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How to Write a Preface

Last Updated: March 22, 2023 Fact Checked

This article was co-authored by Christopher Taylor, PhD and by wikiHow staff writer, Danielle Blinka, MA, MPA . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 108,664 times.

A preface may be used to introduce a work of nonfiction, such as a book, dissertation, or thesis. Your preface will provide information about your background to establish your credibility, as well as why you wrote the book. At first, writing your preface might seem difficult, but it helps to think of it as an introduction to your work. Drafting a preface is a simple process, but you’ll want to revise it before publishing.

Drafting Your Preface

• Provide your credentials if they’re important to the topic. For example, when writing a book about bipolar disorder, it would be helpful to explain your professional and educational background as a psychiatrist. To keep this section informal, you might decide to do this in the form of an anecdote.
• For instance, “As I earned my degrees in psychology, I began to recognize the importance of pharmaceuticals for managing mental illness, so I pursued a medical degree. In my ten years of practice, I’ve treated over a hundred patients with bipolar disorder, most of whom are able to manage their condition with medication and counseling.”
• For a memoir you might write, "Becoming a foster parent changed my life and the lives of the children who came to live with me. I thought I would be helping them, but through caring for them I gained a lot, as well."

• You could write, “After watching so many of my patients make a complete turnaround, I realized that my treatment strategies could be used to help others. I decided to write this book to help other mental health professionals treat their patients using my methods.”
• For a nonfiction historical text, you could write, "Ancient Egypt has interested me since I first watched The Mummy as a small child. After years of research, I finally have knowledge of my own to contribute."
• If you're writing a memoir you might write, "After sharing my experiences with others through outreach efforts, I realized I could help others with my life story."

• For instance, “My treatment methods focus on an integrated, holistic approach that differs from many treatment protocols,” or "Through my research, I've gained a new perspective on the pyramids of Giza that I will share through this book."
• If you're writing a memoir, you could say, "As an avid reader, I recognized that there weren't many stories out there like mine."

• For example, “I wrote this book for mental health professionals, but individuals who’ve been diagnosed with bipolar disorder may also find it helpful,” or "This book is for all of the history buffs like myself."
• If you're writing a memoir, you might say, "This book is for everyone who's struggling to find their place in the world."

• For example, “This book will explain my treatment methods and best practices. I also provide example exercises, as well as ten detailed case studies.”
• As another example, "While I was in Egypt, I collected stories as well as facts. I will share all of them with you, as well as the photos I took along the way."
• Your memoir preface might read, "In my book, I discuss both my experiences and how they changed me. You'll find stories and mementos that I hope will touch your heart."

• For example, “Before writing this book, I published eight peer-reviewed papers about my work with patients," or "Among my photos is a mummy who had never been photographed."
• Your memoir might include, "During my years as a foster parent, I took in 152 children. Of those I cared for, I'm still in contact with 54. Each of them hold a piece of my heart."
• As an example, you could read over the preface to Oscar Wilde's The Picture of Dorian Gray . Although his novel is a work of fiction, Wilde includes a preface to provide the reader with a series of contradictory statements that inspired his work.

• You might write, “I want to give a special thanks for Sarah Lopez, who served as my research assistant throughout this project,” or "I'd like to give a special thanks to my host family in Egypt who has been my rock throughout three research visits."
• For a memoir, you might write, "Thank you to my family for supporting me throughout the years, and thank you to each child who has let me be their foster mother."
• You should only include your acknowledgements if you have a few people to honor. If you have several, it’s best to create a separate acknowledgements section.

Revising Your Preface

• Varied sentence structure
• Good readability
• Run-on sentences
• Sentence fragments
• Grammar and spelling errors
• Problems with word choice

• If you’re working with a committee, ask one of the members to read over your preface.

• You may want to revise your preface several times.

• You may also want to get someone else to proofread your preface, as they’ll be able to better spot typos and mistakes. It’s often harder to detect your own errors.

Writing an Effective Preface

• If you write your preface before you write the text, you'll likely need to rework it once your book or paper is finished.

