word thesis paper

What’s Included: The Dissertation Template

If you’re preparing to write your dissertation, thesis or research project, our free dissertation template is the perfect starting point. In the template, we cover every section step by step, with clear, straightforward explanations and examples .

The template’s structure is based on the tried and trusted best-practice format for formal academic research projects such as dissertations and theses. The template structure reflects the overall research process, ensuring your dissertation or thesis will have a smooth, logical flow from chapter to chapter.

The dissertation template covers the following core sections:

• The title page/cover page
• Abstract (sometimes also called the executive summary)
• Table of contents
• List of figures /list of tables
• Chapter 1: Introduction  (also available: in-depth introduction template )
• Chapter 2: Literature review  (also available: in-depth LR template )
• Chapter 3: Methodology (also available: in-depth methodology template )
• Chapter 4: Research findings /results (also available: results template )
• Chapter 5: Discussion /analysis of findings (also available: discussion template )
• Chapter 6: Conclusion (also available: in-depth conclusion template )
• Reference list

Each section is explained in plain, straightforward language , followed by an overview of the key elements that you need to cover within each section. We’ve also included practical examples to help you understand exactly what’s required in each section.

The cleanly-formatted Google Doc can be downloaded as a fully editable MS Word Document (DOCX format), so you can use it as-is or convert it to LaTeX.

FAQs: Dissertation Template

What format is the template (doc, pdf, ppt, etc.).

The dissertation template is provided as a Google Doc. You can download it in MS Word format or make a copy to your Google Drive. You’re also welcome to convert it to whatever format works best for you, such as LaTeX or PDF.

What types of dissertations/theses can this template be used for?

The template follows the standard best-practice structure for formal academic research projects such as dissertations or theses, so it is suitable for the vast majority of degrees, particularly those within the sciences.

Some universities may have some additional requirements, but these are typically minor, with the core structure remaining the same. Therefore, it’s always a good idea to double-check your university’s requirements before you finalise your structure.

Will this work for a research paper?

A research paper follows a similar format, but there are a few differences. You can find our research paper template here .

Is this template for an undergrad, Masters or PhD-level thesis?

This template can be used for a dissertation, thesis or research project at any level of study. It may be slight overkill for an undergraduate-level study, but it certainly won’t be missing anything.

How long should my dissertation/thesis be?

This depends entirely on your university’s specific requirements, so it’s best to check with them. As a general ballpark, Masters-level projects are usually 15,000 – 20,000 words in length, while Doctoral-level projects are often in excess of 60,000 words.

What about the research proposal?

If you’re still working on your research proposal, we’ve got a template for that here .

We’ve also got loads of proposal-related guides and videos over on the Grad Coach blog .

How do I write a literature review?

We have a wealth of free resources on the Grad Coach Blog that unpack how to write a literature review from scratch. You can check out the literature review section of the blog here.

How do I create a research methodology?

We have a wealth of free resources on the Grad Coach Blog that unpack research methodology, both qualitative and quantitative. You can check out the methodology section of the blog here.

Can I share this dissertation template with my friends/colleagues?

Yes, you’re welcome to share this template. If you want to post about it on your blog or social media, all we ask is that you reference this page as your source.

Can Grad Coach help me with my dissertation/thesis?

Within the template, you’ll find plain-language explanations of each section, which should give you a fair amount of guidance. However, you’re also welcome to consider our dissertation and thesis coaching services .

Reference management. Clean and simple.

How to write a thesis statement + examples

What is a thesis statement?

Is a thesis statement a question, how do you write a good thesis statement, how do i know if my thesis statement is good, examples of thesis statements, helpful resources on how to write a thesis statement, frequently asked questions about writing a thesis statement, related articles.

A thesis statement is the main argument of your paper or thesis.

The thesis statement is one of the most important elements of any piece of academic writing . It is a brief statement of your paper’s main argument. Essentially, you are stating what you will be writing about.

You can see your thesis statement as an answer to a question. While it also contains the question, it should really give an answer to the question with new information and not just restate or reiterate it.

Your thesis statement is part of your introduction. Learn more about how to write a good thesis introduction in our introduction guide .

A thesis statement is not a question. A statement must be arguable and provable through evidence and analysis. While your thesis might stem from a research question, it should be in the form of a statement.

Tip: A thesis statement is typically 1-2 sentences. For a longer project like a thesis, the statement may be several sentences or a paragraph.

A good thesis statement needs to do the following:

• Condense the main idea of your thesis into one or two sentences.
• Answer your project’s main research question.
• Clearly state your position in relation to the topic .
• Make an argument that requires support or evidence.

Once you have written down a thesis statement, check if it fulfills the following criteria:

• Your statement needs to be provable by evidence. As an argument, a thesis statement needs to be debatable.
• Your statement needs to be precise. Do not give away too much information in the thesis statement and do not load it with unnecessary information.
• Your statement cannot say that one solution is simply right or simply wrong as a matter of fact. You should draw upon verified facts to persuade the reader of your solution, but you cannot just declare something as right or wrong.

As previously mentioned, your thesis statement should answer a question.

If the question is:

What do you think the City of New York should do to reduce traffic congestion?

A good thesis statement restates the question and answers it:

In this paper, I will argue that the City of New York should focus on providing exclusive lanes for public transport and adaptive traffic signals to reduce traffic congestion by the year 2035.

Here is another example. If the question is:

How can we end poverty?

A good thesis statement should give more than one solution to the problem in question:

In this paper, I will argue that introducing universal basic income can help reduce poverty and positively impact the way we work.

• The Writing Center of the University of North Carolina has a list of questions to ask to see if your thesis is strong .

A thesis statement is part of the introduction of your paper. It is usually found in the first or second paragraph to let the reader know your research purpose from the beginning.

In general, a thesis statement should have one or two sentences. But the length really depends on the overall length of your project. Take a look at our guide about the length of thesis statements for more insight on this topic.

Here is a list of Thesis Statement Examples that will help you understand better how to write them.

Every good essay should include a thesis statement as part of its introduction, no matter the academic level. Of course, if you are a high school student you are not expected to have the same type of thesis as a PhD student.

Here is a great YouTube tutorial showing How To Write An Essay: Thesis Statements .

• Walden University
• Faculty Portal

Writing a Paper: Thesis Statements

Basics of thesis statements.

The thesis statement is the brief articulation of your paper's central argument and purpose. You might hear it referred to as simply a "thesis." Every scholarly paper should have a thesis statement, and strong thesis statements are concise, specific, and arguable. Concise means the thesis is short: perhaps one or two sentences for a shorter paper. Specific means the thesis deals with a narrow and focused topic, appropriate to the paper's length. Arguable means that a scholar in your field could disagree (or perhaps already has!).

Strong thesis statements address specific intellectual questions, have clear positions, and use a structure that reflects the overall structure of the paper. Read on to learn more about constructing a strong thesis statement.

Being Specific

This thesis statement has no specific argument:

Needs Improvement: In this essay, I will examine two scholarly articles to find similarities and differences.

