dissertation in vocabulary

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100+ Research Vocabulary Words & Phrases

The academic community can be conservative when it comes to enforcing academic writing style , but your writing shouldn’t be so boring that people lose interest midway through the first paragraph! Given that competition is at an all-time high for academics looking to publish their papers, we know you must be anxious about what you can do to improve your publishing odds.

To be sure, your research must be sound, your paper must be structured logically, and the different manuscript sections must contain the appropriate information. But your research must also be clearly explained. Clarity obviously depends on the correct use of English, and there are many common mistakes that you should watch out for, for example when it comes to articles , prepositions , word choice , and even punctuation . But even if you are on top of your grammar and sentence structure, you can still make your writing more compelling (or more boring) by using powerful verbs and phrases (vs the same weaker ones over and over). So, how do you go about achieving the latter?

Below are a few ways to breathe life into your writing.

1. Analyze Vocabulary Using Word Clouds

Have you heard of “Wordles”? A Wordle is a visual representation of words, with the size of each word being proportional to the number of times it appears in the text it is based on. The original company website seems to have gone out of business, but there are a number of free word cloud generation sites that allow you to copy and paste your draft manuscript into a text box to quickly discover how repetitive your writing is and which verbs you might want to replace to improve your manuscript.

Seeing a visual word cloud of your work might also help you assess the key themes and points readers will glean from your paper. If the Wordle result displays words you hadn’t intended to emphasize, then that’s a sign you should revise your paper to make sure readers will focus on the right information.

As an example, below is a Wordle of our article entitled, “ How to Choose the Best title for Your Journal Manuscript .” You can see how frequently certain terms appear in that post, based on the font size of the text. The keywords, “titles,” “journal,” “research,” and “papers,” were all the intended focus of our blog post.

2. Study Language Patterns of Similarly Published Works

Study the language pattern found in the most downloaded and cited articles published by your target journal. Understanding the journal’s editorial preferences will help you write in a style that appeals to the publication’s readership.

Another way to analyze the language of a target journal’s papers is to use Wordle (see above). If you copy and paste the text of an article related to your research topic into the applet, you can discover the common phrases and terms the paper’s authors used.

For example, if you were writing a paper on  links between smoking and cancer , you might look for a recent review on the topic, preferably published by your target journal. Copy and paste the text into Wordle and examine the key phrases to see if you’ve included similar wording in your own draft. The Wordle result might look like the following, based on the example linked above.

If you are not sure yet where to publish and just want some generally good examples of descriptive verbs, analytical verbs, and reporting verbs that are commonly used in academic writing, then have a look at this list of useful phrases for research papers .

3. Use More Active and Precise Verbs

Have you heard of synonyms? Of course you have. But have you looked beyond single-word replacements and rephrased entire clauses with stronger, more vivid ones? You’ll find this task is easier to do if you use the active voice more often than the passive voice . Even if you keep your original sentence structure, you can eliminate weak verbs like “be” from your draft and choose more vivid and precise action verbs. As always, however, be careful about using only a thesaurus to identify synonyms. Make sure the substitutes fit the context in which you need a more interesting or “perfect” word. Online dictionaries such as the Merriam-Webster and the Cambridge Dictionary are good sources to check entire phrases in context in case you are unsure whether a synonym is a good match for a word you want to replace. 

To help you build a strong arsenal of commonly used phrases in academic papers, we’ve compiled a list of synonyms you might want to consider when drafting or editing your research paper . While we do not suggest that the phrases in the “Original Word/Phrase” column should be completely avoided, we do recommend interspersing these with the more dynamic terms found under “Recommended Substitutes.”

A. Describing the scope of a current project or prior research

B. outlining a topic’s background, c. describing the analytical elements of a paper, d. discussing results, e. discussing methods, f. explaining the impact of new research, wordvice writing resources.

For additional information on how to tighten your sentences (e.g., eliminate wordiness and use active voice to greater effect), you can try Wordvice’s FREE APA Citation Generator and learn more about how to proofread and edit your paper to ensure your work is free of errors.

Before submitting your manuscript to academic journals, be sure to use our free AI proofreader to catch errors in grammar, spelling, and mechanics. And use our English editing services from Wordvice, including academic editing services , cover letter editing , manuscript editing , and research paper editing services to make sure your work is up to a high academic level.