• If you’re working with a publisher, ask them for the correct formatting.
• For a journal article or research paper, check the submission guidelines or contact the editor.
• If you’re writing an academic thesis or dissertation, check with your school or committee to get the specific format they prefer. You may also be able to access a template. [13] X Research source

• For example, “I intended my research to help you, the reader, approach the field of robotics from a new angle.”

• For example, you might want to include background on your topic that inspired you to conduct this research project. This is okay as long as you also include the information in the proper section of your text.

• For example, you might be writing a book that’s based on decades of research or that sprang out of an interesting incident. If this is the case, you might decide to write a longer preface to share this with the reader. This is a judgment call you’ll have to make for yourself.

Sample Annotated Prefaces

Community Q&A

• Don't stress about your preface! It's the part of your text where you get to express yourself in a casual manner. Thanks Helpful 0 Not Helpful 0

• Readers often skip the preface, so your work should stand alone without it. Thanks Helpful 5 Not Helpful 0

You Might Also Like

• ↑ https://shsulibraryguides.org/thesisguide/preface
• ↑ https://pubs.acs.org/userimages/ContentEditor/1218291395327/PrefaceGuidelines.pdf
• ↑ https://penandthepad.com/make-preface-8258662.html
• ↑ https://www.awelu.lu.se/writing/rewriting-stage/how-to-revise/
• ↑ https://www.indeed.com/career-advice/career-development/preface-vs-introduction

About This Article

While drafting your preface may seem difficult at first, it helps to think of it as an introduction to your work and yourself. For example, write about your educational or professional background, or discuss what inspired your writing project or research. You can keep this section slightly informal, using anecdotes or personal experiences to guide your reader into your work. Include why your text is important or why your reader should read your text. This is also an opportunity to explain who your target audience is, so let your reader know if this work is right for them. For instance, you might say “This book is for all of the history buffs like myself,” or “This book is for everyone who’s struggling to find their place in this world.” For tips on how to proofread your preface, keep reading! Did this summary help you? Yes No

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Dissertation Preface – Components & Guide

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A dissertation preface allows the author to share personal reflections with the reader. It’s like an introduction to your dissertation. So, unlike other academic writing , it tends to be more conversational and informal. In this article, we’ll go over what a dissertation preface is, what to include in it, and why it’s important. So, whether you’re just starting your dissertation or you’re almost done, understanding how to write a good preface can make your work even stronger.

Inhaltsverzeichnis

• 1 In a nutshell: Dissertation preface
• 2 Definition: Dissertation preface
• 3 How to write a dissertation preface
• 4  What is included in a dissertation preface?
• 5 Example of a dissertation preface

In a nutshell: Dissertation preface

• Planning what to include in the dissertation preface is important before you start writing.
• Identifying your audience ahead of time can help them better connect to the content you will be producing.
• An effective introduction will do more than summarize the work that follows; it will also draw the reader in.

Definition: Dissertation preface

A dissertation preface is used to introduce the reader to the major body of your work. Its major purpose is to familiarize the reader with the dissertation’s subject and to provide a synopsis of the content, rationale for writing, and overall organization. Typically, a dissertation’s preface will introduce you to the author, the research methodology , and the overall objectives of the work.

The preface goals are to set the stage for the reader, establish the relevance of the issue at hand, and offer a synopsis of the relevant prior research. Moreover, this section allows the author to publicly thank and recognize anybody who had a role in facilitating the study. Generally, a dissertation preface establishes the work’s tone and introduces the reader to the work’s structure.

On the other hand, the format and arrangement of a dissertation preface may change based on the academic institution’s specifications or rules.

I. Introduction

• Background information and research justification
• Research goals or questions
• Methodology
• Study’s importance

II. Acknowledgments

• In the acknowledgments section, you write an appreciation for all who helped or supported the dissertation project.

III. Personal statement

• Here is where consideration of one’s background and interests in the study area.

IV. Organization of the dissertation

• This part includes summaries of the chapters and their contents.

