in criminal court trials, perhaps too influential.

To assist you in formulating your preliminary or open thesis, ask basic “W” questions that are related to your topic: who, what, when, where, and why? This will help you determine your particular interests and a possible starting point for your essay or research.

Based on the topic above, the following list demonstrates the different kinds of questions that can be generated. Note how the order of questions goes from the more general to the more specific. It may be easier for you to begin with broader questions as they may lead you to more narrowed and focused questions.

• Why is the media involved in court cases?
• When did the media start reporting court cases?
• What is the media’s role in criminal court cases?
• What aspect of the media am I going to write about?
• What kind of criminal case is it?
• When did the case take place?
• Where did the case take place?
• Who were the people involved in the case?

If you are writing a research paper and you have come up with a long list of random questions, select three or four questions that hold the most interest for you. These questions will narrow your focus and help you to plan your research strategy.

Exercise A: Choose a topic, brainstorm for a few minutes, and come up with a basic list of questions. Then, write a preliminary or open thesis.

Stage II: Tentative Thesis or Hypothesis

A tentative thesis or hypothesis is more specific than the preliminary or open thesis, and it is particularly important for a research paper. After you have brainstormed, written a list of questions, arrived at an open thesis, and begun your research and reading, you will be prepared to write a focused question and then a tentative answer to this question. The tentative answer is your hypothesis because it represents what you predict you will be able to conclude.

Example of a Focused Question: Does media publicity in a criminal trial influence the verdict?

Example of a Tentative Thesis or Hypothesis as an Answer to a Focused Question: The media’s ubiquitous presence in courtroom trials has made it impossible to have a jury that is unbiased.

Exercise B: Continuing with your preliminary or open thesis from Exercise A, formulate a focused question and then answer that question with your tentative thesis or hypothesis.

Stage III: Closed or Final Thesis

If you make an assertion and include the reason or reasons which support your assertion, and it is broad enough in scope, yet specific enough to be unified and to serve as a substantial generalization of your essay, you have written a closed or final thesis statement. The evidence can take many forms: facts, opinions, anecdotes, statistics, analogies, etc., but the essential relationship between the thesis and the major points of support is one of conclusion to reason:

I believe this (thesis statement) to be true because... (provide the reasons to support your thesis) .

Remember: A thesis statement consists of at least one complete sentence; you cannot use a phrase or sentence fragment. Usually, the first sentence indicates the general thesis assertion, and additional sentences indicate the major support for this assertion. (An assertion is any statement that can be either true or false.) As readers, we may not know whether it is true or false or even have any way of determining whether it is true or false, but the logical response to an assertion is either, “Yes, I believe that to be true” or “No, I do not believe that to be true.” Some sentences do not make assertions. Commands, exclamations, intentions, obvious facts, and questions are considered sentences, but they do not make direct assertions and cannot be used as thesis statements.

Whether or not your thesis is preliminary or open, tentative, or closed and final, it should be considered flexible while you are still writing and doing research. Good writing results from a mixture of conviction and open-mindedness, no matter how diametrical these two qualities appear to be.

The following paragraph represents the introduction to an essay on the subject of “mail order companies” that discusses “deceptive sales techniques” referred to by the author as a form of “psychological harassment.” The closed or final thesis is highlighted in bold.

Mail order companies use deceptive sales techniques to lure potential buyers into purchasing their products. They mail documents that boldly declare: “You have just won 10,000,000” while a half page down in faint, minuscule print it reads: “...if you send in your form and order and you have the matching numbers.” This type of advertising and solicitation constitutes psychological harassment; it misleads consumers through a fallacious belief that if they buy, they will win, and it should be made illegal.

GUIDELINES FOR THESIS DEVELOPMENT

Thesis for a Single Source Essay

Many times you will be asked to respond in writing to a single text. Before you begin writing, you must be clear about the author’s intentions and what her/his own thesis is. A good way to do this is to make annotations while you are reading and after you are finished reading to briefly summarize the author’s main points. Also, make sure to separate your own ideas and opinions from those of your source. It would also be beneficial to decide whether you agree or disagree with what the author is saying. Then, you can begin the stages—as listed in this handout—of developing your thesis.

Thesis for a Comparative Essay

In a comparative essay, you will be required to formulate a thesis that encompasses two or more features that you will be comparing and analyzing. Therefore, you will be writing a thesis that looks at multiple perspectives, not necessarily leaning one way or the other, but bringing out a central comparative idea between or among the things, issues, authors, etc., that you choose as the focus of your essay. The following paragraph represents the introduction to an essay comparing the female protagonists from two works of fiction: Kate Chopin’s The Awakening and Charlotte Perkins Gillman’s The Yellow Wallpaper . The closed or final thesis is highlighted in bold.

In Kate Chopin’s book The Awakening and Charlotte Perkins Gillman’s novella The Yellow Wallpaper , the female protagonists veer from the collective mainstream of a patriarchal society because of their pronounced feelings of alienation, frustration, and emotional and creative repression within this social structure, marked by the subordination of women. Ultimately, both characters escape the narrow restraints of this early 20th century mentality either by suicide—as in The Awakening —or through insanity—as in The Yellow Wallpaper . However tragic this may appear on the surface, the implication of deliverance from their restricted environments is one of liberation and transgression from and of the dominant culture. In this way, the women’s actions are equally heroic.

Thesis for a Multiple Source Essay

Most of the guidelines of this handout specifically relate to writing a thesis for a multiple source essay. Remember, it is best to keep your thesis open while you are doing your research, and it is necessary to have a few possible narrow topics in mind before beginning intensive reading. Also, the questions that you formulate in the first stage of the thesis are important, as they will guide you in your research.

Thesis for a Biographical or Historical Research Paper

Biographical and historical topics have an immediate advantage: they can be defined and limited by space and time. Always try to select a specific point in time as the focus of your essay. As you narrow your topic and begin your reading, watch for your emerging thesis: a single clear impression of the person or event should be the controlling idea of your essay. Whether you are writing about a sequence of events, as in a battle, or a single event or issue affecting the life of a well-known person, you will still need both a thesis and a strategy to shape the direction of your essay.

Example [biographical profile]: Virginia Woolf Focus: Woolf’s education Focused Question: In what ways did Woolf receive her education? Tentative Thesis or Answer to a Focused Question: Virginia Woolf did not receive her academic education from a university because women were, in that provincial Victorian era, not deemed worthy of entering those so-called esteemed halls of academia. In lieu of any formal training, Woolf substantially and extraordinarily educated herself although it is true that her home environment was an academic one and she was given guidance from her father, Leslie Stephen, as well as other relatives.

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Tips and Examples for Writing Thesis Statements

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This resource provides tips for creating a thesis statement and examples of different types of thesis statements.

Tips for Writing Your Thesis Statement

1. Determine what kind of paper you are writing:

• An analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience.
• An expository (explanatory) paper explains something to the audience.
• An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided.

If you are writing a text that does not fall under these three categories (e.g., a narrative), a thesis statement somewhere in the first paragraph could still be helpful to your reader.

2. Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence.

3. The thesis statement usually appears at the end of the first paragraph of a paper.

4. Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper.

Thesis Statement Examples

Example of an analytical thesis statement:

The paper that follows should:

• Explain the analysis of the college admission process
• Explain the challenge facing admissions counselors

Example of an expository (explanatory) thesis statement:

• Explain how students spend their time studying, attending class, and socializing with peers

Example of an argumentative thesis statement:

• Present an argument and give evidence to support the claim that students should pursue community projects before entering college

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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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Steps on How to Write a Thesis Statement: Tips and Tricks to Make Your Paper Stand Out

By: Author Paul Jenkins

Posted on May 11, 2023

Categories Education , Writing

Imagine the moment you’ve been waiting for – the chance to unleash your brilliant thesis idea and conquer the world of academia. You’ve spent countless hours researching, analyzing, and poring over materials fueled by caffeine and determination. But as you sit at your desk, ready to bring your masterpiece to life, you realize there’s a big problem. How do you craft a thesis statement that will captivate your readers and convey your ideas succinctly and effectively? In this blog post, we’ll take you on a journey through the mysterious world of thesis statements in the English language, providing you with expert guidance and step-by-step instructions to help you become a thesis statement writing maestro. From understanding the significance of a thesis statement to mastering its structure and everything in between, we’ll equip you with the tools you need to confidently create a statement that will impress your professors and pave the way for an exceptional research paper or essay. So grab your writing instrument and join us on this thrilling and enlightening adventure.

1. Understand Your Assignment: Understand the Assignment or the Question

Before writing a thesis statement, it’s essential to understand the assignment or question fully. This process involves examining the task and identifying the main objectives required to fulfill the assignment. It’s important not to hastily formulate a thesis statement without fully grasping what the assignment asks you. By taking a moment to comprehend the purpose of your assignment comprehensively, you’ll lay the groundwork for developing a solid and focused thesis statement.

Once you have a solid understanding of the assignment, you can start to think about your thesis statement. Consider what point you want to convey based on the task’s objectives. Remember that the thesis statement will serve as your paper’s central idea or argument. Using a friendly tone and third-person point of view will help engage your reader, allowing them to appreciate your chosen perspective. Additionally, writing a clear and concise statement ensures that your audience will easily follow your thought throughout the paper.