We also have a collection of other useful articles for you, for example on how to strengthen your writing style , how to avoid fillers to write more powerful sentences , and how to eliminate prepositions and avoid nominalizations . Additionally, get advice on all the other important aspects of writing a research paper on our academic resources pages .

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Glossary in a Dissertation – A Comprehensive Guide

Published by Owen Ingram at August 26th, 2021 , Revised On September 20, 2023

A list of glossary contains all those terms used in your dissertation, but the meanings of which may not be evident to the readers. Here is all you need to know about the glossary in a dissertation.

Basically, any term you use in your dissertation that you know, without a doubt, is not going to be common knowledge to readers outside of your field, is included in a list called glossary. And since every field has its unique, technical jargon, a glossary list can contain many terms some readers might not have even heard of before.

A typical glossary in a dissertation may look something like this:

Do you Even Need Glossary in your Dissertation to Begin with?

You may or may not be required to have a separate list of glossaries in your  dissertation . The decision whether to have a list of glossaries in a dissertation depends on whether it will improve the readability of your paper.

For example , if you are  writing a dissertation  for an engineering degree and have used several technical terms that readers—especially laymen—may not be familiar with, \ it is advised to add a glossary in a dissertation.

Listing Terms in a Glossary

A recommended practice of adding a glossary in a dissertation is to sort the terms alphabetically and provide a definition or explanations for each of those terms. Having the terms listed in alphabetical order will help the readers to easily locate the information they are interested in.

Location of a Glossary List in a Dissertation

The glossary list is generally placed at the beginning of the dissertation paper, just after the  list of tables and figures or the list of abbreviations.  However, if your paper does not have a list of abbreviations or a list of tables and figures, you can place the glossary right after the  table of contents .

This gives readers the opportunity to understand the meanings of key terms they are not familiar with even before they start to read the main content of the paper.

However, if you haven’t used a lot of technical terms in your dissertation, you can choose to provide an explanation and meanings of the few terms that you have used in the form of footnotes .

Difference Between Abbreviations and Glossary

It is important not to confuse the glossary in the dissertation with the abbreviations, which are put in the list of abbreviations.

A list of abbreviations contains all the terms that have abbreviations. For instance, if you have used terms like NASA , UNICEF , UNESCO , UN , NIH , etc., such terms along with what they stand for will come under the list of abbreviations.

Note, however, that only their full forms, and not their meanings, are mentioned in that list. That is what’s mentioned in a glossary list, though: meanings. Definitions of terms, terms that were used in the dissertation. The terms themselves aren’t abbreviation.

For instance, in a linguistics’ dissertation, you might end up creating a glossary list containing terms like phenomenology, code-switching, diglossia, etc. Notice how these are complete terms , not abbreviations.

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Example of a Glossary in Dissertation

If you haven’t created a list of glossaries before then you will find the below example of a glossary in a dissertation particularly useful:

Other Lists you can have in your Dissertation

You might also want to have a list of tables and figures as well as a list of abbreviations in your dissertation particularly if you are writing a master’s or PhD dissertation. However, make sure to keep the following order:

• Table of contents
• Lists of figures and tables
• List of abbreviations

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FAQs About Glossary in a Dissertation

What is a glossary.

It’s a list of special terms—single words, phrases, etc.—that are not commonly known to the ‘average’ reader or to a reader who isn’t an expert in that field.

What is included in a glossary?

Ideally, words are included in a glossary. However, in some cases—depending on the topic— abbreviations , phrases etc. might also be mentioned within the list of glossary in a dissertation. Sometimes, it might also include a brief definition of how to pronounce a certain word/phrase.

What is the best way to create a glossary?

Keep in mind two things while creating a glossary list: keep the language of the definition simple so that every kind of reader can understand it. That’s why a glossary is given, to begin with, to simplify technical jargon and inform laymen. Secondly, arrange the terms inside it alphabetically.

How many times can I include the same term in a glossary list?

No matter how many times a word or a phrase appears in your dissertation , include it and define it only once in your glossary. There should be no duplicate entries in a glossary list.

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This article is a step-by-step guide to how to write statement of a problem in research. The research problem will be half-solved by defining it correctly.

Have you failed dissertation, assignment, exam or coursework? Don’t panic because you are not alone. Get help from our professional UK qualified writers!

Dissertation discussion is where you explore the relevance and significance of results. Here are guidelines to help you write the perfect discussion chapter.