How to write a dissertation preface

Composing a preface could present challenges because it calls for carefully balancing your words to inform and captivate readers. So, if you are struggling with writing a dissertation preface, consider these helpful tips.

• Introduce your topic : Start by briefly presenting the subject of your dissertation and outlining the overall scope of the subject area, justifying why you chose it. This approach will enable readers to comprehend the context and significance of your study.
• Acknowledge the contributions of others: First, thank your supervisor and others who have helped you throughout your research journey. This section is also an excellent opportunity to explain any ethical or logistical issues you encountered during your research and how you resolved them.
• Provide a brief overview of the structure: This will help readers understand the organization of your research and how the various chapters of your dissertation fit together.
• Write in a clear and concise style: Your preface should be easy to read and understand, so avoid using jargon or technical terms that may be unfamiliar to your readers. Remember that your preface reflects your dissertation, so take the time to write it well.
• Describe how you conducted your study: Including the methods you used to gather and analyze data, in the introduction. The reader will appreciate this clarification of your work’s background.
• End on a note of gratitude: To wrap off your introduction, express gratitude to everybody who has aided you. Similarly, you may discuss the significance of being given the chance to write a dissertation.

Following these steps will help you write a thorough preface for your dissertation preface that sets the scene and gives credit where credit is due.

 What is included in a dissertation preface?

In a dissertation preface, writers usually explain why they did the study, the things they researched, and why they wanted to do the project. The writer can thank people or places that helped with the research. Some things you might want to write at the beginning of your dissertation are:

• The author chose the topic for its relevance to the subject or personal interest.
• The author’s question or ideas for investigation.
• This is how we did our research.
• Thanking individuals or organizations who helped or supported.
• Any restrictions on gathering or studying data during research.
• A short description of how the dissertation is organized.

Basically, the beginning of a dissertation preface should tell readers what the writer is studying and what they hope to accomplish in the rest of the dissertation.

Example of a dissertation preface

Example 1: Dissertation preface by a single writer

The motivation for undertaking this research project initially stemmed from my longstanding desire to create a written work centered around our nation’s cultural legacy. As we move forward into the future, we must also appreciate and honor our previous experiences. My firm conviction is that the events of the past shape the present, and this document intends to demonstrate this notion.

The collaboration of our institution (named) was essential to achieve this extensive project. Their level of dedication and effort is highly praiseworthy. I am grateful to my dear family for their unwavering support during challenging moments.

Example 2: Dissertation preface by two or more writers

It’s never too late to learn about the culture we belong to. The interesting parts of my community’s way of life motivated me and my colleagues to finish this research paper. The thesis wants to tell people that even though science is important, what brings us together are things we have in common because of our culture. I wrote the beginning part, and my friend (name) wrote the rest, focusing on issues we face today.

We would like to thank our parents for always believing in us and our fellow students, who motivated us. We are fortunate to be connected to this organization. We are genuinely thankful to everyone.

What is in a dissertation preface included?

The preface ought to contain details concerning background information about the project. Financial support (if available) is a significant aspect covered in the report.

What is the typical length of a dissertation preface in a thesis?

A brief preface is sufficient, as it does not summarize the main argument. For your thesis to be evaluated by the examiners during the final examination, your supervisor must scrutinize the preface first.

What are the important factors in creating an effective dissertation preface?

An engaging preface is essential. The information provided should be captivating for the reader, but not critical for comprehending the content. Notable research methodologies are frequently incorporated in the preface.

Is it acceptable to write a dissertation preface using the first-person perspective?

The author typically writes a preface at the book’s beginning and often communicates in the first person. This outlines the reasons behind the author’s decision to write the book, their journey towards creating it, and the obstacles they encountered.

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About Writing Guide with Handbook

Writing Guide with Handbook bridges the gap between everyday rhetoric and academic discourse by revealing to students that they are already engaged in rhetorical work within the familiar contexts of personal interaction and social media. The text seeks to extend these existing skills by showing students how to construct a variety of compelling compositions within self-defined contexts. Writing Guide with Handbook breaks down barriers in the field of composition by offering an inviting and inclusive approach to students of all intersectional identities. To meet this goal, the text creates a reciprocal relationship between daily conversation and the evolving world of academia, which must allow itself to be shaped by students as much as it seeks to shape them.