2. Pick a Topic: Choose a Topic That Fits the Assignment

When writing a thesis statement, choosing the right topic is crucial. Selecting a subject that fits the assignment and sparks your interest is essential. This way, you’ll be more motivated to research and delve deep into the matter. Additionally, ensuring the topic is neither too broad nor too narrow is vital, enabling you to present a well-structured and balanced argument.

Once you’ve chosen your topic, take the time to conduct thorough research and gather relevant information. This will allow you to develop a solid understanding of the subject, making it easier to craft a strong and convincing thesis statement. Using a friendly tone and maintaining a third-person point of view will make your writing more engaging and accessible to your readers while remaining anchored in factual data.

3. Narrow Down Your Topic: Focus on a Specific Aspect of the Topic

One crucial step in writing a thesis statement is narrowing down your topic. A well-crafted thesis statement should not attempt to cover all aspects of the subject; instead, it should focus on a particular angle, issue, or viewpoint. By honing in on a precise area of interest, you’ll be better equipped to create a strong argument backed by relevant evidence, making your paper stand out.

For example, if you are writing an essay about the effects of technology on education, you might be tempted to discuss a wide range of subjects. However, to create a more effective thesis statement, refine your focus by selecting a specific aspect, such as the impact of online learning on student achievement or the role of educational software in modern classrooms. This narrowed focus will allow you to craft a clear, concise, and compelling thesis statement that will serve as the backbone of your essay and guide your reader through your argument. [5][6]

4. Formulate a Research Question: A Question That You Aim to Answer

Formulating a research question is essential in crafting a strong thesis statement. It provides focus, direction, and a clear purpose for your paper. This all begins with having a specific topic in mind, from which you can develop a question that you will aim to answer throughout your research and writing. Having a well-defined research question ensures that your paper remains relevant and meaningful to your readers.

To craft a research question, conduct preliminary research on your chosen topic. This will help you develop a deeper understanding of the subject and give you an idea of the current state of knowledge in the field. Identify the gaps in the existing research and any unanswered questions or lingering controversies. By addressing these areas in your research question, you can contribute new insights and further the scholarly conversation on your topic. Remember to make your research question specific, answerable, and relevant to your field of study to lead to a compelling thesis statement.

5. Take a Position: Analyze the Topic and Take a Position

When writing a thesis statement, it is crucial to take a clear stance on the topic being discussed. Analyzing the subject matter thoroughly and forming your own opinion about it is essential to crafting a strong thesis statement. Based on the factual data you have gathered, you should be able to have a firm understanding of the topic and decide on a specific position that you believe in. By doing this, you are not only showing your reader that you have thought extensively about the issue but also providing them with a guide to follow as they navigate through your writing.

After taking a position, ensure that your thesis statement accurately reflects your viewpoint in a concise and focused manner. Your perspective on the issue must be apparent to your readers through your carefully crafted thesis statement. By effectively standing your ground in your thesis statement, you establish credibility with your readers, who will be more likely to trust your analysis and perspective throughout the rest of the essay. Moreover, taking a clear stance from the outset allows you to develop a more structured and organized argument, ultimately leading to a more compelling and persuasive essay.

6. Write Your Preliminary Thesis: Write a Preliminary Statement to Guide Your Research

When beginning the process of writing a research paper or academic essay, starting with a preliminary or working thesis statement is essential. This statement will guide your research, allowing you to focus on relevant information and avoid straying from the central theme of your paper. A preliminary thesis statement is not set in stone, but rather, it can be adjusted as you delve deeper into your research and gather more evidence to support your arguments.

To create a preliminary thesis statement, start by identifying your essay’s main topic and focus, as well as any significant claims or arguments you intend to make. This initial statement should be concise, assertive, and based on factual data. As you progress in your research, be open to revising your thesis statement to ensure it accurately reflects the scope and direction of your paper. By doing so, you will provide readers with a clear and coherent roadmap that will guide them through your analysis and arguments.

7. Conduct Research: Conduct Thorough Research to Gather Evidence

Conducting thorough research is a crucial step in crafting a strong thesis statement. By gathering evidence that supports your main idea, you ensure that your argument is well-founded and credible. This process involves identifying credible sources, analyzing relevant data, and evaluating various perspectives. This evidence will be the foundation for your thesis statement, making it more persuasive.

When researching, focus on reputable sources such as academic articles, books, and official reports. Evaluate the credibility of your sources and their relevance to your topic. By doing this, you strengthen your argument and demonstrate to your readers that you have a deep understanding of the subject matter. In addition, considering different viewpoints and arguments can help you refine your thesis statement, making it more nuanced and robust. Overall, thorough research is vital to developing a compelling thesis statement that effectively communicates your main idea to your audience.

Refine Your Thesis: Refine Your Thesis Statement

As you conduct research for your academic project, refining your thesis statement to ensure that it effectively communicates your findings and arguments is essential. This process of refinement calls for a careful examination of the facts and data gathered during your research phase. In doing so, you may discover that your initial thesis statement requires modifications to better capture your topic’s essence or to incorporate new insights.

One approach to refining your thesis is to split it into two smaller paragraphs after the second sentence. This will allow you to present your argument in a more organized and easy-to-understand manner for your reader. Adopting a third-person point of view and using a friendly tone can make it easier for readers to engage with the content while maintaining the objectivity of your research. Refining your thesis statement after conducting research is crucial to creating a cohesive and well-argued academic paper.

After conducting thorough research and jotting down key insights, writing your final thesis statement is time well spent. This crucial component of your paper encapsulates the main point or argument you intend to present throughout your essay or research paper. A well-written thesis statement gives readers a clear idea of what to expect from your writing and serves as a roadmap to keep your thoughts organized and focused. Here are the steps to create an impactful and concise thesis statement.

First and foremost, ensure that your thesis statement is an answer to the research question you have been exploring. It should be specific and debatable and take a position on the issue. To do this, distill the key insights from your research into a single, clear question that your thesis statement will answer. For example, if your research question is “What are the potential benefits of using computers in a fourth-grade class?” your thesis statement should provide a definitive response to this question, such as “Using computers in a fourth-grade class significantly improves student engagement, critical thinking skills, and collaboration among peers.”

Second, make sure your thesis statement is concise and focused. The best thesis statements are typically one to two sentences long and avoid vague language or overly broad claims. For instance, instead of writing, “Computers are beneficial to students,” you should write a more specific statement like “Integrating technology in the classroom promotes active learning and enhances students’ problem-solving abilities.”

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8.2 Outlining

Learning objectives.

• Identify the steps in constructing an outline.
• Construct a topic outline and a sentence outline.

Your prewriting activities and readings have helped you gather information for your assignment. The more you sort through the pieces of information you found, the more you will begin to see the connections between them. Patterns and gaps may begin to stand out. But only when you start to organize your ideas will you be able to translate your raw insights into a form that will communicate meaning to your audience.

Longer papers require more reading and planning than shorter papers do. Most writers discover that the more they know about a topic, the more they can write about it with intelligence and interest.

Organizing Ideas

When you write, you need to organize your ideas in an order that makes sense. The writing you complete in all your courses exposes how analytically and critically your mind works. In some courses, the only direct contact you may have with your instructor is through the assignments you write for the course. You can make a good impression by spending time ordering your ideas.

Order refers to your choice of what to present first, second, third, and so on in your writing. The order you pick closely relates to your purpose for writing that particular assignment. For example, when telling a story, it may be important to first describe the background for the action. Or you may need to first describe a 3-D movie projector or a television studio to help readers visualize the setting and scene. You may want to group your support effectively to convince readers that your point of view on an issue is well reasoned and worthy of belief.

In longer pieces of writing, you may organize different parts in different ways so that your purpose stands out clearly and all parts of the paper work together to consistently develop your main point.

Methods of Organizing Writing

The three common methods of organizing writing are chronological order , spatial order , and order of importance . You will learn more about these in Chapter 9 “Writing Essays: From Start to Finish” ; however, you need to keep these methods of organization in mind as you plan how to arrange the information you have gathered in an outline. An outline is a written plan that serves as a skeleton for the paragraphs you write. Later, when you draft paragraphs in the next stage of the writing process, you will add support to create “flesh” and “muscle” for your assignment.

When you write, your goal is not only to complete an assignment but also to write for a specific purpose—perhaps to inform, to explain, to persuade, or for a combination of these purposes. Your purpose for writing should always be in the back of your mind, because it will help you decide which pieces of information belong together and how you will order them. In other words, choose the order that will most effectively fit your purpose and support your main point.

Table 8.1 “Order versus Purpose” shows the connection between order and purpose.

Table 8.1 Order versus Purpose

Writing a Thesis Statement

One legitimate question readers always ask about a piece of writing is “What is the big idea?” (You may even ask this question when you are the reader, critically reading an assignment or another document.) Every nonfiction writing task—from the short essay to the ten-page term paper to the lengthy senior thesis—needs a big idea, or a controlling idea, as the spine for the work. The controlling idea is the main idea that you want to present and develop.

For a longer piece of writing, the main idea should be broader than the main idea for a shorter piece of writing. Be sure to frame a main idea that is appropriate for the length of the assignment. Ask yourself, “How many pages will it take for me to explain and explore this main idea in detail?” Be reasonable with your estimate. Then expand or trim it to fit the required length.