This statement is concise, but it is neither specific nor arguable—a reader might wonder, "Which scholarly articles? What is the topic of this paper? What field is the author writing in?" Additionally, the purpose of the paper—to "examine…to find similarities and differences" is not of a scholarly level. Identifying similarities and differences is a good first step, but strong academic argument goes further, analyzing what those similarities and differences might mean or imply.

Better: In this essay, I will argue that Bowler's (2003) autocratic management style, when coupled with Smith's (2007) theory of social cognition, can reduce the expenses associated with employee turnover.

The new revision here is still concise, as well as specific and arguable.  We can see that it is specific because the writer is mentioning (a) concrete ideas and (b) exact authors.  We can also gather the field (business) and the topic (management and employee turnover). The statement is arguable because the student goes beyond merely comparing; he or she draws conclusions from that comparison ("can reduce the expenses associated with employee turnover").

Making a Unique Argument

This thesis draft repeats the language of the writing prompt without making a unique argument:

Needs Improvement: The purpose of this essay is to monitor, assess, and evaluate an educational program for its strengths and weaknesses. Then, I will provide suggestions for improvement.

You can see here that the student has simply stated the paper's assignment, without articulating specifically how he or she will address it. The student can correct this error simply by phrasing the thesis statement as a specific answer to the assignment prompt.

Better: Through a series of student interviews, I found that Kennedy High School's antibullying program was ineffective. In order to address issues of conflict between students, I argue that Kennedy High School should embrace policies outlined by the California Department of Education (2010).

Words like "ineffective" and "argue" show here that the student has clearly thought through the assignment and analyzed the material; he or she is putting forth a specific and debatable position. The concrete information ("student interviews," "antibullying") further prepares the reader for the body of the paper and demonstrates how the student has addressed the assignment prompt without just restating that language.

Creating a Debate

This thesis statement includes only obvious fact or plot summary instead of argument:

Needs Improvement: Leadership is an important quality in nurse educators.

A good strategy to determine if your thesis statement is too broad (and therefore, not arguable) is to ask yourself, "Would a scholar in my field disagree with this point?" Here, we can see easily that no scholar is likely to argue that leadership is an unimportant quality in nurse educators.  The student needs to come up with a more arguable claim, and probably a narrower one; remember that a short paper needs a more focused topic than a dissertation.

Better: Roderick's (2009) theory of participatory leadership  is particularly appropriate to nurse educators working within the emergency medicine field, where students benefit most from collegial and kinesthetic learning.

Here, the student has identified a particular type of leadership ("participatory leadership"), narrowing the topic, and has made an arguable claim (this type of leadership is "appropriate" to a specific type of nurse educator). Conceivably, a scholar in the nursing field might disagree with this approach. The student's paper can now proceed, providing specific pieces of evidence to support the arguable central claim.

Choosing the Right Words

This thesis statement uses large or scholarly-sounding words that have no real substance:

Needs Improvement: Scholars should work to seize metacognitive outcomes by harnessing discipline-based networks to empower collaborative infrastructures.

There are many words in this sentence that may be buzzwords in the student's field or key terms taken from other texts, but together they do not communicate a clear, specific meaning. Sometimes students think scholarly writing means constructing complex sentences using special language, but actually it's usually a stronger choice to write clear, simple sentences. When in doubt, remember that your ideas should be complex, not your sentence structure.

Better: Ecologists should work to educate the U.S. public on conservation methods by making use of local and national green organizations to create a widespread communication plan.

Notice in the revision that the field is now clear (ecology), and the language has been made much more field-specific ("conservation methods," "green organizations"), so the reader is able to see concretely the ideas the student is communicating.

Leaving Room for Discussion

This thesis statement is not capable of development or advancement in the paper:

Needs Improvement: There are always alternatives to illegal drug use.

This sample thesis statement makes a claim, but it is not a claim that will sustain extended discussion. This claim is the type of claim that might be appropriate for the conclusion of a paper, but in the beginning of the paper, the student is left with nowhere to go. What further points can be made? If there are "always alternatives" to the problem the student is identifying, then why bother developing a paper around that claim? Ideally, a thesis statement should be complex enough to explore over the length of the entire paper.

Better: The most effective treatment plan for methamphetamine addiction may be a combination of pharmacological and cognitive therapy, as argued by Baker (2008), Smith (2009), and Xavier (2011).

In the revised thesis, you can see the student make a specific, debatable claim that has the potential to generate several pages' worth of discussion. When drafting a thesis statement, think about the questions your thesis statement will generate: What follow-up inquiries might a reader have? In the first example, there are almost no additional questions implied, but the revised example allows for a good deal more exploration.

Thesis Mad Libs

If you are having trouble getting started, try using the models below to generate a rough model of a thesis statement! These models are intended for drafting purposes only and should not appear in your final work.

• In this essay, I argue ____, using ______ to assert _____.
• While scholars have often argued ______, I argue______, because_______.
• Through an analysis of ______, I argue ______, which is important because_______.

Words to Avoid and to Embrace

When drafting your thesis statement, avoid words like explore, investigate, learn, compile, summarize , and explain to describe the main purpose of your paper. These words imply a paper that summarizes or "reports," rather than synthesizing and analyzing.

Instead of the terms above, try words like argue, critique, question , and interrogate . These more analytical words may help you begin strongly, by articulating a specific, critical, scholarly position.

Read Kayla's blog post for tips on taking a stand in a well-crafted thesis statement.

Related Resources

Didn't find what you need? Email us at [email protected] .

• Previous Page: Introductions
• Next Page: Conclusions
• Office of Student Disability Services

Walden Resources

Departments.

• Academic Residencies
• Academic Skills
• Career Planning and Development
• Customer Care Team
• Field Experience
• Military Services
• Student Success Advising
• Writing Skills

Centers and Offices

• Center for Social Change
• Office of Academic Support and Instructional Services
• Office of Degree Acceleration
• Office of Research and Doctoral Services
• Office of Student Affairs

Student Resources

• Doctoral Writing Assessment
• Form & Style Review
• Quick Answers
• ScholarWorks
• SKIL Courses and Workshops
• Walden Bookstore
• Walden Catalog & Student Handbook
• Student Safety/Title IX
• Legal & Consumer Information
• Website Terms and Conditions
• Cookie Policy
• Accessibility
• Accreditation
• State Authorization
• Net Price Calculator
• Contact Walden

Walden University is a member of Adtalem Global Education, Inc. www.adtalem.com Walden University is certified to operate by SCHEV © 2024 Walden University LLC. All rights reserved.

• University of Michigan Library
• Research Guides

Microsoft Word for Dissertations

• Introduction, Template, & Resources
• Formatting for All Readers
• Applying a Style
• Modifying a Style
• Setting up a Heading 1 Example
• Images, Charts, Other Objects
• Footnotes, Endnotes, & Citations
• Cross-References
• Appendix Figures & Tables
• Table of Contents
• List of Figures/Tables
• Chapter and Section Numbering
• Page Numbers
• Landscape Pages
• Combining Chapter Files
• Commenting and Reviewing
• The Two-inch Top Margin
• Troubleshooting
• Finalizing Without Styles
• Preparing Your Final Document

Help with Microsoft Word

Members of the University of Michigan community can get dissertation & thesis formatting assistance from the experts at ScholarSpace:

Please  visit this link to make an appointment , or send an email to [email protected].