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• Writing about the past

The Academic Phrasebank is a general resource for academic writers. It aims to provide you with examples of some of the phraseological ‘nuts and bolts’ of writing organised according to the main sections of a research paper or dissertation (see the top menu ). Other phrases are listed under the more general communicative functions of academic writing (see the menu on the left). The resource should be particularly useful for writers who need to report their research work. The phrases, and the headings under which they are listed, can be used simply to assist you in thinking about the content and organisation of your own writing, or the phrases can be incorporated into your writing where this is appropriate. In most cases, a certain amount of creativity and adaptation will be necessary when a phrase is used. The items in the Academic Phrasebank are mostly content neutral and generic in nature; in using them, therefore, you are not stealing other people’s ideas and this does not constitute plagiarism. For some of the entries, specific content words have been included for illustrative purposes, and these should be substituted when the phrases are used. The resource was designed primarily for academic and scientific writers who are non-native speakers of English. However, native speaker writers may still find much of the material helpful. In fact, recent data suggest that the majority of users are native speakers of English. More about  Academic Phrasebank .

This site was created by  John Morley .  

Academic Phrasebank is the Intellectual Property of the University of Manchester.

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Vocabulary research topics, vocabulary research topics for assignment, project, or thesis work.

These suggestions are organised according to the chapters and sections of the chapters in Learning Vocabulary in another Language .

Chapter 1: The goals of vocabulary learning

• Analyse a technical dictionary to see how many words it contains, and what types of words it contains. Compare the results with a corpus study.
• Examine the vocabulary load of your learners' textbooks.
• Develop a procedure for quickly assessing the coverage of high frequency words in text books.
• Make a replacement for the GSL.
• Prepare a low frequency word list taking account of range.
• Prepare a standardised graded reader list dividing the most frequent 3,000 word families into levels.
• Use the Range program to develop a high frequency word list for spoken language.

Chapter 2: Knowing a word

• Design a test to investigate the degree to which learners of English have control of important spelling rules.
• Investigate the qualitative differences between receptive and productive vocabulary knowledge.
• Classify and test proper nouns to see what categories can be assumed to provide minimal learning burden when looking at the vocabulary load of texts.

Chapter 3: Teaching and explaining vocabulary

• Thoroughly examine learners using a particular type of activity to see if the process examination (goals, conditions, signs and features) is confirmed by a product examination (measured learning outcomes).
• Experimentally test the differing effects of noticing, retrieving, and generating.
• Replicate Joe's (1998) study of the differing effects of differing degrees of generating.
• What unique information do different techniques add to word knowledge? What common information do they add?
• When is the best time for direct teaching to occur in the learning of a word - before or after gaining meaning focused experience?
• The forms and occurrences of definitions. The work on the different kinds of definition seems to have been thoroughly done, but it has focused only on limited areas of academic discourse. Bramki and Williams (1984) only looked at one writer's use of lexical familiarisation devices. Flowerdew (1992) looked at Biology and Chemistry lectures. There is scope for widening the data base.
• The effects of definition types on comprehension and learning. Is there a relationship between the different types of definitions as revealed in the corpus studies of Bramki and Williams (1984) and Flowerdew (1992) and learners' understanding of these definitions and learning from them? There are no studies of second language learners' skill in recognising these definitions let alone the understanding that comes from them.
• As well as looking at the effect of definitions, it would be useful to examine learners' skill. What range of skill do learners show in dealing with definitions? What aspects of the skill need attention? What diagnostic tests are most effective in showing degree of control of the skill? What kinds of training are effective in developing the skill?
• Write a comparative review of several CAVL programs.
• Use a CAVL program to evaluate the effect on learning of meeting the same item in different contexts.
• Determine the factors influencing incidental vocabulary learning by using a message focused computer game.

Chapter 4: Vocabulary and listening and speaking

• Compare the effects of types of defining (L1 or L2) on vocabulary learning while listening to a story.
• Look at the incidence of academic vocabulary in university lectures. Is it as common as in written academic texts? Do lectures contain other sources of vocabulary difficulty, for example through the use of examples?
• How does learners' focus of attention change as a text is listened to several times? Where does vocabulary fit in this range of focuses of attention?
• Does adding a role play feature to a task result in more generative use? That is, does it cause more changes to the written input?
• Analyse examples of semantic mapping to show the ways teachers use to encourage dialogue and participation. Make an observation checklist to grade semantic mapping performances.
• Do a corpus study to find the vocabulary which is much more frequent in certain spoken registers than it is in written registers.