The big idea, or controlling idea, you want to present in an essay is expressed in a thesis statement . A thesis statement is often one sentence long, and it states your point of view. The thesis statement is not the topic of the piece of writing but rather what you have to say about that topic and what is important to tell readers.

Table 8.2 “Topics and Thesis Statements” compares topics and thesis statements.

Table 8.2 Topics and Thesis Statements

The first thesis statement you write will be a preliminary thesis statement, or a working thesis statement . You will need it when you begin to outline your assignment as a way to organize it. As you continue to develop the arrangement, you can limit your working thesis statement if it is too broad or expand it if it proves too narrow for what you want to say.

Using the topic you selected in Section 8.1 “Apply Prewriting Models” , develop a working thesis statement that states your controlling idea for the piece of writing you are doing. On a sheet of paper, write your working thesis statement.

You will make several attempts before you devise a working thesis statement that you think is effective. Each draft of the thesis statement will bring you closer to the wording that expresses your meaning exactly.

Writing an Outline

For an essay question on a test or a brief oral presentation in class, all you may need to prepare is a short, informal outline in which you jot down key ideas in the order you will present them. This kind of outline reminds you to stay focused in a stressful situation and to include all the good ideas that help you explain or prove your point.

For a longer assignment, like an essay or a research paper, many college instructors require students to submit a formal outline before writing a major paper as a way to be sure you are on the right track and are working in an organized manner. A formal outline is a detailed guide that shows how all your supporting ideas relate to each other. It helps you distinguish between ideas that are of equal importance and ones that are of lesser importance. You build your paper based on the framework created by the outline.

Instructors may also require you to submit an outline with your final draft to check the direction of the assignment and the logic of your final draft. If you are required to submit an outline with the final draft of a paper, remember to revise the outline to reflect any changes you made while writing the paper.

There are two types of formal outlines: the topic outline and the sentence outline. You format both types of formal outlines in the same way.

• Place your introduction and thesis statement at the beginning, under roman numeral I.
• Use roman numerals (II, III, IV, V, etc.) to identify main points that develop the thesis statement.
• Use capital letters (A, B, C, D, etc.) to divide your main points into parts.
• Use arabic numerals (1, 2, 3, 4, 5, etc.) if you need to subdivide any As, Bs, or Cs into smaller parts.
• End with the final roman numeral expressing your idea for your conclusion.

Here is what the skeleton of a traditional formal outline looks like. The indention helps clarify how the ideas are related.

Introduction

Thesis statement

Main point 1 → becomes the topic sentence of body paragraph 1

Main point 2 → becomes the topic sentence of body paragraph 2

Main point 3 → becomes the topic sentence of body paragraph 3

In an outline, any supporting detail can be developed with subpoints. For simplicity, the model shows them only under the first main point.

Formal outlines are often quite rigid in their organization. As many instructors will specify, you cannot subdivide one point if it is only one part. For example, for every roman numeral I, there must be a For every A, there must be a B. For every arabic numeral 1, there must be a 2. See for yourself on the sample outlines that follow.

Constructing Topic Outlines

A topic outline is the same as a sentence outline except you use words or phrases instead of complete sentences. Words and phrases keep the outline short and easier to comprehend. All the headings, however, must be written in parallel structure. (For more information on parallel structure, see Chapter 7 “Refining Your Writing: How Do I Improve My Writing Technique?” .)

Here is the topic outline that Mariah constructed for the essay she is developing. Her purpose is to inform, and her audience is a general audience of her fellow college students. Notice how Mariah begins with her thesis statement. She then arranges her main points and supporting details in outline form using short phrases in parallel grammatical structure.

Writing an Effective Topic Outline

This checklist can help you write an effective topic outline for your assignment. It will also help you discover where you may need to do additional reading or prewriting.

• Do I have a controlling idea that guides the development of the entire piece of writing?
• Do I have three or more main points that I want to make in this piece of writing? Does each main point connect to my controlling idea?
• Is my outline in the best order—chronological order, spatial order, or order of importance—for me to present my main points? Will this order help me get my main point across?
• Do I have supporting details that will help me inform, explain, or prove my main points?
• Do I need to add more support? If so, where?
• Do I need to make any adjustments in my working thesis statement before I consider it the final version?

Writing at Work

Word processing programs generally have an automatic numbering feature that can be used to prepare outlines. This feature automatically sets indents and lets you use the tab key to arrange information just as you would in an outline. Although in business this style might be acceptable, in college your instructor might have different requirements. Teach yourself how to customize the levels of outline numbering in your word-processing program to fit your instructor’s preferences.

Using the working thesis statement you wrote in Note 8.32 “Exercise 1” and the reading you did in Section 8.1 “Apply Prewriting Models” , construct a topic outline for your essay. Be sure to observe correct outline form, including correct indentions and the use of Roman and arabic numerals and capital letters.

Collaboration

Please share with a classmate and compare your outline. Point out areas of interest from their outline and what you would like to learn more about.

Constructing Sentence Outlines

A sentence outline is the same as a topic outline except you use complete sentences instead of words or phrases. Complete sentences create clarity and can advance you one step closer to a draft in the writing process.

Here is the sentence outline that Mariah constructed for the essay she is developing.

The information compiled under each roman numeral will become a paragraph in your final paper. In the previous example, the outline follows the standard five-paragraph essay arrangement, but longer essays will require more paragraphs and thus more roman numerals. If you think that a paragraph might become too long or stringy, add an additional paragraph to your outline, renumbering the main points appropriately.

PowerPoint presentations, used both in schools and in the workplace, are organized in a way very similar to formal outlines. PowerPoint presentations often contain information in the form of talking points that the presenter develops with more details and examples than are contained on the PowerPoint slide.

Expand the topic outline you prepared in Note 8.41 “Exercise 2” to make it a sentence outline. In this outline, be sure to include multiple supporting points for your main topic even if your topic outline does not contain them. Be sure to observe correct outline form, including correct indentions and the use of Roman and arabic numerals and capital letters.

Key Takeaways

• Writers must put their ideas in order so the assignment makes sense. The most common orders are chronological order, spatial order, and order of importance.
• After gathering and evaluating the information you found for your essay, the next step is to write a working, or preliminary, thesis statement.
• The working thesis statement expresses the main idea that you want to develop in the entire piece of writing. It can be modified as you continue the writing process.
• Effective writers prepare a formal outline to organize their main ideas and supporting details in the order they will be presented.
• A topic outline uses words and phrases to express the ideas.
• A sentence outline uses complete sentences to express the ideas.
• The writer’s thesis statement begins the outline, and the outline ends with suggestions for the concluding paragraph.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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6.5: Writing a Working Thesis

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• Steven D. Krause
• Eastern Michigan University

The next step, developing a “working thesis,” can be a difficult and time-consuming process. However, as was the case when considering different ideas for research in the first place, spending the time now on devising a good working thesis will pay off later.

For our purposes here (and for most college classes), a thesis advocates a specific and debatable issue. In academic writing (including the writing done by your professors), the thesis is often stated fairly directly in the first third or so of the writing, though not usually at the end of the first paragraph where students are often told to place it. The sentence or two that seems to encapsulate the issue of the essay is called a “thesis statement.”

Frequently, theses are implied—that is, while the piece of writing clearly has a point that the reader understands, there may not be a specific sentence or two that can easily be identified as the “thesis statement.” For example, theses are often implied in newspapers and magazines, along with a lot of the writing that appears on Web pages.

The point is a thesis is a point.

Theses are not statements of facts, simple questions, or summaries of events. They are positions that you as the writer take on and “defend” with evidence, logic, observations, and the other tools of discourse. Most kinds of writing—and particularly academic writing—have a thesis, directly stated or implied. Even most of the writing we largely think of as “informational” has a directly stated or implied thesis.

Theses also tend to lend a certain organization to written arguments since what you include (or exclude) in a written text is largely controlled by the thesis. The main goal of the thesis (either as a specific statement or as an implied statement) is to answer two key questions that are concerns of all readers: “what’s your point?” and “why should I care?”

Now, a working thesis is more or less a temporary thesis you devise in the beginning of the research process in order to set some direction in your research. However, as I wrote in the beginning of this chapter, you should remember:

Your working thesis is temporary and should change as you research, write, and learn more about your topic.

Think of the working thesis as the scaffolding and bracing put up around buildings when they are under construction: these structures are not designed to forever be a part of the building. Just the opposite. But you couldn’t build the building in the first place if you didn’t have the scaffolding and bracing that you inevitably have to tear away from the finished building.

Here’s another way of thinking of it: while the journey of 1000 miles begins with just one step (so the saying goes), you still have to pick some kind of direction in the beginning. That’s the purpose of a working thesis. You might change your mind about the direction of your research as you progress through the process, but you’ve got to start somewhere.

What does a working thesis look like? Before considering some potentially “good” examples of working theses, read through these BAD examples of statements, ones that ARE NOT theses, at least for the purposes of academic writing:

• Computer crime is bad.
• Fisheries around the world are important.
• The Great Gatsby is an American novel.

None of these sentences would make effective theses because each of these is more or less a statement of fact. Of course, we could debate some of the details here. But practically speaking, most people would assume and believe these statements to be true. Because of that, these statements don’t have much potential as working theses.