We're here to solve any formatting problems you've run into, and can give you guidance about captioning figures, solving numbering issues, creating a List of Tables/Figures/Appendices, and more.

Contact Information

Introduction to Word for Dissertations

Formatting your dissertation (or thesis) will likely take more time than you expect. But using the special features described in this Guide will save you a great deal of work , particularly if you use our template (available in the box below). The earlier you begin to use these tools, the more time you'll save and the less stress you'll have as your submission deadline approaches. Students at the University of Michigan are also encouraged to contact the experts at the Library's ScholarSpace anytime you run into a problem or have a question.

To meet  Rackham’s Dissertation Formatting Guidelines  you will need to modify the standard settings that Microsoft Word uses. This guide will show you how to use the tools to make the necessary modifications.  While we do follow the requirements from Rackham’s formatting guidelines to demonstrate the tools, in the end, you are responsible for verifying that your document meets the requirements that Rackham sets.

To save yourself time and effort , please consider using our Dissertation Template (link available in the box below). Many of the settings discussed in this Guide are already included in that document.

Please note that, as a University of Michigan student, you have free access to the Microsoft Office suite of tools -- including Microsoft Word. Visit this link to learn more and to download Office to your own computer.

Dissertation Template and other Resources

• ScholarSpace Template for Dissertations This Microsoft Word document comes with many of the Rackham formatting guidelines built in, and can be used for dissertations and theses. Please note that this template doesn't follow the formatting direction of any particular Style Guide. It is your responsibility to make sure you are following the Style Guide predominant in your field, and to make any relevant formatting changes to heading styles, numbering, captions, etc... How to make many of those changes is described throughout this Guide.
• Rackham Dissertation Handbook Rackham's Dissertation Guidelines and Handbook
• Dissertation Formatting Checklist Rackham's list of formatting issues to watch out for in your dissertation.
• Using Microsoft Word for Large Documents (non-dissertation specific) Handout (This document was written for an older -- much older -- version of Word, but nearly all of the information is still accurate and useful)
• Guide to Copyright for Dissertations

A word about LaTeX

LaTeX is a writing and markup language often used in science and engineering documents because it allows for great control in creating complex equations and formulas. ScholarSpace does not maintain a template for dissertations created with LaTeX, and we can only provide very limited support for it. That said, there is a community of U-M folks who actively maintain  this LaTeX template to keep it in line with Rackham's guidelines .

Here are some other very useful resources:

• Video recording of a  UM Library Workshop on Dissertation Formatting with LaTeX
• Documentation for LaTeX and Overleaf
• Bibiliography Management with LaTeX
• How to Write a Thesis in LaTeX
• A huge collection of LaTeX resources

Can I use Google Docs for my dissertation?

No. Google Docs can get you pretty far down the road to something that looks like what Rackham requires, however, it's going to take a lot more work to get that far, and as you approach the finish line there will be obstacles that Google Docs just won't be able to get around. The issue is that Google Docs was not designed for complicated documents like a thesis or dissertation. To get it to do many of the special things that Rackham requires, you'll have to do a lot of work that Word will just do for you . A few examples:

• Rackham requires 1" margin on all pages, but a 2" margin at the top of each new section. You'll have to manually adjust every relevant page yourself in Docs to get this, but Word will just do it automatically.
• Docs gives you three choices for how your Table of Contents will look, none of which are suitable for Rackham. While you can adjust the format, many aspects of it (such as spacing) will revert to the original every time you update it.  With Word, you're in charge of what your ToC looks like.
• In Docs, you'll have to manually type in your figure numbers ("Figure 3.6") and change them every time you add or move them. But Word will manage numbering and caption placement for you, it will renumber figures or tables as you add or move them, and it will create your List of Figures/Tables automatically – correct page numbers and all. 
• With Word's figure/table numbering, you can also insert cross-references so when you refer to "(see Figure 4.2)" but then you add some new figures before that, not only will Figure 4.2 renumber itself automatically, but anywhere you've referred to it will be updated, too. No more anxiety about whether you've updated everything accurately.
• Page numbers: Rackham wants the first two pages to have no page numbers, the rest of the frontmatter to have small roman numerals, and the body of the document to have arabic numerals.  Docs just plain can't do that. 

If you're concerned about the learning curve of using Word, please know that this Guide goes over how to do everything, AND the Word template found here has nearly everything already set up for you. We also regularly offer a workshop that serves as an introduction to the most useful features, and you can set up a meeting with a ScholarSpace expert anytime you run into something that you can't figure out. 

Writing Assistance

This Guide is all about how to properly format your dissertation -- how to make it look the way Rackham wants it to look. But what if you need help with the actual composition  of your content? Our friends at the Sweetland Writing Center offer such assistance, through their Writing Workshop program. From their website:

These are just a few quick but especially important tips to help you get started. See our more expansive Tips & Troubleshooting section for suggestions that are a little more complex.

• Save early , save often, and create backup versions as you go along. Consider setting up Microsoft OneDrive (you have free access with your umich login credentials). With this, you can turn on "Autosave" in Word to automatically save your document at regular intervals.

• Use our template (available above), it will save you lots of time. Nearly all of the difficult formatting stuff we discuss in this Guide is already built into the template. Consider doing all of your writing in it -- even if you're working in separate files for each chapter, you can use a copy of the template for each one of those chapters.
• Set the margins including the two-inch margin for chapters titles  ( Setting Margins ) .
• Define styles for Headings 1-3, Normal, Captions, and Quotes – these are most common; you may need others ( Working with Styles ).
• If headings need to be numbered (for example, 1.1, 1.2, 2.1, etc.), define a multi-level list ( Automatic Numbering ).
• If captions need to include the chapter number, define a multi-level list ( Automatic Numbering ).
• Share your file(s) with your advisors using Track Changes ( Commenting and Reviewing ) .
• If you use EndNote to manage your citations and create your bibliography, use only one EndNote library for your entire dissertation (see our EndNote Basics guide).
• Did we mention that you really ought to try out our template (available above)?

Word Choice

What this handout is about.

This handout can help you revise your papers for word-level clarity, eliminate wordiness and avoid clichés, find the words that best express your ideas, and choose words that suit an academic audience.

Introduction

Writing is a series of choices. As you work on a paper, you choose your topic, your approach, your sources, and your thesis; when it’s time to write, you have to choose the words you will use to express your ideas and decide how you will arrange those words into sentences and paragraphs. As you revise your draft, you make more choices. You might ask yourself, “Is this really what I mean?” or “Will readers understand this?” or “Does this sound good?” Finding words that capture your meaning and convey that meaning to your readers is challenging. When your instructors write things like “awkward,” “vague,” or “wordy” on your draft, they are letting you know that they want you to work on word choice. This handout will explain some common issues related to word choice and give you strategies for choosing the best words as you revise your drafts.