Writing Guide with Handbook was conceived in 2020—the year that brought everything into question for students and instructors alike. Would we avert the climate crisis? Would we survive a global pandemic? Would we achieve gender equality? Would we finally acknowledge that Black lives and Black linguistics matter? Would we show acceptance toward refugees and Dreamers? Would we embrace multilingualism? How would we navigate our way through one existential crisis after another? Put simply, the answer for some of us has become that we write . . . we write for our lives. We write calls to action on social media. We write protest signs to carry in the streets. We write proposed legislation to create change. We write our stories . . . and we write the stories of those who cannot write their own.

In a world with so many questions and seemingly so few answers, the writing classroom as supported by Writing Guide with Handbook becomes an essential space for navigating hard conversations about what is right versus what is easy . The text invites students and instructors to practice invitational, rather than confrontational, verbal and written conversations. These classroom communities will learn to communicate about culture in its broadest sense without divisiveness. Instructors will be empowered to emphasize meaning and voice over outdated writing traditions and to teach empathy as a rhetorical strategy. Students will be empowered to negotiate their identities and their cultures through language as they, too, join us in writing for their lives.

Pedagogical Foundation

The OpenStax Writing Guide with Handbook is organized according to relevant writing genres, with the writing process, effective writing practices or strategies—including graphic organizers, writing frames, and word banks to support visual learning—and conventions of usage and style contextually embedded. The text includes an editing and documentation handbook, which is linked to the Editing Focus feature located in each genre chapter. This organizational approach allows instructors and students to focus on the importance of argumentation and research. In addition, the text allows for nimble customization based on inclusive assignments that welcome all voices and experiences to the academic forum as appropriate to the teaching styles of individual instructors and writing programs.

Cultural awareness is a defined outcome of the text. As a standalone aspect of the rhetorical situation, this outcome supports a culturally integrated pedagogical approach. As such, it is evident throughout the text. In addition, multiculturalism is supported by a repeating chapter-level feature on diverse trailblazers who are working innovatively within each genre. Annotated writing samples in each chapter cross time, space, and culture to emphasize the contributions of many to the genre. There is also a chapter titled “Language, Identity, and Culture,” which focuses on contemporary cultural issues and invites students to participate in the ongoing dialogue over the power of language to define and shape both identity and culture. Students of all identities are invited to write about and reflect on their personal experiences with rhetoric in public or private settings. Writing assignments are inclusive so as to invite a wide range of subjects, voices, and viewpoints into the classroom, reinforcing the idea that all are welcome and respected. Writing assignments also include suggestions for differing cultural or linguistic approaches. In addition, writing practices and graphic organizers are marked by targeted icons with regard to culture, linguistics, and learning styles to help instructors and students scaffold assignments.

understanding content through the broad lens of language

understanding content through the broad lens of culture

seeing to create meaning

voice to text

listening to create meaning

movement to create meaning

where ideas come from and how to capture them

Critical language awareness is an important part of the goal of cultural awareness. The text invites and encourages instructors and students to openly and regularly challenge and question accepted conventions and practices with regard to language use with the understanding that language both results from and transmits social, political, and ideological beliefs and practices. In so doing, language is a force of both liberation and oppression. Critical language awareness is a journey, not an end destination. As language grows and evolves, so too must our willingness to engage with it in culturally inclusive ways.

With this awareness in mind, OpenStax has not censored the racial slur that appears in the excerpt from Frederick Douglass’s autobiography in Chapter 3. Because the issues regarding the usage of the word are complex and evolving, instructors may choose to discuss with students the usage of the word in the text and how that might differ from the practice of reading it aloud in the class, for example. For support, the introduction to the text provides a research-based discussion of the term and its usage.