These statements ARE NOT really theses either:

• There are many controversial ways of dealing with computer crime.
• There are many things that could be done to preserve fisheries around the world.
• The Great Gatsby is a wonderful novel for several different reasons.

These revised working thesis statements are better than the previous examples, but they are not quite working theses yet. The problem with these possible working theses is that they are hopelessly vague and give no idea to the reader where the essay is going. Also, while these statements are a bit more debatable than the previous group of examples, they are still statements that most people would more or less accept as facts.

While this next group of statements is yet another step closer, these statements ARE NOT really good working theses either:

• This essay will be about the role computer hackers play in computer crime committed on the Internet.
• This essay will discuss some of the measures the international community should take in order to preserve fisheries around the world.
• My essay is about the relevance today of The Great Gatsby’s depiction of the connection between material goods and the American dream.

Each of these statements is close to being a working thesis because each is about an idea that has been focused into a specific topic. However, these statements are not quite working thesis statements because they don’t offer a position or opinion that will be defended in some way. To turn these topics into working theses, the writer needs to take a side on the issues suggested in the statements.

Now, these revised statements ARE examples of possible working theses:

• While some computer hackers are harmless, most of them commit serious computer crimes and represent a serious Internet security problem.
• The international community should enact strict conservation measures to preserve fisheries and save endangered fish species around the world.
• The Great Gatsby’s depiction of the connection between material goods and the American dream is still relevant today.

If you compare these possible working theses with the statements at the beginning of this section, you will hopefully see the differences between the “bad” and “good” working theses, and hopefully you can see the characteristics of a viable working thesis.

Each of the “good” working thesis statements:

• takes a stand that is generally not considered a “fact;”
• is specific enough to give the writer and potential reader some idea as to the direction the writing will take; and
• offers an initial position on the topic that takes a stand.

Another useful characteristic of a good working thesis is that it can help you as writer to determine what your essay will NOT be about. For example, the phrasing of the working thesis on computer hackers suggests to both the reader and the researcher that the essay will NOT be about the failure of “dot com” business, computer literacy, or computer software. Certainly these issues are related to the issue of computer hackers and computer crime, but these other issues will not become the focus of the essay.

Exercise 5.4

• Working with the topic you’ve chosen, create a working thesis similar to the above examples. Try to ensure that your working thesis is focused and to the point by keeping it to only one sentence. Creating a working thesis can be tricky, so be sure to devote some time to try out different possible working thesis statements. And don’t forget: a working thesis is the temporary scaffolding that will help you build your essay. It will and should change in the process of writing, so it doesn’t need to be “perfect” at this stage.
• After you have individually formed working theses, get together with a small group of classmates to share and revise them.

How to write a graduate-level essay

• 2. Create a preliminary document plan

Draft your thesis statement

• 4a. Become familiar with the information landscape
• 4b. Select the appropriate search tool
• 4c. Develop effective searches
• 4d. Beyond keyword searching
• 4e. Find statistical information
• 4f. Evaluate the resources you find
• 4g. Read, absorb, and organize the information you find
• 5. Finalize your document plan
• 6. Double-check your research
• 7. Start writing the first draft
• 8. Overcome writer's block
• 9. Revise the draft
• 10. Edit the draft
• 11. Prepare the final version
• 12. Submit the assignment

The benefit to having a strong thesis statement is that it gives you and your reader clear parameters of what will be discussed within the paper. For example, if my thesis statement is that Royal Roads University is unique amongst post-secondary institutions on Vancouver Island because of its history, diversity of wildlife, Hatley Park, and educational programs, I know exactly what I need to prove to my reader within the document. Depending on the breadth of my study, I have the four body paragraphs or perhaps four sections for my essay: history, diversity of wildlife, Hatley Park, and educational programs.

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Think about how you would describe the focus of your paper to a stranger in one or two sentences. "What's your paper about?", asks the stranger. You know that the individual doesn't want a detailed description, but is rather looking for a high-level summary of the focus of the paper. How would you answer that question in one or two sentences?

If you're having a hard time writing it out, have an actual conversation with someone where you can verbally describe your paper. Have your conversation partner ask you questions if they're not clear on the direction of the paper until you have that one or two sentence succinct description. Remember to  keep in mind the assignment description  so that you can be sure that your thesis statement addresses the expectations for the essay.

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Thesis / dissertation formatting manual (2024).

• Filing Fees and Student Status
• Submission Process Overview
• Electronic Thesis Submission
• Paper Thesis Submission
• Formatting Overview
• Fonts/Typeface
• Pagination, Margins, Spacing
• Paper Thesis Formatting
• Preliminary Pages Overview
• Copyright Page
• Dedication Page
• Table of Contents
• List of Figures (etc.)
• Acknowledgements
• Text and References Overview
• Figures and Illustrations
• Using Your Own Previously Published Materials
• Using Copyrighted Materials by Another Author
• Open Access and Embargoes
• Copyright and Creative Commons
• Ordering Print (Bound) Copies
• Tutorials and Assistance
• FAQ This link opens in a new window

Preliminary Pages

The Preliminary Pages require very specific wording, spacing, and layout. Templates and sample pages are provided for your reference.

Only the pages listed below may be included as part of the Preliminary Pages section, and they must appear in this order. No other pages are permitted. All pages are required except the Dedication Page. Lists of Symbols, Tables, Figures, and Illustrations are only required if applicable to the content of your manuscript. 

Note : A Signature Page is NOT a valid part of your manuscript and is not included in the submission of your thesis or dissertation. Committee signatures are now included on the “Ph.D. Form II/Signature Page” or the “Master’s Thesis/Signature Page” that you submit to the Graduate Division. 

Preliminary Pages Order

• Title Page (no page number)
• Copyright Page (no page number)
• Dedication Page (optional, page number ii if included)
• Table of Contents  (if Dedication Page is included, Table of Contents is page iii. If no Dedication, Table of Contents is page ii)
• List(s) of Figures/Illustrations/Formulae/Terms/etc.  (required, if applicable. Each new list should begin on a new page)
• Acknowledgements  (alt. spelling: Acknowledgments)
• Vita  (PhD dissertations ONLY. Should not be more than 3 pages)

Pagination - Preliminary Pages

Preliminary Pages are numbered with lowercase Roman numerals.

• The Title Page is counted in determining the total number of pages in this section but is NOT numbered.
• The Copyright Page is not counted or numbered.
• Your first numbered page will either be your Dedication Page if you have one, or your Table of Contents if you do not have a Dedication Page.
• There is no page i in the manuscript. 
• The subsequent pages are then numbered consecutively with lowercase Roman numerals through the end of the Abstract.
• Dashes, periods, underlining, letter suffixes, other text (including last names), and other stylizations are not permitted before, after, or under your page numbers.
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Microsoft 365 Life Hacks > Writing > How AI can help you improve your thesis statement

How AI can help you improve your thesis statement

Creating a thesis statement can be a challenging undertaking. Thankfully, today’s writers can use AI to assist in the creation process. While writing with AI can feel intimidating, the right tools and knowing how to use them can enhance your thesis statement and guide you through the creation process. From generating ideas to polishing your final draft, here’s how to use AI to create a quality thesis.

Selecting a topic

AI-powered tools have access to vast databases of academic papers, journals, and other scholarly materials. If you’re trying to choose a thesis topic or questioning the viability of your current topic, AI can assist by brainstorming ideas and highlighting relevant research you can use as evidence for your claims.

Creating an initial draft

AI tools can help you create a preliminary draft of your thesis statement, which you can continue to build on as your argument and research evolve. You can request a fresh draft at any stage in the writing process, as AI only requires basic information about your topic and area of research to get started. Based on your input, the AI tool will utilize its database of knowledge to generate a thesis statement.

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Refining your thesis with AI feedback

Once you have a solid draft, utilize AI feedback to refine your writing. Ask for an analysis of your thesis statement for clarity, coherence, grammar, and more. By highlighting areas for improvement, AI can help refine your thesis statement so it accurately conveys your research focus and argument. There are a few ways this process not only improves the quality of your statement but also enhances your understanding of what makes an effective thesis:

• Efficiency. AI tools can significantly speed up the brainstorming and drafting phases, giving you more time to focus on researching and outlining your thesis. This is especially useful for tight deadlines.
• Objectivity. AI feedback is based on data and algorithms that can provide a largely unbiased perspective on the quality of your thesis statement. This objective analysis can help you improve your thesis and overall writing.
• Consistency. AI tools can help you align the rest of your paper with your initial thesis statement to ensure consistency throughout your work.

Choosing the right AI tool for academic writing

When seeking an AI assistant for thesis drafting, choose AI tools, including GPTs, designed for professional or academic writing . AI applications that are familiar with academia can offer feedback and suggestions tailored to fit the conventions of scholarly writing.

AI has revolutionized academic writing, offering powerful tools for creating and refining thesis statements. By leveraging AI tools, you can achieve a higher level of clarity and persuasiveness in your work, so try them out the next time you need to write an academic paper!

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Thesis/Project Preliminary Format Review

With the help of our Graduate Student Assistants, the Graduate Resource Center will now begin taking appointments and walk-ins for preliminary formatting review for projects and theses. During these sessions, Graduate Student Assistants will help walk you through the process of formatting your project or thesis so that you are well-prepared for your appointment with an official Library Formatting Approver.