As you read further into the handout, keep in mind that it can sometimes take more time to “save” words from your original sentence than to write a brand new sentence to convey the same meaning or idea. Don’t be too attached to what you’ve already written; if you are willing to start a sentence fresh, you may be able to choose words with greater clarity.

For tips on making more substantial revisions, take a look at our handouts on reorganizing drafts and revising drafts .

“Awkward,” “vague,” and “unclear” word choice

So: you write a paper that makes perfect sense to you, but it comes back with “awkward” scribbled throughout the margins. Why, you wonder, are instructors so fond of terms like “awkward”? Most instructors use terms like this to draw your attention to sentences they had trouble understanding and to encourage you to rewrite those sentences more clearly.

Difficulties with word choice aren’t the only cause of awkwardness, vagueness, or other problems with clarity. Sometimes a sentence is hard to follow because there is a grammatical problem with it or because of the syntax (the way the words and phrases are put together). Here’s an example: “Having finished with studying, the pizza was quickly eaten.” This sentence isn’t hard to understand because of the words I chose—everybody knows what studying, pizza, and eating are. The problem here is that readers will naturally assume that first bit of the sentence “(Having finished with studying”) goes with the next noun that follows it—which, in this case, is “the pizza”! It doesn’t make a lot of sense to imply that the pizza was studying. What I was actually trying to express was something more like this: “Having finished with studying, the students quickly ate the pizza.” If you have a sentence that has been marked “awkward,” “vague,” or “unclear,” try to think about it from a reader’s point of view—see if you can tell where it changes direction or leaves out important information.

Sometimes, though, problems with clarity are a matter of word choice. See if you recognize any of these issues:

• Misused words —the word doesn’t actually mean what the writer thinks it does. Example : Cree Indians were a monotonous culture until French and British settlers arrived. Revision: Cree Indians were a homogenous culture.
• Words with unwanted connotations or meanings. Example : I sprayed the ants in their private places. Revision: I sprayed the ants in their hiding places.
• Using a pronoun when readers can’t tell whom/what it refers to. Example : My cousin Jake hugged my brother Trey, even though he didn’t like him very much. Revision: My cousin Jake hugged my brother Trey, even though Jake doesn’t like Trey very much.
• Jargon or technical terms that make readers work unnecessarily hard. Maybe you need to use some of these words because they are important terms in your field, but don’t throw them in just to “sound smart.” Example : The dialectical interface between neo-Platonists and anti-disestablishment Catholics offers an algorithm for deontological thought. Revision : The dialogue between neo-Platonists and certain Catholic thinkers is a model for deontological thought.
• Loaded language. Sometimes we as writers know what we mean by a certain word, but we haven’t ever spelled that out for readers. We rely too heavily on that word, perhaps repeating it often, without clarifying what we are talking about. Example : Society teaches young girls that beauty is their most important quality. In order to prevent eating disorders and other health problems, we must change society. Revision : Contemporary American popular media, like magazines and movies, teach young girls that beauty is their most important quality. In order to prevent eating disorders and other health problems, we must change the images and role models girls are offered.

Sometimes the problem isn’t choosing exactly the right word to express an idea—it’s being “wordy,” or using words that your reader may regard as “extra” or inefficient. Take a look at the following list for some examples. On the left are some phrases that use three, four, or more words where fewer will do; on the right are some shorter substitutes:

Keep an eye out for wordy constructions in your writing and see if you can replace them with more concise words or phrases.

In academic writing, it’s a good idea to limit your use of clichés. Clichés are catchy little phrases so frequently used that they have become trite, corny, or annoying. They are problematic because their overuse has diminished their impact and because they require several words where just one would do.

The main way to avoid clichés is first to recognize them and then to create shorter, fresher equivalents. Ask yourself if there is one word that means the same thing as the cliché. If there isn’t, can you use two or three words to state the idea your own way? Below you will see five common clichés, with some alternatives to their right. As a challenge, see how many alternatives you can create for the final two examples.

Try these yourself:

Writing for an academic audience

When you choose words to express your ideas, you have to think not only about what makes sense and sounds best to you, but what will make sense and sound best to your readers. Thinking about your audience and their expectations will help you make decisions about word choice.

Some writers think that academic audiences expect them to “sound smart” by using big or technical words. But the most important goal of academic writing is not to sound smart—it is to communicate an argument or information clearly and convincingly. It is true that academic writing has a certain style of its own and that you, as a student, are beginning to learn to read and write in that style. You may find yourself using words and grammatical constructions that you didn’t use in your high school writing. The danger is that if you consciously set out to “sound smart” and use words or structures that are very unfamiliar to you, you may produce sentences that your readers can’t understand.

When writing for your professors, think simplicity. Using simple words does not indicate simple thoughts. In an academic argument paper, what makes the thesis and argument sophisticated are the connections presented in simple, clear language.

Keep in mind, though, that simple and clear doesn’t necessarily mean casual. Most instructors will not be pleased if your paper looks like an instant message or an email to a friend. It’s usually best to avoid slang and colloquialisms. Take a look at this example and ask yourself how a professor would probably respond to it if it were the thesis statement of a paper: “Moulin Rouge really bit because the singing sucked and the costume colors were nasty, KWIM?”

Selecting and using key terms

When writing academic papers, it is often helpful to find key terms and use them within your paper as well as in your thesis. This section comments on the crucial difference between repetition and redundancy of terms and works through an example of using key terms in a thesis statement.

Repetition vs. redundancy

These two phenomena are not necessarily the same. Repetition can be a good thing. Sometimes we have to use our key terms several times within a paper, especially in topic sentences. Sometimes there is simply no substitute for the key terms, and selecting a weaker term as a synonym can do more harm than good. Repeating key terms emphasizes important points and signals to the reader that the argument is still being supported. This kind of repetition can give your paper cohesion and is done by conscious choice.

In contrast, if you find yourself frustrated, tiredly repeating the same nouns, verbs, or adjectives, or making the same point over and over, you are probably being redundant. In this case, you are swimming aimlessly around the same points because you have not decided what your argument really is or because you are truly fatigued and clarity escapes you. Refer to the “Strategies” section below for ideas on revising for redundancy.

Building clear thesis statements

Writing clear sentences is important throughout your writing. For the purposes of this handout, let’s focus on the thesis statement—one of the most important sentences in academic argument papers. You can apply these ideas to other sentences in your papers.

A common problem with writing good thesis statements is finding the words that best capture both the important elements and the significance of the essay’s argument. It is not always easy to condense several paragraphs or several pages into concise key terms that, when combined in one sentence, can effectively describe the argument.

However, taking the time to find the right words offers writers a significant edge. Concise and appropriate terms will help both the writer and the reader keep track of what the essay will show and how it will show it. Graders, in particular, like to see clearly stated thesis statements. (For more on thesis statements in general, please refer to our handout .)