Chapter 5: Vocabulary and reading and writing

• Do different kinds of learning occur from reading compared with learning from different kinds of exercises?
• Is the Lexical Frequency Profile of a text an effective measure of the readability of the text for ESL learners?
• Evaluate and investigate a reading based vocabulary activity for its effect on vocabulary learning and use.
• Honeyfield (1977) claims that simplified reading texts distort normal language use. Research this claim looking at a range of language use features including collocation and information density.
• Do simplified, elaborated and easified texts have similar effects on comprehension and vocabulary learning?
• How can vocabulary learning from graded readers be optimized?
• Experimentally test writing tasks to see what needs to occur to quickly enrich learners' written productive vocabulary.
• Test the effect of richness of vocabulary use on teachers' assessment of ESL learners' writing.
• Design and trial a checklist to guide teachers' response to vocabulary use in writing.

Chapter 6: Specialised uses of vocabulary

• What are the general discourse functions of academic vocabulary. For example, it may be interesting to take an academic function, like defining or referring to previous research, and see what role academic vocabulary plays in this.
• Do particular academic words behave differently in different subject areas? That is, does their meaning change? Do they have different collocates? This research would confirm or question the value of courses for academic purposes for students from a variety of disciplines, and would suggest how attention could be most usefully directed towards academic vocabulary.
• How much is the academic vocabulary parallelled by high frequency words. That is, is the academic vocabulary just a more formal version of part of the most frequent 2,000 words, or does it add new meanings?
• Compare several experimental reports to see if the same academic vocabulary occurs in the same parts of the reports. For example, do the method sections use a similar set of vocabulary which is different from the results section?
• Look at learners' written work to see what vocabulary discourse features are not properly used.

Chapter 7: Vocabulary learning strategies and guessing from context

• Are some vocabulary learning strategies superior to others?
• Develop a taxonomy for evaluating strategy use that considers both type of strategies used and the quality of their use.
• Evaluate the validity of a questionnaire approach to investigating strategy use.
• Experimentally check Haastrup's idea that bottom up guessing results in more vocabulary learning than top down guessing which works from a lot of background knowledge.
• What aspects of word knowledge are learned by guessing from context?
• What difficulties do homographs cause for guessing from context.? That is, is it harder to guess a new meaning for a familiar form that already has a different associated meaning?

Chapter 8: Word study strategies

• Devise a test of receptive knowledge of important derivational affixes for non-native speakers of English. Carroll's (1940) format could be a useful model. Make sure the test is reliable, valid and practical and would have a positive washback effect.
• Examine learners' written work to determine if complex words are deliberately avoided.
• Design an experiment to see what aspects of vocabulary knowledge are learned by dictionary use.
• Design and check a diagnostic test of learners' dictionary use skills.
• What additional information is provided by a sentence context?
• How well does direct learning transfer to normal language use?
• What is the effect of training on improving learning from word cards?

Chapter 9: Chunking and collocation

• Develop a list of frequent collocations using well defined and carefully described criteria.
• Look for evidence of unanalysed chunks in the language production of native speakers and non-native speakers.

Chapter 10: Testing

• Get learners to sit a yes/no test and then go through their wrong answers on non-words to examine the reasons why they said they knew the non-words (Paul, Stallman and O'Rourke, 1990).
• Compare multiple choice items containing L1 choices with items containing L2 choices.
• Devise a well based measure of total vocabulary size for non-native speakers.
• Measure the pattern of native speaker and ESL non-native speaker vocabulary growth.

Chapter 11: Designing the vocabulary component of a language course

• Design a needs analysis questionnaire to determine vocabulary needs outside the high frequency general service vocabulary.
• Design an evaluation form for evaluating the vocabulary component of a course.
• Develop a program for helping learners become autonomous vocabulary learners. Justify your decisions.
• Develop means of investigating the degree to which learners are autonomous in their vocabulary learning.

How To Write The Discussion Chapter

A Simple Explainer With Examples + Free Template

By: Jenna Crossley (PhD) | Reviewed By: Dr. Eunice Rautenbach | August 2021

If you’re reading this, chances are you’ve reached the discussion chapter of your thesis or dissertation and are looking for a bit of guidance. Well, you’ve come to the right place ! In this post, we’ll unpack and demystify the typical discussion chapter in straightforward, easy to understand language, with loads of examples .