This preliminary formatting process serves as an important preparatory step and aims to bring your project or thesis one step closer to completing the formatting process, although you will not be given approval during this appointment.

Please keep in mind that if you are submitting a project abstract, library formatting approval is NOT required. Formatting is required only for submission of Project reports and Thesis. If you have any questions regarding the steps to completing your project or thesis , please review the steps here: https://www.cpp.edu/gradstudies/steps-towards-completing-your-thesis-or-project.shtml.

Graduate Student Assistants

Janki joshi.

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Hours of availability: Mondays – 9 am to 2 pm Tuesdays - 12 pm to 5 pm Wednesdays 12 pm to 5 pm Thursdays – 10 am to 3 pm

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Hours of availability: Mondays – 1:45 pm to 5:15 pm Tuesdays – 9:30 am to 1:30 pm and 2 pm to 5 pm Wednesdays – 11 am to 3:30 pm and 4 PM to 9 PM

Amir Mohideen

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Hours of availability: Mondays – 1:30 pm to 3:30 pm and 5:30 pm to 9 PM Tuesdays – 12 pm to 2 pm and 4 pm to 9 pm Thursdays – 11:30 am to 2 pm and 4 pm to 9 pm

Abrar Fahim

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Hours of availability: Mondays – 10 am to 1:30 pm and 2 pm to 3:30 pm Tuesdays – 10 am to 12:30 pm and 1 pm to 3:30 pm Wednesdays – 10 am to 12:30 pm and 1 pm to 4:30 pm Thursdays – 10 am to 2 pm

Module 1: Research and the Writing Process

Learning objectives.

• Identify the steps in constructing an outline.
• Construct a topic outline and a sentence outline.

Your prewriting activities and readings have helped you gather information for your assignment. The more you sort through the pieces of information you found, the more you will begin to see the connections between them. Patterns and gaps may begin to stand out. But only when you start to organize your ideas will you be able to translate your raw insights into a form that will communicate meaning to your audience.

Longer papers require more reading and planning than shorter papers do. Most writers discover that the more they know about a topic, the more they can write about it with intelligence and interest.

Organizing Ideas

When you write, you need to organize your ideas in an order that makes sense. The writing you complete in all your courses exposes how analytically and critically your mind works. In some courses, the only direct contact you may have with your instructor is through the assignments you write for the course. You can make a good impression by spending time ordering your ideas.

Order refers to your choice of what to present first, second, third, and so on in your writing. The order you pick closely relates to your purpose for writing that particular assignment. For example, when telling a story, it may be important to first describe the background for the action. Or you may need to first describe a 3-D movie projector or a television studio to help readers visualize the setting and scene. You may want to group your support effectively to convince readers that your point of view on an issue is well reasoned and worthy of belief.

In longer pieces of writing, you may organize different parts in different ways so that your purpose stands out clearly and all parts of the paper work together to consistently develop your main point.

Methods of Organizing Writing

The three common methods of organizing writing are chronological order , spatial order , and order of importance . You will learn more about these in Chapter 9 “Writing Essays: From Start to Finish”; however, you need to keep these methods of organization in mind as you plan how to arrange the information you have gathered in an outline. An outline is a written plan that serves as a skeleton for the paragraphs you write. Later, when you draft paragraphs in the next stage of the writing process, you will add support to create “flesh” and “muscle” for your assignment.

When you write, your goal is not only to complete an assignment but also to write for a specific purpose—perhaps to inform, to explain, to persuade, or for a combination of these purposes. Your purpose for writing should always be in the back of your mind, because it will help you decide which pieces of information belong together and how you will order them. In other words, choose the order that will most effectively fit your purpose and support your main point.

Table 8.1 “Order versus Purpose” shows the connection between order and purpose.

Table 8.1 Order versus Purpose

Writing a Thesis Statement

One legitimate question readers always ask about a piece of writing is “What is the big idea?” (You may even ask this question when you are the reader, critically reading an assignment or another document.) Every nonfiction writing task—from the short essay to the ten-page term paper to the lengthy senior thesis—needs a big idea, or a controlling idea, as the spine for the work. The controlling idea is the main idea that you want to present and develop.

For a longer piece of writing, the main idea should be broader than the main idea for a shorter piece of writing. Be sure to frame a main idea that is appropriate for the length of the assignment. Ask yourself, “How many pages will it take for me to explain and explore this main idea in detail?” Be reasonable with your estimate. Then expand or trim it to fit the required length.

The big idea, or controlling idea, you want to present in an essay is expressed in a thesis statement . A thesis statement is often one sentence long, and it states your point of view. The thesis statement is not the topic of the piece of writing but rather what you have to say about that topic and what is important to tell readers.

Table 8.2 “Topics and Thesis Statements” compares topics and thesis statements.

Table 8.2 Topics and Thesis Statements

The first thesis statement you write will be a preliminary thesis statement, or a working thesis statement . You will need it when you begin to outline your assignment as a way to organize it. As you continue to develop the arrangement, you can limit your working thesis statement if it is too broad or expand it if it proves too narrow for what you want to say.

Using the topic you selected in Section 8.1 “Apply Prewriting Models”, develop a working thesis statement that states your controlling idea for the piece of writing you are doing. On a sheet of paper, write your working thesis statement.

You will make several attempts before you devise a working thesis statement that you think is effective. Each draft of the thesis statement will bring you closer to the wording that expresses your meaning exactly.

Writing an Outline

For an essay question on a test or a brief oral presentation in class, all you may need to prepare is a short, informal outline in which you jot down key ideas in the order you will present them. This kind of outline reminds you to stay focused in a stressful situation and to include all the good ideas that help you explain or prove your point.

For a longer assignment, like an essay or a research paper, many college instructors require students to submit a formal outline before writing a major paper as a way to be sure you are on the right track and are working in an organized manner. A formal outline is a detailed guide that shows how all your supporting ideas relate to each other. It helps you distinguish between ideas that are of equal importance and ones that are of lesser importance. You build your paper based on the framework created by the outline.

Instructors may also require you to submit an outline with your final draft to check the direction of the assignment and the logic of your final draft. If you are required to submit an outline with the final draft of a paper, remember to revise the outline to reflect any changes you made while writing the paper.

There are two types of formal outlines: the topic outline and the sentence outline. You format both types of formal outlines in the same way.

• Place your introduction and thesis statement at the beginning, under roman numeral I.
• Use roman numerals (II, III, IV, V, etc.) to identify main points that develop the thesis statement.
• Use capital letters (A, B, C, D, etc.) to divide your main points into parts.
• Use arabic numerals (1, 2, 3, 4, 5, etc.) if you need to subdivide any As, Bs, or Cs into smaller parts.
• End with the final roman numeral expressing your idea for your conclusion.

Here is what the skeleton of a traditional formal outline looks like. The indention helps clarify how the ideas are related.

• IntroductionThesis statement
• Supporting detail

In an outline, any supporting detail can be developed with subpoints. For simplicity, the model shows them only under the first main point.

Formal outlines are often quite rigid in their organization. As many instructors will specify, you cannot subdivide one point if it is only one part. For example, for every roman numeral I, there must be a For every A, there must be a B. For every arabic numeral 1, there must be a 2. See for yourself on the sample outlines that follow.

Constructing Topic Outlines

A topic outline is the same as a sentence outline except you use words or phrases instead of complete sentences. Words and phrases keep the outline short and easier to comprehend. All the headings, however, must be written in parallel structure. (For more information on parallel structure, see Chapter 7 “Refining Your Writing: How Do I Improve My Writing Technique?”.)

Here is the topic outline that Mariah constructed for the essay she is developing. Her purpose is to inform, and her audience is a general audience of her fellow college students. Notice how Mariah begins with her thesis statement. She then arranges her main points and supporting details in outline form using short phrases in parallel grammatical structure.

Writing an Effective Topic Outline

This checklist can help you write an effective topic outline for your assignment. It will also help you discover where you may need to do additional reading or prewriting.

• Do I have a controlling idea that guides the development of the entire piece of writing?
• Do I have three or more main points that I want to make in this piece of writing? Does each main point connect to my controlling idea?
• Is my outline in the best order—chronological order, spatial order, or order of importance—for me to present my main points? Will this order help me get my main point across?
• Do I have supporting details that will help me inform, explain, or prove my main points?
• Do I need to add more support? If so, where?
• Do I need to make any adjustments in my working thesis statement before I consider it the final version?

Writing at Work

Word processing programs generally have an automatic numbering feature that can be used to prepare outlines. This feature automatically sets indents and lets you use the tab key to arrange information just as you would in an outline. Although in business this style might be acceptable, in college your instructor might have different requirements. Teach yourself how to customize the levels of outline numbering in your word-processing program to fit your instructor’s preferences.

Using the working thesis statement you wrote in Note 8.32 “Exercise 1” and the reading you did in Section 8.1 “Apply Prewriting Models”, construct a topic outline for your essay. Be sure to observe correct outline form, including correct indentions and the use of Roman and arabic numerals and capital letters.

Collaboration

Please share with a classmate and compare your outline. Point out areas of interest from their outline and what you would like to learn more about.

Constructing Sentence Outlines

A sentence outline is the same as a topic outline except you use complete sentences instead of words or phrases. Complete sentences create clarity and can advance you one step closer to a draft in the writing process.