Example : You’ve been assigned to write an essay that contrasts the river and shore scenes in Mark Twain’s Huckleberry Finn. You work on it for several days, producing three versions of your thesis:

Version 1 : There are many important river and shore scenes in Huckleberry Finn.

Version 2 : The contrasting river and shore scenes in Huckleberry Finn suggest a return to nature.

Version 3 : Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

Let’s consider the word choice issues in these statements. In Version 1, the word “important”—like “interesting”—is both overused and vague; it suggests that the author has an opinion but gives very little indication about the framework of that opinion. As a result, your reader knows only that you’re going to talk about river and shore scenes, but not what you’re going to say. Version 2 is an improvement: the words “return to nature” give your reader a better idea where the paper is headed. On the other hand, they still do not know how this return to nature is crucial to your understanding of the novel.

Finally, you come up with Version 3, which is a stronger thesis because it offers a sophisticated argument and the key terms used to make this argument are clear. At least three key terms or concepts are evident: the contrast between river and shore scenes, a return to nature, and American democratic ideals.

By itself, a key term is merely a topic—an element of the argument but not the argument itself. The argument, then, becomes clear to the reader through the way in which you combine key terms.

Strategies for successful word choice

• Be careful when using words you are unfamiliar with. Look at how they are used in context and check their dictionary definitions.
• Be careful when using the thesaurus. Each word listed as a synonym for the word you’re looking up may have its own unique connotations or shades of meaning. Use a dictionary to be sure the synonym you are considering really fits what you are trying to say.
• Under the present conditions of our society, marriage practices generally demonstrate a high degree of homogeneity.
• In our culture, people tend to marry others who are like themselves. (Longman, p. 452)
• Before you revise for accurate and strong adjectives, make sure you are first using accurate and strong nouns and verbs. For example, if you were revising the sentence “This is a good book that tells about the Revolutionary War,” think about whether “book” and “tells” are as strong as they could be before you worry about “good.” (A stronger sentence might read “The novel describes the experiences of a soldier during the Revolutionary War.” “Novel” tells us what kind of book it is, and “describes” tells us more about how the book communicates information.)
• Try the slash/option technique, which is like brainstorming as you write. When you get stuck, write out two or more choices for a questionable word or a confusing sentence, e.g., “questionable/inaccurate/vague/inappropriate.” Pick the word that best indicates your meaning or combine different terms to say what you mean.
• Look for repetition. When you find it, decide if it is “good” repetition (using key terms that are crucial and helpful to meaning) or “bad” repetition (redundancy or laziness in reusing words).
• Write your thesis in five different ways. Make five different versions of your thesis sentence. Compose five sentences that express your argument. Try to come up with four alternatives to the thesis sentence you’ve already written. Find five possible ways to communicate your argument in one sentence to your reader. (We’ve just used this technique—which of the last five sentences do you prefer?)Whenever we write a sentence we make choices. Some are less obvious than others, so that it can often feel like we’ve written the sentence the only way we know how. By writing out five different versions of your thesis, you can begin to see your range of choices. The final version may be a combination of phrasings and words from all five versions, or the one version that says it best. By literally spelling out some possibilities for yourself, you will be able to make better decisions.
• Read your paper out loud and at… a… slow… pace. You can do this alone or with a friend, roommate, TA, etc. When read out loud, your written words should make sense to both you and other listeners. If a sentence seems confusing, rewrite it to make the meaning clear.
• Instead of reading the paper itself, put it down and just talk through your argument as concisely as you can. If your listener quickly and easily comprehends your essay’s main point and significance, you should then make sure that your written words are as clear as your oral presentation was. If, on the other hand, your listener keeps asking for clarification, you will need to work on finding the right terms for your essay. If you do this in exchange with a friend or classmate, rest assured that whether you are the talker or the listener, your articulation skills will develop.
• Have someone not familiar with the issue read the paper and point out words or sentences they find confusing. Do not brush off this reader’s confusion by assuming they simply doesn’t know enough about the topic. Instead, rewrite the sentences so that your “outsider” reader can follow along at all times.
• Check out the Writing Center’s handouts on style , passive voice , and proofreading for more tips.

Questions to ask yourself

• Am I sure what each word I use really means? Am I positive, or should I look it up?
• Have I found the best word or just settled for the most obvious, or the easiest, one?
• Am I trying too hard to impress my reader?
• What’s the easiest way to write this sentence? (Sometimes it helps to answer this question by trying it out loud. How would you say it to someone?)
• What are the key terms of my argument?
• Can I outline out my argument using only these key terms? What others do I need? Which do I not need?
• Have I created my own terms, or have I simply borrowed what looked like key ones from the assignment? If I’ve borrowed the terms, can I find better ones in my own vocabulary, the texts, my notes, the dictionary, or the thesaurus to make myself clearer?
• Are my key terms too specific? (Do they cover the entire range of my argument?) Can I think of specific examples from my sources that fall under the key term?
• Are my key terms too vague? (Do they cover more than the range of my argument?)

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Cook, Claire Kehrwald. 1985. Line by Line: How to Improve Your Own Writing . Boston: Houghton Mifflin.

Grossman, Ellie. 1997. The Grammatically Correct Handbook: A Lively and Unorthodox Review of Common English for the Linguistically Challenged . New York: Hyperion.

Houghton Mifflin. 1996. The American Heritage Book of English Usage: A Practical and Authoritative Guide to Contemporary English . Boston: Houghton Mifflin.

O’Conner, Patricia. 2010. Woe Is I: The Grammarphobe’s Guide to Better English in Plain English , 3rd ed. New York: Penguin Publishing Group.

Tarshis, Barry. 1998. How to Be Your Own Best Editor: The Toolkit for Everyone Who Writes . New York: Three Rivers Press.

Williams, Joseph, and Joseph Bizup. 2017. Style: Lessons in Clarity and Grace , 12th ed. Boston: Pearson.

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

Make a Gift

Research Guides

Submit and publish your thesis.

• The Graduate Thesis: What is it?
• Thesis Defences
• Deadlines and Fees

Formatting in MS Word

• Formatting in LaTeX
• Making Thesis Accessible
• Thesis Embargo
• Review and Release
• Your Rights as an Author
• Re-using Third Party Materials
• Creative Commons Licenses for Theses
• Turning Thesis into an Article
• Turning Thesis into a Book
• Other Venues of Publication

Thesis style template for MS Word is available on the School of Graduate Studies website . You are not required to use the template but using it will make some of the formatting requirements easier to meet.

►► Thesis template for  Microsoft Word​  (.docx)

For formatting instructions and requirements see the Formatting section of the SGS website .

MS Word formatting tips

Section breaks and page numbers.

One of the most common formatting items that causes difficulty is the page numbering, since the front section and the rest of the thesis use different characters and placement. The way to properly format these sections is to add Section Breaks in between the front matter and the Introduction or Chapter One and between each of the following chapters, including the Bibliography and Appendices sections.