Overview: The Discussion Chapter

• What  the discussion chapter is
• What to include in your discussion
• How to write up your discussion
• A few tips and tricks to help you along the way
• Free discussion template

What (exactly) is the discussion chapter?

The discussion chapter is where you interpret and explain your results within your thesis or dissertation. This contrasts with the results chapter, where you merely present and describe the analysis findings (whether qualitative or quantitative ). In the discussion chapter, you elaborate on and evaluate your research findings, and discuss the significance and implications of your results .

In this chapter, you’ll situate your research findings in terms of your research questions or hypotheses and tie them back to previous studies and literature (which you would have covered in your literature review chapter). You’ll also have a look at how relevant and/or significant your findings are to your field of research, and you’ll argue for the conclusions that you draw from your analysis. Simply put, the discussion chapter is there for you to interact with and explain your research findings in a thorough and coherent manner.

What should I include in the discussion chapter?

First things first: in some studies, the results and discussion chapter are combined into one chapter .  This depends on the type of study you conducted (i.e., the nature of the study and methodology adopted), as well as the standards set by the university.  So, check in with your university regarding their norms and expectations before getting started. In this post, we’ll treat the two chapters as separate, as this is most common.

Basically, your discussion chapter should analyse , explore the meaning and identify the importance of the data you presented in your results chapter. In the discussion chapter, you’ll give your results some form of meaning by evaluating and interpreting them. This will help answer your research questions, achieve your research aims and support your overall conclusion (s). Therefore, you discussion chapter should focus on findings that are directly connected to your research aims and questions. Don’t waste precious time and word count on findings that are not central to the purpose of your research project.

As this chapter is a reflection of your results chapter, it’s vital that you don’t report any new findings . In other words, you can’t present claims here if you didn’t present the relevant data in the results chapter first.  So, make sure that for every discussion point you raise in this chapter, you’ve covered the respective data analysis in the results chapter. If you haven’t, you’ll need to go back and adjust your results chapter accordingly.

If you’re struggling to get started, try writing down a bullet point list everything you found in your results chapter. From this, you can make a list of everything you need to cover in your discussion chapter. Also, make sure you revisit your research questions or hypotheses and incorporate the relevant discussion to address these.  This will also help you to see how you can structure your chapter logically.

Need a helping hand?

How to write the discussion chapter

Now that you’ve got a clear idea of what the discussion chapter is and what it needs to include, let’s look at how you can go about structuring this critically important chapter. Broadly speaking, there are six core components that need to be included, and these can be treated as steps in the chapter writing process.

Step 1: Restate your research problem and research questions

The first step in writing up your discussion chapter is to remind your reader of your research problem , as well as your research aim(s) and research questions . If you have hypotheses, you can also briefly mention these. This “reminder” is very important because, after reading dozens of pages, the reader may have forgotten the original point of your research or been swayed in another direction. It’s also likely that some readers skip straight to your discussion chapter from the introduction chapter , so make sure that your research aims and research questions are clear.

Step 2: Summarise your key findings

Next, you’ll want to summarise your key findings from your results chapter. This may look different for qualitative and quantitative research , where qualitative research may report on themes and relationships, whereas quantitative research may touch on correlations and causal relationships. Regardless of the methodology, in this section you need to highlight the overall key findings in relation to your research questions.

Typically, this section only requires one or two paragraphs , depending on how many research questions you have. Aim to be concise here, as you will unpack these findings in more detail later in the chapter. For now, a few lines that directly address your research questions are all that you need.

Some examples of the kind of language you’d use here include:

• The data suggest that…
• The data support/oppose the theory that…
• The analysis identifies…

These are purely examples. What you present here will be completely dependent on your original research questions, so make sure that you are led by them .

Step 3: Interpret your results

Once you’ve restated your research problem and research question(s) and briefly presented your key findings, you can unpack your findings by interpreting your results. Remember: only include what you reported in your results section – don’t introduce new information.

From a structural perspective, it can be a wise approach to follow a similar structure in this chapter as you did in your results chapter. This would help improve readability and make it easier for your reader to follow your arguments. For example, if you structured you results discussion by qualitative themes, it may make sense to do the same here.

Alternatively, you may structure this chapter by research questions, or based on an overarching theoretical framework that your study revolved around. Every study is different, so you’ll need to assess what structure works best for you.