• Process orientation is supported by two different chapter structures that move students through the writing process in elongated and abbreviated ways. Five genre assignments guide students through a complete experience with the writing process, including formatting that is relevant to the genre. Other optional writing assignments feature an abbreviated process so that instructors and students are afforded the time to build out their courses in customized ways. Complex genres such as position argument and argumentative research are covered through a multiple-chapter approach so that students are supported throughout the writing process. Each of the genre chapters includes modeling through an annotated sample, a Quick Launch guide that includes a graphic organizer to get students started writing, and an evaluation rubric that informs the drafting process. Finally, students are encouraged in the ongoing construction and self-evaluation of a writing portfolio through a concluding feature in each chapter and a final chapter titled “Portfolio Reflection.”
• Editing in context is supported through a chapter-level Editing Focus feature that calls out a particular editing issue related to the genre. The feature instructs students in recognizing and editing the error. Each Editing Focus feature is linked to the appropriate section of the Handbook, as these editing focuses are based on the 10 most important editing topics as suggested by instructors of writing. Given that the Modern Language Association Handbook , 9th edition, was published in 2021, simultaneous to the developmental process of this text, OpenStax has relied on the Modern Language Association Handbook , 8th edition, for citation information. Any discrepancies will be addressed in a future reprint of this text.
• Information and media literacy is supported through specific chapters, such as “Multimodal and Online Writing” and “Image Analysis.” In addition, the Genre Trailblazer feature includes those who work in genres such as newspapers, visual arts, and film.
• Media assets are featured in 14 chapters. These assets invite students to consider and practice the application of varying genre characteristics as well as steps in the writing process, such as peer review and revision. The media assets may be completed by students individually in class or at home; by groups in class; or by the class as a whole with the instructor leading. For support, these assets are discussed at point of use in the Instructor’s Manual.

Key Features

• Learning Outcomes begin each numbered section. These sets of clear and concise outcomes have been thoroughly revised to be both measurable and closely aligned with current teaching practice. These outcomes are designed to help the instructor decide what content to include or assign and to guide student expectations of learning. After completing each chapter and writing assignment, students should be able to demonstrate mastery of the learning outcomes.
• Genre Trailblazer introduces and grounds each chapter by presenting one of a diverse group of contemporary artists who are doing innovative work within the genre. Discussion questions invite students to consider the ways in which each trailblazer is working within or challenging the conventions of a genre.
• Glance at Genre introduces students to each genre through key characteristics and important terminology.
• Annotated Sample Readings or Student Samples provide alternating annotated readings by professional authors and student writers. The annotations point out characteristics of each genre. Discussion questions invite students to consider the ways in which authors meet or challenge these characteristics.
• Writing Process steps present students with a writing assignment in each chapter genre and then lead them through a recursive drafting process. This section provides students with Quick Launch strategies, graphic organizers, samples and models, and invitations to develop their assignments in varying ways.
• Editing Focus presents students with an editing focus and then invites them to practice and apply the focus in a number of ways. This feature, as well as other activities, will also be addressed in the instructor’s manual and the student toolkit so that instructors can use it flexibly.
• Evaluation is approached through a sample rubric, which is provided for every assignment.
• Spotlight on . . . provides students with additional information on topics related to the genres.
• Portfolio Reflections help students incorporate each assignment into ongoing portfolios. Students are encouraged throughout the text to keep course portfolios in print or digital format.
• Further Reading helps students further explore the chapter genre through references and links to other information sources.

About the Authors

Senior contributing authors.