Adding Section Breaks and Page Numbers in Word 2016

You will need to insert “Section Break – next page” in between all chapters and between the front matter and the first chapter as well as between the last chapter and the appendices and the references.

• Click on the place where the break should be inserted and then go to the Layout tab.
• Click on the arrow beside Breaks and choose Section Break Next Page from the list. This allows you to format sections individually of each other.
• Go to the first chapter after the front matter, click in the header and footer area and in the Header & Footer tools, ensure that “Different First Page” is selected and then ensure that the “Link to Previous” option is not selected. This way, when you format the front matter with Roman numerals in the bottom centre, it won’t carry the formatting into the next section.
• Use the Insert Page Numbers and Format Page numbers to insert the page numbers in the appropriate place with the appropriate formatting.

Using Document Styles

The template has Styles that can be used to format your entire thesis. To use a style, select the text to apply the style to, then choose the appropriate style from the Styles window.

If you don’t want to use the template (for example, if you don’t want to use the numbered headings, you can create your own styles. To do this, format the heading (or other element) the way you want, then click New Style in the style window. Insert a unique name for the style and click OK . You can then use that style for those elements going forward.

Table of Contents (TOC)

To automatically generate a TOC, apply the appropriate Styles to all headings. The template has styles created for this purpose. If you are not using the template, you can create your own heading styles to apply.

Auto-generate the TOC in Word 2016 on both Mac and Windows

• Go to the References tab, choose Table of Contents and select Custom Table of Contents . Click OK .

       Using your own styles

• If you have created your own styles with custom names, go to the References tab, choose Table of Contents and select Custom Table of Contents , then click Options .
• Put numbers beside the styles you created that correspond with the level of heading they represent. Click OK , then OK again.

Manual formatting of TOC

To add right-aligned tabs with leaders:

• From the Home tab, open the Paragraph settings and click on the Tabs button.
• Enter the tab stop position, choose Right Tab and for Leader , choose the … option. Click Set (or the + sign on Mac), then click OK .
• Type the TOC entry, press tab, then insert the page number.

Miscellaneous tips

• Use page breaks instead of pressing Enter or Return
• Use paragraph first-line indent or tab consistently throughout doc (best to use Styles)
• Use consistent spacing around headers
• Use Shift + Return/Enter to keep headings that run over 2 lines in the same paragraph
• Ensure there are no Widow/Orphan headings or paragraphs
• When inserting longer quotes, use margins to indent rather than tabbing in and inserting a hard return after each line
• Always use tabs rather than spaces. Set tab stops so you aren’t using multiple tabs

Formatting issues and examples

When creating your own table of contents , be sure to format the space between the text and the numbers properly. Do not use multiple tabs or periods to separate them. This will result in a jagged right margin. You want to set a right-aligned tab with leaders in order to have the numbers properly aligned to the right margin. The auto-generate TOC feature does this automatically.

When starting content on a new page, do not use the return key until you get to the next page. If you add content to that section later on, it will move everything down the page, even on the following page. Instead, use the Insert Page Break feature.

When formatting indented quotes, do not use tabs to indent the lines , or put a return at the end of each line. The test in the paragraph won’t flow properly if you need to add more text or change the margins. Instead use the margin controls in the Ruler to indent the paragraph on each side.

• << Previous: Formatting
• Next: Formatting in LaTeX >>
• Last Updated: Sep 15, 2023 3:23 PM
• URL: https://guides.library.utoronto.ca/thesis

Library links

• Library Home
• Renew items and pay fines
• Library hours
• Engineering
• UT Mississauga Library
• UT Scarborough Library
• Information Commons
• All libraries

University of Toronto Libraries 130 St. George St.,Toronto, ON, M5S 1A5 [email protected] 416-978-8450 Map About web accessibility . Tell us about a web accessibility problem . About online privacy and data collection .

© University of Toronto . All rights reserved. Terms and conditions.

Connect with us

• Langson Library
• Science Library
• Grunigen Medical Library
• Law Library
• Connect From Off-Campus
• Accessibility
• Gateway Study Center

Email this link

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

UCI Libraries maintains the following  templates to assist in formatting your graduate manuscript. If you are formatting your manuscript in Microsoft Word, feel free to download and use the template. If you would like to see what your manuscript should look like, PDFs have been provided. If you are formatting your manuscript using LaTex, UCI maintains a template on OverLeaf.

• Annotated Template (Dissertation) 2024 PDF of a template with annotations of what to look out for
• Word: Thesis Template 2024 Editable template of the Master's thesis formatting.
• PDF Thesis Template 2024
• Word: Dissertation Template 2024 Editable template of the PhD Dissertation formatting.
• PDF: Dissertation Template 2024
• Overleaf (LaTex) Template
• << Previous: Tutorials and Assistance
• Next: FAQ >>
• Last Updated: Feb 20, 2024 2:09 PM
• URL: https://guides.lib.uci.edu/gradmanual

Off-campus? Please use the Software VPN and choose the group UCIFull to access licensed content. For more information, please Click here

Software VPN is not available for guests, so they may not have access to some content when connecting from off-campus.

Library Subject Guides

4. writing up your research: thesis formatting (ms word).

• Books on Thesis Writing
• Thesis Formatting (MS Word)
• Referencing

Haere mai, tauti mai—welcome! These instructions are designed to be used with recent versions of MS Word. Please note there is no template or specific formatting guidelines for a thesis at UC. Please talk to your supervisor and take a look at theses in the UC Research Repository to see how they are usually formatted.

• Where to start
• Show/Hide Formatting
• Heading Styles
• Navigation Pane
• Table of Contents
• Numbered Headings
• List of Figures/Tables
• Page/Section Breaks, Page Numbering & Orientation

Word Thesis Formatting workshops run throughout the year.

Some useful documents.

• Word Formatting Instructions PDF This PDF contains the same instructions that are available on this page.
• Sample Thesis Document with No Formatting This sample thesis file can be used to practise formatting. It is not a template for how to format a thesis. UC does not provide any guidelines on formatting a thesis.
• APA 7th Edition Formatting Example This document is formatted according to APA 7th Edition formatting guidelines. It could be used as a template or as an example to follow. It contains some additional instructions for certain APA formatting in Word.

For more APA formatting advice see the APA Style Blog's excellent Style and Grammar Guidelines .

Finding Examples

Look at examples and ask your supervisor.

The best guide on how to format your thesis is a combination of:

• Looking at previous theses in your discipline. Search the UC Research Repository  for your subject or department, and browse by issue date to get the most recent.
• Asking your supervisor for recommendations on specific formatting and details. 

General Recommendations

The following is an example only of preliminaries to the thesis that could be included.

• Acknowledgements
• List of Figures
• List of Tables
• Abbreviations
• Toggle show Home ->Show/Hide formatting

Using styles for headings allows you to create an automatic table of contents.

• Select major headings one at a time and choose Home ->Styles ‘Heading 1’

• Select subheadings and apply Home ->Styles ‘heading 2’ and ‘heading 3’
• Modify a style by right clicking on it and choosing Modify in the styles pane at the top of the screen.