Here is the sentence outline that Mariah constructed for the essay she is developing.

The information compiled under each roman numeral will become a paragraph in your final paper. In the previous example, the outline follows the standard five-paragraph essay arrangement, but longer essays will require more paragraphs and thus more roman numerals. If you think that a paragraph might become too long or stringy, add an additional paragraph to your outline, renumbering the main points appropriately.

PowerPoint presentations, used both in schools and in the workplace, are organized in a way very similar to formal outlines. PowerPoint presentations often contain information in the form of talking points that the presenter develops with more details and examples than are contained on the PowerPoint slide.

Expand the topic outline you prepared in Note 8.41 “Exercise 2” to make it a sentence outline. In this outline, be sure to include multiple supporting points for your main topic even if your topic outline does not contain them. Be sure to observe correct outline form, including correct indentions and the use of Roman and arabic numerals and capital letters.

Key Takeaways

• Writers must put their ideas in order so the assignment makes sense. The most common orders are chronological order, spatial order, and order of importance.
• After gathering and evaluating the information you found for your essay, the next step is to write a working, or preliminary, thesis statement.
• The working thesis statement expresses the main idea that you want to develop in the entire piece of writing. It can be modified as you continue the writing process.
• Effective writers prepare a formal outline to organize their main ideas and supporting details in the order they will be presented.
• A topic outline uses words and phrases to express the ideas.
• A sentence outline uses complete sentences to express the ideas.
• The writer’s thesis statement begins the outline, and the outline ends with suggestions for the concluding paragraph.
• Successful Writing Section 8.2, Outlining. Authored by : Anonymous. Located at : http://2012books.lardbucket.org/books/successful-writing/s12-02-outlining.html . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike

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• Starting the research process
• How to Write a Research Proposal | Examples & Templates

How to Write a Research Proposal | Examples & Templates

Published on October 12, 2022 by Shona McCombes and Tegan George. Revised on November 21, 2023.

A research proposal describes what you will investigate, why it’s important, and how you will conduct your research.

The format of a research proposal varies between fields, but most proposals will contain at least these elements:

Introduction

Literature review.

• Research design

Reference list

While the sections may vary, the overall objective is always the same. A research proposal serves as a blueprint and guide for your research plan, helping you get organized and feel confident in the path forward you choose to take.

Table of contents

Research proposal purpose, research proposal examples, research design and methods, contribution to knowledge, research schedule, other interesting articles, frequently asked questions about research proposals.

Academics often have to write research proposals to get funding for their projects. As a student, you might have to write a research proposal as part of a grad school application , or prior to starting your thesis or dissertation .

In addition to helping you figure out what your research can look like, a proposal can also serve to demonstrate why your project is worth pursuing to a funder, educational institution, or supervisor.

Research proposal length

The length of a research proposal can vary quite a bit. A bachelor’s or master’s thesis proposal can be just a few pages, while proposals for PhD dissertations or research funding are usually much longer and more detailed. Your supervisor can help you determine the best length for your work.

One trick to get started is to think of your proposal’s structure as a shorter version of your thesis or dissertation , only without the results , conclusion and discussion sections.

Download our research proposal template

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Writing a research proposal can be quite challenging, but a good starting point could be to look at some examples. We’ve included a few for you below.

• Example research proposal #1: “A Conceptual Framework for Scheduling Constraint Management”
• Example research proposal #2: “Medical Students as Mediators of Change in Tobacco Use”

Like your dissertation or thesis, the proposal will usually have a title page that includes:

• The proposed title of your project
• Your supervisor’s name
• Your institution and department

The first part of your proposal is the initial pitch for your project. Make sure it succinctly explains what you want to do and why.

Your introduction should:

• Introduce your topic
• Give necessary background and context
• Outline your  problem statement  and research questions

To guide your introduction , include information about:

• Who could have an interest in the topic (e.g., scientists, policymakers)
• How much is already known about the topic
• What is missing from this current knowledge
• What new insights your research will contribute
• Why you believe this research is worth doing

As you get started, it’s important to demonstrate that you’re familiar with the most important research on your topic. A strong literature review  shows your reader that your project has a solid foundation in existing knowledge or theory. It also shows that you’re not simply repeating what other people have already done or said, but rather using existing research as a jumping-off point for your own.

In this section, share exactly how your project will contribute to ongoing conversations in the field by:

• Comparing and contrasting the main theories, methods, and debates
• Examining the strengths and weaknesses of different approaches
• Explaining how will you build on, challenge, or synthesize prior scholarship

Following the literature review, restate your main  objectives . This brings the focus back to your own project. Next, your research design or methodology section will describe your overall approach, and the practical steps you will take to answer your research questions.

To finish your proposal on a strong note, explore the potential implications of your research for your field. Emphasize again what you aim to contribute and why it matters.

For example, your results might have implications for:

• Improving best practices
• Informing policymaking decisions
• Strengthening a theory or model
• Challenging popular or scientific beliefs
• Creating a basis for future research

Last but not least, your research proposal must include correct citations for every source you have used, compiled in a reference list . To create citations quickly and easily, you can use our free APA citation generator .

Some institutions or funders require a detailed timeline of the project, asking you to forecast what you will do at each stage and how long it may take. While not always required, be sure to check the requirements of your project.

Here’s an example schedule to help you get started. You can also download a template at the button below.

Download our research schedule template

If you are applying for research funding, chances are you will have to include a detailed budget. This shows your estimates of how much each part of your project will cost.

Make sure to check what type of costs the funding body will agree to cover. For each item, include:

• Cost : exactly how much money do you need?
• Justification : why is this cost necessary to complete the research?
• Source : how did you calculate the amount?

To determine your budget, think about:

• Travel costs : do you need to go somewhere to collect your data? How will you get there, and how much time will you need? What will you do there (e.g., interviews, archival research)?
• Materials : do you need access to any tools or technologies?
• Help : do you need to hire any research assistants for the project? What will they do, and how much will you pay them?

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement .

Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.

I will compare …

A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.

Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.

A PhD, which is short for philosophiae doctor (doctor of philosophy in Latin), is the highest university degree that can be obtained. In a PhD, students spend 3–5 years writing a dissertation , which aims to make a significant, original contribution to current knowledge.

A PhD is intended to prepare students for a career as a researcher, whether that be in academia, the public sector, or the private sector.

A master’s is a 1- or 2-year graduate degree that can prepare you for a variety of careers.

All master’s involve graduate-level coursework. Some are research-intensive and intend to prepare students for further study in a PhD; these usually require their students to write a master’s thesis . Others focus on professional training for a specific career.

Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

The best way to remember the difference between a research plan and a research proposal is that they have fundamentally different audiences. A research plan helps you, the researcher, organize your thoughts. On the other hand, a dissertation proposal or research proposal aims to convince others (e.g., a supervisor, a funding body, or a dissertation committee) that your research topic is relevant and worthy of being conducted.

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‘The Commons presents ⍰⍰⍰’: a tribute to the art of community spaces

The Commons presents ⍰⍰⍰ installation in the in the Lucas Gallery.

Courtesy of petr karpov.

“Do you have an iPhone? The idea behind the question marks was when you haven’t updated your phone, and the emojis won’t show up,” Petr Karpov ’24 said as I sat on the human-sized scanner’s glass pane, waiting to be scanned. I watched as a normal-sized scanner roved underneath the glass. The smaller scanner systematically makes its way across the whole pane, and a computer program then puts these small scans together to piece together one large image of whatever is sitting on the glass—in this case, me.

Karpov continues to explain the title of the senior thesis he developed in partnership with Luke Shannon ’24. “The question mark emojis are what Luke wanted to call the scanning part of it. The Commons is this thing,” he said gesturing at the wooden, bleacher-like seating around us. At first glance, the exhibit as a whole resembled a mini concert venue, with its curved, wooden benches arching around a life-sized black scanner positioned to resemble a small stage. A gap in the middle of the wood seating is just large enough to frame projections of recent scans, one of which is now of me. Karpov explains that the similarity to a concert venue was his and Shannon’s intention, as they plan to put on small concerts and parties in the space. “So put together, we have The Commons presents ⍰⍰⍰. It can also present other stuff, like The Commons presents Old Nassoul.”

Every spring, seniors in Princeton’s visual arts program create and present their own exhibitions, a creative analog to a thesis, to show the work they’ve done in the department. This year was the first in which seniors could put on collaborative exhibitions. Karpov and Shannon chose to put on an exhibition together called The Commons presents ⍰⍰⍰. The exhibition is located in the Lucas Gallery at 185 Nassau St., home to the visual arts program, and is open from March 25 to April 5. Karpov and Shannon are in the gallery from 8 p.m. to 10 p.m. every day, manning and guiding viewers through their creation.

Though they have different majors with differing artistic focuses, Karpov and Shannon wanted to create a truly collaborative exhibition rather than one that resembled two distinct, side-by-side exhibitions. Indeed, the exhibition feels like one, cohesive space. Karpov, an architecture major, created the wooden “Commons,” while Shannon, a computer science major, put the scanner together. Even though the exhibit presented as one complete work, Karpov’s and Shannon’s individual contributions are evident upon closer inspection.