Michelle Bachelor Robinson, Spelman College

Dr. Michelle Bachelor Robinson directs the Comprehensive Writing Program and is an assistant professor of writing and rhetoric at Spelman College. For five weeks each summer, she also serves as faculty for the Middlebury College Bread Loaf School of English, a summer residential graduate program for secondary educators. Her research and teaching focus on community engagement, historiography, African American rhetoric and literacy, composition pedagogy and theory, and student and program assessment. She is the coeditor of the Routledge Reader of African American Rhetoric and has published articles in WPA: Writing Program Administration , Peitho: Journal of the Coalition of Feminist Scholars in the History of Rhetoric and Composition , the Alabama Humanities Review , and the Journal of Social Work Education . Her early career was spent as a secondary educator, teaching high school students in the subjects of writing, literature, reading, debate, and drama. Dr. Robinson currently serves as the higher-education cochair of the College Board test development committee for the Advanced Placement (AP) English Language Exam, as well as a member of the test development committee for the College Level Examination Program (CLEP) for College Composition. Dr. Robinson also served on the executive committee for the Conference on College Composition and Communication (CCCC) from 2017 to 2020 and is still actively involved in that national work.

Maria Jerskey, City University of New York

Dr. Maria Jerskey is a professor of education and language acquisition at the City University of New York (CUNY), where she teaches courses in ESL, linguistics, bilingualism, and French to community college students and academic writing to graduate students. She is the founder and director of the Literacy Brokers Program, which supports and promotes the publishing practices of multilingual scholars. Dr. Jerskey has published widely and been involved in national professional committees and organizations that focus on bringing current research and scholarship to bear on institutionalized practices that disenfranchise multilingual writers in order to design and implement equitable teaching and learning practices and professional development. She has authored college writing handbooks, including Globalization: A Reader for Writers and, with Ann Raimes, Keys for Writers , 6th edition. In her teaching and professional committee work, Dr. Jerskey problematizes and challenges the value and status of Standard Written English by applying critical research and scholarship in the fields of education, linguistics, and composition. Her current research and activism focus on identifying institutional barriers to linguistic justice and cultivating sustainable practices that recognize, encourage, and value the use of each person’s full linguistic repertoire.

featuring Toby Fulwiler, Emeritus, University of Vermont

Dr. Toby Fulwiler is an emeritus professor in the Department of English at the University of Vermont. The author of numerous professional texts, student textbooks, chapters, and articles, Dr. Fulwiler graciously provided The Working Writer as inspiration for Writing Guide with Handbook .

Contributing Authors

Michelle Baker, Principal, Conservation Writing Pro

Mark Bernheim, Emeritus, Miami University

Sheila Carter-Tod, University of Denver

Brian Flynn, Midlands Technical College

Victoria Friedrich, Writer and Curriculum Designer

William Gary, Henderson Community College

Carol Hollar-Zwick, Writer and Curriculum Designer

Craig A. Meyer, Jackson State University

Cynthia Mwenja, University of Montevallo

Susie Thurman, retired from Henderson Community College

Rebecca Babcock, University of Texas Permian Basin

Michelle Burchard, Oakland Community College

Alison Cope, Stephen F. Austin State University

Roxanna Dewey, Glendale Community College

Darius Frasure, University of North Texas at Dallas

Paul Hauptmann, Palm Beach Atlantic University

Olivia Hulsey, Christian Brothers University

Lori Johnson, Rappahannock Community College

Craig A. Meyer, Texas A&M University–Kingsville

Jeremy Meyer, Arizona State University

Muhammed Saadiq, College of DuPage

Amanda Smothers, Elgin Community College

Sarah Snyder, Arizona Western College

Patricia Webb-Boyd, Arizona State University

Additional Resources

Answers to questions in the book.

Suggested responses to the Discussion Questions are provided in the Instructor Manual so that instructors can guide student discussion. These same Discussion Questions are also included in the Lecture Slides. The Toolkit contains question prompts designed to aid students in composing specific writing types. Thus, student-facing responses are not provided.

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Instructor’s Manual

Designed to provide guidance for delivering the textbook content in dynamic and interesting ways, the instructor’s manual includes chapter-by-chapter teaching tips, classroom activities, answers to the discussion questions, and suggestions for integrating the chapter content and the toolkit (see below). In addition, the manual offers sample syllabi, tips for creating assignments, advice for classroom management and responding to student writing, suggestions for using culturally responsive and anti-racist teaching practices, an overview of the handbook in the textbook, and a glossary of terms. Authored by Carol Hollar-Zwick, writer and curriculum designer.