The Navigation Pain is useful for seeing the outline of your document as well as providing links to quickly go to any section of the document.

• View->check Navigation Pane

In order to create an automatic table of contents heading styles must be used.

• References -> Table of Contents -> Custom Table of Contents (no heading in table)

• Right click table of contents to ‘update field’ and choose ‘update entire table’

• Home->Multilevel list-> choose style with a number level for each heading level

• To change the heading level 1 number to say ‘Chapter 1’ right click on heading level 1 in the styles area Heading 1->Modify .

• In the modify screen click Format->Numbering.

• Then click ‘ Define New Number Format’.

• Then add the word ‘Chapter’ and a space before the ‘1’.

To create automatic lists of figures or tables you first have to give a caption to all your figures and tables.

• Right click figure or table and select Insert Caption

• Choose Label type eg. Figure, Table etc
• Choose position above or below
• Give the table or figure a title in the top box
• Go to the headings for List of Figures and List of tables and then click References->Insert Table of Figures -> select caption label type (Figure or Table)

• On the following menu select caption label type (Figure or Table) and click OK

This can be used to have different page numbering styles of different sections of your document or to have certain pages landscape to display a large table or graph.

• Insert a section break (next page) at the end of the title page ( Layout -> Breaks -> Next Page )

• Insert a section break at chapter 1 ( Layout -> Breaks -> Next Page )
• Insert page breaks for all other ‘heading 1’ headings ( Layout -> Breaks -> Page )

Adding Page Numbers

• Insert -> Page Number and choose a position on the page

• Double click on title page header or footer (top or bottom of the page) and tick ‘ Different First Page’ in the Design ribbon that appears

• Click in second page header or footer, right click on the page number and select ‘ format page numbers ’

• Select Roman numerals eg. ‘i, ii, iii, iv’ etc
• Select start at ‘i’ (start at ‘1’)

• Scroll to chapter 1 and change number style for this section back to ordinary numbers and start at 1

Change Page Orientation

• Insert a section break before and after the pages you want to change to landscape orientation (See instructions above for inserting a section break)
• Layout -> Orientation -> Landscape

NOTE:  A section break is usually only needed if page orientation or separate page numbers are required.

• << Previous: Books on Thesis Writing
• Next: Referencing >>
• Last Updated: Feb 8, 2024 12:29 PM
• URL: https://canterbury.libguides.com/writingup

• Mardigian Library
• Subject Guides

Formatting Your Thesis or Dissertation with Microsoft Word

• Introduction
• Copyright Page
• Dedication, Acknowledgements, & Preface
• Headings and Subheadings
• Citations and Bibliography
• Page Numbers
• Tables and Figures
• Rotated (Landscape) Pages
• Table of Contents
• Lists of Tables and Figures
• List of Abbreviations
• Some Things to Watch For
• PDF with Embedded Fonts

UM-Deaborn has specific requirements for a thesis title page. An example of what this page should look like can be found on the last page of the Master's Thesis Format Guidelines . There are many ways to use Microsoft Word to create this page; one way to do this is demonstrated in the video below.

Note for dissertations: The order in which you list your committee members differs from the order on the title page of the thesis. All committee members (other than the chair or co-chairs) are listed in alphabetical order based on last name.

• << Previous: Introduction
• Next: Front Matter >>
• Last Updated: Mar 21, 2024 2:35 PM
• URL: https://guides.umd.umich.edu/Word_for_Theses

Call us at 313-593-5559

Chat with us

Text us: 313-486-5399

Email us your question

• 4901 Evergreen Road Dearborn, MI 48128, USA
• Phone: 313-593-5000
• Maps & Directions
• M+Google Mail
• Emergency Information
• UM-Dearborn Connect
• Wolverine Access

Places on our 2024 summer school are filling fast. Don’t miss out. Enrol now to avoid disappointment

• 40 Useful Words and Phrases for Top-Notch Essays

To be truly brilliant, an essay needs to utilise the right language. You could make a great point, but if it’s not intelligently articulated, you almost needn’t have bothered.

Developing the language skills to build an argument and to write persuasively is crucial if you’re to write outstanding essays every time. In this article, we’re going to equip you with the words and phrases you need to write a top-notch essay, along with examples of how to utilise them.

It’s by no means an exhaustive list, and there will often be other ways of using the words and phrases we describe that we won’t have room to include, but there should be more than enough below to help you make an instant improvement to your essay-writing skills.

If you’re interested in developing your language and persuasive skills, Oxford Royale offers summer courses at its Oxford Summer School , Cambridge Summer School , London Summer School , San Francisco Summer School and Yale Summer School . You can study courses to learn english , prepare for careers in law , medicine , business , engineering and leadership.

General explaining

Let’s start by looking at language for general explanations of complex points.

1. In order to

Usage: “In order to” can be used to introduce an explanation for the purpose of an argument. Example: “In order to understand X, we need first to understand Y.”

2. In other words

Usage: Use “in other words” when you want to express something in a different way (more simply), to make it easier to understand, or to emphasise or expand on a point. Example: “Frogs are amphibians. In other words, they live on the land and in the water.”

3. To put it another way

Usage: This phrase is another way of saying “in other words”, and can be used in particularly complex points, when you feel that an alternative way of wording a problem may help the reader achieve a better understanding of its significance. Example: “Plants rely on photosynthesis. To put it another way, they will die without the sun.”

4. That is to say

Usage: “That is” and “that is to say” can be used to add further detail to your explanation, or to be more precise. Example: “Whales are mammals. That is to say, they must breathe air.”

5. To that end

Usage: Use “to that end” or “to this end” in a similar way to “in order to” or “so”. Example: “Zoologists have long sought to understand how animals communicate with each other. To that end, a new study has been launched that looks at elephant sounds and their possible meanings.”

Adding additional information to support a point

Students often make the mistake of using synonyms of “and” each time they want to add further information in support of a point they’re making, or to build an argument . Here are some cleverer ways of doing this.

6. Moreover

Usage: Employ “moreover” at the start of a sentence to add extra information in support of a point you’re making. Example: “Moreover, the results of a recent piece of research provide compelling evidence in support of…”

7. Furthermore

Usage:This is also generally used at the start of a sentence, to add extra information. Example: “Furthermore, there is evidence to suggest that…”

8. What’s more

Usage: This is used in the same way as “moreover” and “furthermore”. Example: “What’s more, this isn’t the only evidence that supports this hypothesis.”

9. Likewise

Usage: Use “likewise” when you want to talk about something that agrees with what you’ve just mentioned. Example: “Scholar A believes X. Likewise, Scholar B argues compellingly in favour of this point of view.”

10. Similarly

Usage: Use “similarly” in the same way as “likewise”. Example: “Audiences at the time reacted with shock to Beethoven’s new work, because it was very different to what they were used to. Similarly, we have a tendency to react with surprise to the unfamiliar.”