When interpreting your results, you’ll want to assess how your findings compare to those of the existing research (from your literature review chapter). Even if your findings contrast with the existing research, you need to include these in your discussion. In fact, those contrasts are often the most interesting findings . In this case, you’d want to think about why you didn’t find what you were expecting in your data and what the significance of this contrast is.

Here are a few questions to help guide your discussion:

• How do your results relate with those of previous studies ?
• If you get results that differ from those of previous studies, why may this be the case?
• What do your results contribute to your field of research?
• What other explanations could there be for your findings?

When interpreting your findings, be careful not to draw conclusions that aren’t substantiated . Every claim you make needs to be backed up with evidence or findings from the data (and that data needs to be presented in the previous chapter – results). This can look different for different studies; qualitative data may require quotes as evidence, whereas quantitative data would use statistical methods and tests. Whatever the case, every claim you make needs to be strongly backed up.

Step 4: Acknowledge the limitations of your study

The fourth step in writing up your discussion chapter is to acknowledge the limitations of the study. These limitations can cover any part of your study , from the scope or theoretical basis to the analysis method(s) or sample. For example, you may find that you collected data from a very small sample with unique characteristics, which would mean that you are unable to generalise your results to the broader population.

For some students, discussing the limitations of their work can feel a little bit self-defeating . This is a misconception, as a core indicator of high-quality research is its ability to accurately identify its weaknesses. In other words, accurately stating the limitations of your work is a strength, not a weakness . All that said, be careful not to undermine your own research. Tell the reader what limitations exist and what improvements could be made, but also remind them of the value of your study despite its limitations.

Step 5: Make recommendations for implementation and future research

Now that you’ve unpacked your findings and acknowledge the limitations thereof, the next thing you’ll need to do is reflect on your study in terms of two factors:

• The practical application of your findings
• Suggestions for future research

The first thing to discuss is how your findings can be used in the real world – in other words, what contribution can they make to the field or industry? Where are these contributions applicable, how and why? For example, if your research is on communication in health settings, in what ways can your findings be applied to the context of a hospital or medical clinic? Make sure that you spell this out for your reader in practical terms, but also be realistic and make sure that any applications are feasible.

The next discussion point is the opportunity for future research . In other words, how can other studies build on what you’ve found and also improve the findings by overcoming some of the limitations in your study (which you discussed a little earlier). In doing this, you’ll want to investigate whether your results fit in with findings of previous research, and if not, why this may be the case. For example, are there any factors that you didn’t consider in your study? What future research can be done to remedy this? When you write up your suggestions, make sure that you don’t just say that more research is needed on the topic, also comment on how the research can build on your study.

Step 6: Provide a concluding summary

Finally, you’ve reached your final stretch. In this section, you’ll want to provide a brief recap of the key findings – in other words, the findings that directly address your research questions . Basically, your conclusion should tell the reader what your study has found, and what they need to take away from reading your report.

When writing up your concluding summary, bear in mind that some readers may skip straight to this section from the beginning of the chapter.  So, make sure that this section flows well from and has a strong connection to the opening section of the chapter.

Tips and tricks for an A-grade discussion chapter

Now that you know what the discussion chapter is , what to include and exclude , and how to structure it , here are some tips and suggestions to help you craft a quality discussion chapter.

• When you write up your discussion chapter, make sure that you keep it consistent with your introduction chapter , as some readers will skip from the introduction chapter directly to the discussion chapter. Your discussion should use the same tense as your introduction, and it should also make use of the same key terms.
• Don’t make assumptions about your readers. As a writer, you have hands-on experience with the data and so it can be easy to present it in an over-simplified manner. Make sure that you spell out your findings and interpretations for the intelligent layman.
• Have a look at other theses and dissertations from your institution, especially the discussion sections. This will help you to understand the standards and conventions of your university, and you’ll also get a good idea of how others have structured their discussion chapters. You can also check out our chapter template .
• Avoid using absolute terms such as “These results prove that…”, rather make use of terms such as “suggest” or “indicate”, where you could say, “These results suggest that…” or “These results indicate…”. It is highly unlikely that a dissertation or thesis will scientifically prove something (due to a variety of resource constraints), so be humble in your language.
• Use well-structured and consistently formatted headings to ensure that your reader can easily navigate between sections, and so that your chapter flows logically and coherently.