What gives the exhibition both its charm and its ingenuity is that Karpov and Shannon not only celebrate their own individual artistic visions, but they actively encourage visitors to make their own mark on the space.  With the press of a button, visitors to the exhibition can easily create their own scans. The most recent scans are projected onto the wall behind The Commons, such that visitors’ creations become seamlessly integrated into the installation. The Commons was purposefully made of unfinished, unpainted wood to act as a blank canvas, according to Karpov. They envision The Commons to be a kind of physical manifestation of memory, capturing and displaying the marks visitors unintentionally make as they sit, dance, and otherwise interact with the wood. Even the wiring of the scanner is strategically exposed, such that visitors can easily trace the scanning system’s electrical internal components.

In pamphlets placed at the entrance, visitors have even more access into how the exhibition was put together and executed. The pamphlet, drawn simply in black lines on a white background, lays out the modular components that make up The Commons and also has a flowchart to guide viewers through the scanner’s technical workings.

“We really wanted to let people know exactly what processes are making it happen,” Karpov explained. 

Karpov and Shannon still have plans for their exhibition to change and grow throughout the duration of its installation. They plan to print the scans made by visitors, hanging them up on the walls to further highlight the work of exhibition attendees, cementing them and their participation as a part of the exhibition. Shannon wants to make the scanner motion-sensor activated, so that any curious people investigating the scanner automatically start and make a scan. 

In the exhibition’s open invitations to visitors, Karpov and Shannon have crafted their senior thesis into a tribute to all those who visit their installation. It is a fun and worthwhile visit, regardless of one’s attitude towards what they consider traditional or conventional art. Their art is not just something to look at, but something to interact with and be a part of. Due to the exhibit’s continual evolution, both in its artist-driven design and its community-driven markings, it’s one to return to again and again.

Audrey Zeng is a freshman contributing writer for the Prospect. She can be reached at [email protected]

Class of 2028 admitted, first class following affirmative action ban

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On Thursday, March 28, the Class of 2028 received offers of admission in the regular decision round. This is the first round of admissions following the Supreme Court ban on affirmative admission in June 2023. The ‘Prince’ spoke with some accepted students, who expressed their views on affirmative action and described what led them to apply to Princeton.

USG discusses collaboration with MSA; approves budget increases for trips, events

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FACT SHEET: President   Biden Announces Up To $8.5 Billion Preliminary Agreement with Intel under the CHIPS & Science   Act

Funding catalyzes $100 billion in private investment from Intel to build and expand semiconductor facilities in Arizona, Ohio, New Mexico, and Oregon and create nearly 30,000 jobs

Today, President Biden will travel to Chandler, Arizona, to visit Intel’s Ocotillo campus and announce that the Department of Commerce has reached a preliminary agreement with Intel to provide up to $8.5 billion in direct funding along with $11 billion in loans under the CHIPS and Science Act. The announcement will support the construction and expansion of Intel facilities in Arizona, Ohio, New Mexico, and Oregon, creating nearly 30,000 jobs and supporting tens of thousands of indirect jobs. During his visit to Arizona, President Biden will discuss the vision that he laid out in his State of the Union, underscoring how his Investing in America agenda is building an economy from the middle out and bottom up, creating good-paying jobs right here in America, strengthening U.S. supply chains, and protecting national security. Semiconductors were invented in America and power everything from cell phones to electric vehicles, refrigerators, satellites, defense systems, and more. But today, the United States produces less than 10 percent of the world’s chips and none of the most advanced ones. Thanks to President Biden’s CHIPS and Science Act, that is changing. Companies have announced over $240 billion in investments to bring semiconductor manufacturing back to the United States since the President took office. Semiconductor jobs are making a comeback. And thanks to CHIPS investments like the one today, America will produce roughly 20% of the world’s leading-edge chips by the end of the decade. Today’s announcement is critical to realizing President Biden’s vision to reestablish America’s leadership in chip manufacturing. In particular, this CHIPS investment will support Intel’s construction and expansion projects across four states and will create nearly 30,000 jobs:

• Chandler, Arizona:  Funding will help construct two leading-edge logic fabs and modernize one existing fab, significantly increasing manufacturing capacity to produce Intel’s most advanced semiconductors in the United States. This investment will create over 3,000 manufacturing jobs, 7,000 construction jobs, and thousands of indirect jobs. Intel’s investment in Arizona is among the largest private sector investments in the state’s history.
• New Albany, Ohio:  Funding will establish a new regional economic cluster for U.S. chipmaking with the construction of two leading-edge logic fabs. This investment will create 3,000 manufacturing jobs, 7,000 construction jobs, and an estimated 10,000 indirect jobs. Intel’s investment in Ohio is the largest private-sector investment in the state’s history.
• Rio Rancho, New Mexico:  Funding will support the nearly complete modernization and transformation of two fabs into advanced packaging facilities, where chips are assembled together to boost their performance and reduce costs. Advanced packaging is critical for artificial intelligence (AI) applications and the next generation of semiconductor technology. It also allows manufacturers to improve performance and function and shorten the time it takes to get many advanced chips to market.  When completed, these facilities will be the largest for advanced packaging in the United States. This investment will create 700 manufacturing jobs and 1,000 construction jobs.
• Hillsboro, Oregon:  Funding will expand and modernize facilities to increase clean-room capacity and utilize advanced lithography equipment, further strengthening this critical innovation hub of leading-edge development and production in the United States. This investment will support several thousand new permanent and construction jobs and thousands of indirect jobs.  

Creating Good-Paying and Union Jobs with Good Benefits Across America

President Biden promised to be the most pro-worker, pro-union President in American history, and his Administration has committed to ensuring that workers have the free and fair choice to join a union and equitable training pathways to good jobs. As part of the Administration’s effort to connect workers with good-paying jobs created by the President’s Investing in America agenda, the White House announced five initial Workforce Hubs across the country – two of which have focused on building pipelines to good jobs in the semiconductor industry: Phoenix, Arizona, and Columbus, Ohio. And, last year, the National Science Foundation and Intel announced $100 million to expand semiconductor workforce training opportunities, education, and research across the nation. Under their preliminary agreement with the Department of Commerce, Intel has committed to work closely with workforce training providers (e.g., educational institutions, state and local agencies, labor unions) to develop and train workers for jobs created by the investment announced today. The Ohio State Building Trades signed a Project Labor Agreement (PLA) for the Ohio construction site, and there is a majority-union construction crew in both the Arizona and Oregon sites. The Administration strongly supports workers’ right to organize and expects Intel to continue its longstanding tradition of creating good jobs and respecting workers’ rights, including expecting Intel to neither hold mandatory captive audience meetings nor hire anti-union consultants. The announcement today also includes significant funding to train and develop the local workforce, including $50 million in dedicated CHIPS funding. The focus of this funding will be further determined in the coming months based on the Department of  Commerce’s labor and workforce priorities  in partnership with the Department of Labor. Those priorities include funding workforce intermediaries and labor-management partnerships, promoting inclusive and equitable training and hiring across the construction and facilities workforces, and providing supportive services, such as child care. Intel’s construction spending is contributing to union apprentice programs across all four sites—expected to amount to over $150 million in apprenticeship contributions. Additionally, Intel has committed to providing affordable, accessible, high-quality child care for its workers across its facilities. Intel will be increasing the reimbursement amount and duration for its back-up care program, adding additional access to discounted primary child care providers, and expanding access to a vetted network of child care providers for its employees. In addition, Intel will pilot a primary child care reimbursement program for non-salary employees.  

Strengthening Local Economies

Today’s announcement is also poised to strengthen the local economies of these states and cities, and is part of the President’s commitment to investing in all of America and leaving no community behind. Intel’s investments in Arizona and Ohio are among the largest private-sector investments in each state’s history, and Arizona has received the highest level of private sector manufacturing investment per capita of any state since the President took office. Intel’s investment in Arizona is expected to create tens of thousands of indirect jobs across suppliers and supporting industries – on top of the nearly 30,000 manufacturing and construction jobs it will create, fostering a more resilient semiconductor supply chain in the U.S. In Arizona, Intel’s investments have  grown  the surrounding community, attracting opportunities for professional growth and upward economic mobility for everyone – from graphic designers to restaurants and small businesses. And in Ohio, Intel continues expanding their partnerships with local businesses to support their construction projects and operations at other facilities – growing from 150 Ohio-based suppliers in 2022 to over 350 today.  Intel has also prioritized sustainability and being responsible stewards of the environment at its facilities. It currently uses 100% renewable electricity in its fabs and factories in the United States, and plans to achieve net-positive water and zero waste to landfill by 2030.

Building on Historic Progress Under the CHIPS and Science Act

Today’s announcement is the fourth and largest preliminary memorandum of terms (PMT) under the CHIPS and Science Act:

• In February 2024, the Biden-Harris Administration announced $1.5 billion for GlobalFoundries to support the development and expansion of facilities in Malta, NY, and Burlington, VT.
• In January 2024, the Administration announced $162 million for Microchip Technology Inc. to increase its production of microcontroller units and other specialty semiconductors, and to support the modernization and expansion of fabrication facilities in Colorado Springs, CO, and Gresham, OR.
• In December 2023, the Administration announced $35 million for BAE Systems Electronic Systems to support the modernization of the company’s Microelectronics Center in Nashua, NH. This facility will produce chips that are essential to our national security, including for use in F-35 fighter jets.