11. Another key thing to remember

Usage: Use the phrase “another key point to remember” or “another key fact to remember” to introduce additional facts without using the word “also”. Example: “As a Romantic, Blake was a proponent of a closer relationship between humans and nature. Another key point to remember is that Blake was writing during the Industrial Revolution, which had a major impact on the world around him.”

12. As well as

Usage: Use “as well as” instead of “also” or “and”. Example: “Scholar A argued that this was due to X, as well as Y.”

13. Not only… but also

Usage: This wording is used to add an extra piece of information, often something that’s in some way more surprising or unexpected than the first piece of information. Example: “Not only did Edmund Hillary have the honour of being the first to reach the summit of Everest, but he was also appointed Knight Commander of the Order of the British Empire.”

14. Coupled with

Usage: Used when considering two or more arguments at a time. Example: “Coupled with the literary evidence, the statistics paint a compelling view of…”

15. Firstly, secondly, thirdly…

Usage: This can be used to structure an argument, presenting facts clearly one after the other. Example: “There are many points in support of this view. Firstly, X. Secondly, Y. And thirdly, Z.

16. Not to mention/to say nothing of

Usage: “Not to mention” and “to say nothing of” can be used to add extra information with a bit of emphasis. Example: “The war caused unprecedented suffering to millions of people, not to mention its impact on the country’s economy.”

Words and phrases for demonstrating contrast

When you’re developing an argument, you will often need to present contrasting or opposing opinions or evidence – “it could show this, but it could also show this”, or “X says this, but Y disagrees”. This section covers words you can use instead of the “but” in these examples, to make your writing sound more intelligent and interesting.

17. However

Usage: Use “however” to introduce a point that disagrees with what you’ve just said. Example: “Scholar A thinks this. However, Scholar B reached a different conclusion.”

18. On the other hand

Usage: Usage of this phrase includes introducing a contrasting interpretation of the same piece of evidence, a different piece of evidence that suggests something else, or an opposing opinion. Example: “The historical evidence appears to suggest a clear-cut situation. On the other hand, the archaeological evidence presents a somewhat less straightforward picture of what happened that day.”

19. Having said that

Usage: Used in a similar manner to “on the other hand” or “but”. Example: “The historians are unanimous in telling us X, an agreement that suggests that this version of events must be an accurate account. Having said that, the archaeology tells a different story.”

20. By contrast/in comparison

Usage: Use “by contrast” or “in comparison” when you’re comparing and contrasting pieces of evidence. Example: “Scholar A’s opinion, then, is based on insufficient evidence. By contrast, Scholar B’s opinion seems more plausible.”

21. Then again

Usage: Use this to cast doubt on an assertion. Example: “Writer A asserts that this was the reason for what happened. Then again, it’s possible that he was being paid to say this.”

22. That said

Usage: This is used in the same way as “then again”. Example: “The evidence ostensibly appears to point to this conclusion. That said, much of the evidence is unreliable at best.”

Usage: Use this when you want to introduce a contrasting idea. Example: “Much of scholarship has focused on this evidence. Yet not everyone agrees that this is the most important aspect of the situation.”

Adding a proviso or acknowledging reservations

Sometimes, you may need to acknowledge a shortfalling in a piece of evidence, or add a proviso. Here are some ways of doing so.

24. Despite this

Usage: Use “despite this” or “in spite of this” when you want to outline a point that stands regardless of a shortfalling in the evidence. Example: “The sample size was small, but the results were important despite this.”

25. With this in mind

Usage: Use this when you want your reader to consider a point in the knowledge of something else. Example: “We’ve seen that the methods used in the 19th century study did not always live up to the rigorous standards expected in scientific research today, which makes it difficult to draw definite conclusions. With this in mind, let’s look at a more recent study to see how the results compare.”

26. Provided that

Usage: This means “on condition that”. You can also say “providing that” or just “providing” to mean the same thing. Example: “We may use this as evidence to support our argument, provided that we bear in mind the limitations of the methods used to obtain it.”

27. In view of/in light of

Usage: These phrases are used when something has shed light on something else. Example: “In light of the evidence from the 2013 study, we have a better understanding of…”

28. Nonetheless

Usage: This is similar to “despite this”. Example: “The study had its limitations, but it was nonetheless groundbreaking for its day.”

29. Nevertheless

Usage: This is the same as “nonetheless”. Example: “The study was flawed, but it was important nevertheless.”

30. Notwithstanding

Usage: This is another way of saying “nonetheless”. Example: “Notwithstanding the limitations of the methodology used, it was an important study in the development of how we view the workings of the human mind.”

Giving examples

Good essays always back up points with examples, but it’s going to get boring if you use the expression “for example” every time. Here are a couple of other ways of saying the same thing.

31. For instance

Example: “Some birds migrate to avoid harsher winter climates. Swallows, for instance, leave the UK in early winter and fly south…”

32. To give an illustration

Example: “To give an illustration of what I mean, let’s look at the case of…”

Signifying importance

When you want to demonstrate that a point is particularly important, there are several ways of highlighting it as such.

33. Significantly

Usage: Used to introduce a point that is loaded with meaning that might not be immediately apparent. Example: “Significantly, Tacitus omits to tell us the kind of gossip prevalent in Suetonius’ accounts of the same period.”

34. Notably

Usage: This can be used to mean “significantly” (as above), and it can also be used interchangeably with “in particular” (the example below demonstrates the first of these ways of using it). Example: “Actual figures are notably absent from Scholar A’s analysis.”

35. Importantly

Usage: Use “importantly” interchangeably with “significantly”. Example: “Importantly, Scholar A was being employed by X when he wrote this work, and was presumably therefore under pressure to portray the situation more favourably than he perhaps might otherwise have done.”

Summarising

You’ve almost made it to the end of the essay, but your work isn’t over yet. You need to end by wrapping up everything you’ve talked about, showing that you’ve considered the arguments on both sides and reached the most likely conclusion. Here are some words and phrases to help you.

36. In conclusion

Usage: Typically used to introduce the concluding paragraph or sentence of an essay, summarising what you’ve discussed in a broad overview. Example: “In conclusion, the evidence points almost exclusively to Argument A.”

37. Above all

Usage: Used to signify what you believe to be the most significant point, and the main takeaway from the essay. Example: “Above all, it seems pertinent to remember that…”

38. Persuasive

Usage: This is a useful word to use when summarising which argument you find most convincing. Example: “Scholar A’s point – that Constanze Mozart was motivated by financial gain – seems to me to be the most persuasive argument for her actions following Mozart’s death.”

39. Compelling

Usage: Use in the same way as “persuasive” above. Example: “The most compelling argument is presented by Scholar A.”

40. All things considered

Usage: This means “taking everything into account”. Example: “All things considered, it seems reasonable to assume that…”

How many of these words and phrases will you get into your next essay? And are any of your favourite essay terms missing from our list? Let us know in the comments below, or get in touch here to find out more about courses that can help you with your essays.

At Oxford Royale Academy, we offer a number of  summer school courses for young people who are keen to improve their essay writing skills. Click here to apply for one of our courses today, including law , business , medicine  and engineering .

Comments are closed.