If you have any questions or thoughts regarding this post, feel free to leave a comment below. Also, if you’re looking for one-on-one help with your discussion chapter (or thesis in general), consider booking a free consultation with one of our highly experienced Grad Coaches to discuss how we can help you.

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This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

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36 Comments

Thank you this is helpful!

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This is actually really helpful, I just stumbled upon it. Very happy that I found it, thank you.

Me too! I was kinda lost on how to approach my discussion chapter. How helpful! Thanks a lot!

This is really good and explicit. Thanks

Thank you, this blog has been such a help.

Thank you. This is very helpful.

Dear sir/madame

Thanks a lot for this helpful blog. Really, it supported me in writing my discussion chapter while I was totally unaware about its structure and method of writing.

With regards

Syed Firoz Ahmad PhD, Research Scholar

I agree so much. This blog was god sent. It assisted me so much while I was totally clueless about the context and the know-how. Now I am fully aware of what I am to do and how I am to do it.

Thanks! This is helpful!

thanks alot for this informative website

Dear Sir/Madam,

Truly, your article was much benefited when i structured my discussion chapter.

Thank you very much!!!

This is helpful for me in writing my research discussion component. I have to copy this text on Microsoft word cause of my weakness that I cannot be able to read the text on screen a long time. So many thanks for this articles.

This was helpful

Thanks Jenna, well explained.

Thank you! This is super helpful.

Thanks very much. I have appreciated the six steps on writing the Discussion chapter which are (i) Restating the research problem and questions (ii) Summarising the key findings (iii) Interpreting the results linked to relating to previous results in positive and negative ways; explaining whay different or same and contribution to field of research and expalnation of findings (iv) Acknowledgeing limitations (v) Recommendations for implementation and future resaerch and finally (vi) Providing a conscluding summary

My two questions are: 1. On step 1 and 2 can it be the overall or you restate and sumamrise on each findings based on the reaerch question? 2. On 4 and 5 do you do the acknowlledgement , recommendations on each research finding or overall. This is not clear from your expalanattion.

Please respond.

This post is very useful. I’m wondering whether practical implications must be introduced in the Discussion section or in the Conclusion section?

Sigh, I never knew a 20 min video could have literally save my life like this. I found this at the right time!!!! Everything I need to know in one video thanks a mil ! OMGG and that 6 step!!!!!! was the cherry on top the cake!!!!!!!!!

Thanks alot.., I have gained much

This piece is very helpful on how to go about my discussion section. I can always recommend GradCoach research guides for colleagues.

Many thanks for this resource. It has been very helpful to me. I was finding it hard to even write the first sentence. Much appreciated.

Thanks so much. Very helpful to know what is included in the discussion section

this was a very helpful and useful information

This is very helpful. Very very helpful. Thanks for sharing this online!

it is very helpfull article, and i will recommend it to my fellow students. Thank you.

Superlative! More grease to your elbows.

Powerful, thank you for sharing.

Wow! Just wow! God bless the day I stumbled upon you guys’ YouTube videos! It’s been truly life changing and anxiety about my report that is due in less than a month has subsided significantly!

Simplified explanation. Well done.

The presentation is enlightening. Thank you very much.

Thanks for the support and guidance

This has been a great help to me and thank you do much

I second that “it is highly unlikely that a dissertation or thesis will scientifically prove something”; although, could you enlighten us on that comment and elaborate more please?

Sure, no problem.

Scientific proof is generally considered a very strong assertion that something is definitively and universally true. In most scientific disciplines, especially within the realms of natural and social sciences, absolute proof is very rare. Instead, researchers aim to provide evidence that supports or rejects hypotheses. This evidence increases or decreases the likelihood that a particular theory is correct, but it rarely proves something in the absolute sense.

Dissertations and theses, as substantial as they are, typically focus on exploring a specific question or problem within a larger field of study. They contribute to a broader conversation and body of knowledge. The aim is often to provide detailed insight, extend understanding, and suggest directions for further research rather than to offer definitive proof. These academic works are part of a cumulative process of knowledge building where each piece of research connects with others to gradually enhance our understanding of complex phenomena.

Furthermore, the rigorous nature of scientific inquiry involves continuous testing, validation, and potential refutation of ideas. What might be considered a “proof” at one point can later be challenged by new evidence or alternative interpretations. Therefore, the language of “proof” is cautiously used in academic circles to maintain scientific integrity and humility.

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