President Biden’s Investing in America agenda – including the CHIPS and Science Act – is spurring a manufacturing and clean energy boom. Since President Biden took office, companies have announced over $675 billion in private sector investments in manufacturing and clean energy, and over 50,000 infrastructure and clean energy projects are underway. This announcement is part of the President’s broader commitment to build an economy from the middle out and bottom up, not the top down, and invest in all of America. 

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Biden-harris administration announces preliminary terms with intel to support investment in u.s. semiconductor technology leadership and create tens of thousands of jobs, office of public affairs.

U.S. Department of Commerce Proposes up to $8.5 Billion in Potential Direct Funding for Intel Under President Biden’s Investing in America Agenda to Support Multiple Projects in Arizona, New Mexico, Ohio, and Oregon

Today, the Biden-Harris Administration announced that the U.S. Department of Commerce and Intel Corporation have reached a non-binding preliminary memorandum of terms (PMT) to provide up to $8.5 billion in direct funding under the CHIPS and Science Act to strengthen the U.S. supply chain and re-establish American leadership in semiconductor manufacturing. Leading-edge logic chips are essential to the world’s most advanced technologies like artificial intelligence, and this proposed funding would help ensure more of those chips are developed and made domestically. As President Biden highlighted in his State of the Union, the CHIPS and Science Act is charting a new course to manufacture critical technologies in America, lead the world in innovation, and create good jobs here in the United States. This is the Department of Commerce’s fourth PMT announcement under the CHIPS and Science Act.

Over the course of the next five years, Intel expects its investments in the United States to exceed $100 billion, as it expands capacity and capabilities in Arizona, New Mexico, Ohio, and Oregon, estimated to directly create over 10,000 manufacturing jobs and nearly 20,000 construction jobs. The Biden Administration’s proposed CHIPS investment, coupled with Intel’s investment, would mark one of the largest investments ever announced in U.S. semiconductor manufacturing. The PMT also includes approximately $50 million in dedicated funding to develop the company’s semiconductor and construction workforce. This builds upon Intel’s own workforce investments, totaling over $250 million in the past five years, as well as its strong partnerships with local communities, community colleges, universities, Historically Black Colleges and Universities (HBCUs), and apprenticeship programs.

“There is no one who cares more about revitalizing American manufacturing than President Biden, and today’s announcement is a massive step towards ensuring America’s leadership in manufacturing for the 21st century. With this agreement, we are helping to incentivize over $100 billion in investments from Intel – marking one of the largest investments ever in U.S. semiconductor manufacturing, which will create over 30,000 good-paying jobs and ignite the next generation of innovation,” said U.S. Secretary of Commerce Gina Raimondo . “This announcement is the culmination of years of work by President Biden and bipartisan efforts in Congress to ensure that the leading-edge chips we need to secure our economic and national security are made in the U.S.”

Leading-edge chips power the most sophisticated technology on the planet, including developing AI and building critical military capabilities. Intel’s process technologies such as Intel 18A and advanced packaging technologies, combined with its foundry services, would better enable U.S. companies to lead the AI industry by ensuring we have a domestic supply of these advanced chips.

“The CHIPS for America program will bring semiconductor manufacturing back to the U.S. and create a vital R&D ecosystem to keep it here,” said Under Secretary of Commerce for Standards and Technology and NIST Director Laurie E. Locascio . “The innovation sparked by this proposed investment would strengthen America’s technological and research leadership and significantly help enhance our nation’s manufacturing capacity while strengthening communities and creating good-paying jobs.”

“Today is a defining moment for the U.S. and Intel as we work to power the next great chapter of American semiconductor manufacturing innovation,” said Intel CEO Pat Gelsinger . “AI is supercharging the digital revolution and everything digital needs semiconductors. CHIPS Act support will help to ensure that Intel and the U.S. stay at the forefront of the AI era as we build a resilient and sustainable semiconductor supply chain to power our nation’s future.”

This proposed investment would deliver on the Administration's commitment to developing a robust domestic semiconductor ecosystem by reinforcing Intel's decades-long history in the United States. The investment will also enable the company to support industry-leading, U.S.-based fabless semiconductor companies with U.S.-based leading-edge production. The proposed CHIPS funding would strengthen all major technical processes for leading-edge chips to occur in the United States, including proposed investments in:

• Chandler, Arizona: Construction of two new leading-edge logic fabs and modernization of one existing fab, significantly increasing leading-edge logic capacity, including high volume domestic production of Intel 18A – the company’s most advanced chip design that enables higher performing, leading-edge chips through RibbonFET gate-all-around transistors and PowerVia backside power delivery. The company will produce the first Intel 18A product, called Clearwater Forest, at its Arizona facilities. In 2022, Intel partnered with Maricopa County Community Colleges to launch a first-of-its-kind program with Intel employee-instructors to provide students an entry point into semiconductor technician careers. This investment will support 3,000 manufacturing jobs and 6,000 construction jobs.
• Rio Rancho, New Mexico: Modernization of two fabs into advanced packaging facilities to close an important gap in the domestic semiconductor supply chain. When in full production, this facility will be the largest advanced packaging facility in the United States. To support engineering students in New Mexico, Intel established endowment scholarships at five colleges and universities and has supported STEAM education through investments, annual grants, and hands-on learning kits benefitting students living on indigenous lands. This investment will support 700 manufacturing jobs and 1,000 construction jobs.
• New Albany, Ohio: Creation of a new regional chipmaking ecosystem, anchored by the construction of two leading-edge logic fabs, expanded leading-edge foundry capacity, and supply chain diversification. Intel has devoted significant resources to develop a pipeline of skilled workers in Ohio, funding over 80 institutions of higher education across the state, including community colleges, HBCUs, and universities. As part of this investment in Ohio, Intel’s design and build partner Bechtel signed a Project Labor Agreement (PLA) with the North America Building Trades Unions for the construction of the two facilities. This investment will support 3,000 manufacturing jobs and 7,000 construction jobs.
• Hillsboro, Oregon: Investment in the premier hub of leading-edge development in the United States through the expansion and modernization of technology development facilities that will utilize the world’s first High NA EUV lithography equipment. The Gordon Moore Park campus at Ronler Acres in Hillsboro, Oregon, is the heart of Intel’s innovation hub for leading-edge semiconductor research and technology development in the United States. These investments will further the company’s technological leadership and enable the continued development of new innovations. In 2022, Intel spent more than $4 billion with more than 500 suppliers across Oregon. This investment will support several thousand manufacturing and construction jobs.

Intel currently uses 100% renewable electricity in U.S. fabs and has achieved net-positive water status in its U.S. operations through efficient water management, water reuse, and, in collaboration with local communities, investment in water restoration in local watersheds. In addition, as part of its broader workforce investment program, Intel has committed to providing affordable, accessible, high-quality child care for its workers across its facilities. For U.S. employees, Intel will be increasing the reimbursement amount and duration for its back-up care program and adding additional access to discounted primary child care providers, as well as access to a vetted network of child care providers. In addition, Intel will pilot a primary child care reimbursement program for non-exempt employees.

In addition to the proposed direct funding of up to $8.5 billion, the CHIPS Program Office would make up to $11 billion in loans – which is part of the $75 billion in loan authority provided by the CHIPS and Science Act – available to Intel under the PMT. The company has indicated that it is planning to claim the Department of the Treasury’s Investment Tax Credit, which is expected to be up to 25% of qualified capital expenditures.

As explained in its first Notice of Funding Opportunity (NOFO) , the Department may offer applicants a PMT on a non-binding basis after satisfactory completion of the merit review of a full application. The PMT outlines key terms for a CHIPS incentives award, including the amount and form of the award. The award amounts are subject to due diligence and negotiation of a long-form term sheet and award documents and are conditional on the achievement of certain milestones and remain subject to availability of funds. After the PMT is signed, the Department begins a comprehensive due diligence process on the proposed projects and continues negotiating or refining certain terms with the applicant. The terms contained in the long-form term sheet and the final award documents may differ from the terms of the PMT being announced today.

About CHIPS for America

The Department has received more than 620 statements of interest, more than 170 pre-applications and full applications for NOFO 1, and more than 160 small supplier concept plans for NOFO 2. The Department is continuing to conduct rigorous evaluation of applications to determine which projects will advance U.S. national and economic security, attract more private capital, and deliver other economic benefits to the country. The announcement with Intel is the fourth PMT announcement the Department of Commerce has made under the CHIPS and Science Act, with additional PMT announcements expected to follow throughout 2024.

CHIPS for America is part of President Biden’s economic plan to invest in America, stimulate private sector investment, create good-paying jobs, make more in the United States, and revitalize communities left behind. CHIPS for America includes the CHIPS Program Office, responsible for manufacturing incentives, and the CHIPS Research and Development Office, responsible for R&D programs, that both sit within the National Institute of Standards and Technology (NIST) at the Department of Commerce. NIST promotes U.S. innovation and industrial competitiveness by advancing measurement science, standards, and technology in ways that enhance economic security and improve our quality of life. NIST is uniquely positioned to successfully administer the CHIPS for America program because of the bureau’s strong relationships with U.S. industries, its deep understanding of the semiconductor ecosystem, and its reputation as fair and trusted. Visit https://www.chips.gov to learn more.

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