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• Book title: Writing Guide with Handbook
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Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

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.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

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.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

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

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Thesis and Dissertation Guide

• « Thesis & Dissertation Resources
• The Graduate School Home
• Introduction

Copyright Page

Dedication, acknowledgements, preface (optional), table of contents.

• List of Tables, Figures, and Illustrations

List of Abbreviations

List of symbols.

• Non-Traditional Formats
• Font Type and Size
• Spacing and Indentation
• Tables, Figures, and Illustrations
• Formatting Previously Published Work
• Internet Distribution
• Open Access
• Registering Copyright
• Using Copyrighted Materials
• Use of Your Own Previously Published Materials
• Submission Steps
• Submission Checklist
• Sample Pages

I. Order and Components

Please see the sample thesis or dissertation pages throughout and at the end of this document for illustrations. The following order is required for components of your thesis or dissertation:

• Dedication, Acknowledgements, and Preface (each optional)
• Table of Contents, with page numbers
• List of Tables, List of Figures, or List of Illustrations, with titles and page numbers (if applicable)
• List of Abbreviations (if applicable)
• List of Symbols (if applicable)
• Introduction, if any
• Main body, with consistent subheadings as appropriate
• Appendices (if applicable)
• Endnotes (if applicable)
• References (see section on References for options)

Many of the components following the title and copyright pages have required headings and formatting guidelines, which are described in the following sections.

Please consult the Sample Pages to compare your document to the requirements. A Checklist is provided to assist you in ensuring your thesis or dissertation meets all formatting guidelines.

The title page of a thesis or dissertation must include the following information:

• The title of the thesis or dissertation in all capital letters and centered 2″ below the top of the page.
• Your name, centered 1″ below the title. Do not include titles, degrees, or identifiers. The name you use here does not need to exactly match the name on your university records, but we recommend considering how you will want your name to appear in professional publications in the future.

Notes on this statement:

• When indicating your degree in the second bracketed space, use the full degree name (i.e., Doctor of Philosophy, not Ph.D. or PHD; Master of Public Health, not M.P.H. or MPH; Master of Social Work, not M.S.W. or MSW).
• List your department, school, or curriculum rather than your subject area or specialty discipline in the third bracketed space. You may include your subject area or specialty discipline in parentheses (i.e., Department of Romance Languages (French); School of Pharmacy (Molecular Pharmaceutics); School of Education (School Psychology); or similar official area).
• If you wish to include both your department and school names, list the school at the end of the statement (i.e., Department of Pharmacology in the School of Medicine).
• A dissertation submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Public Policy.
• A thesis submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Master of Science in the School of Dentistry (Endodontics).
• A thesis submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Master of Science in the Department of Nutrition in the Gillings School of Global Public Health.
• A dissertation submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education (Cultural Studies and Literacies).
• The words “Chapel Hill” must be centered 1″ below the statement.
• One single-spaced line below that, center the year in which your committee approves the completed thesis or dissertation. This need not be the year you graduate.
• Approximately 2/3 of the way across the page on the right-hand side of the page, 1″ below the year, include the phrase “Approved by:” (with colon) followed by each faculty member's name on subsequent double-spaced lines. Do not include titles such as Professor, Doctor, Dr., PhD, or any identifiers such as “chair” or “advisor” before or after any names. Line up the first letter of each name on the left under the “A” in the “Approved by:” line. If a name is too long to fit on one line, move this entire section of text slightly to the left so that formatting can be maintained.
• No signatures, signature lines, or page numbers should be included on the title page.

Include a copyright page with the following information single-spaced and centered 2″ above the bottom of the page:

© Year Author's Full Name (as it appears on the title page) ALL RIGHTS RESERVED

This page immediately follows the title page. It should be numbered with the lower case Roman numeral ii centered with a 1/2″ margin from the bottom edge.

Inclusion of this page offers you, as the author, additional protection against copyright infringement as it eliminates any question of authorship and copyright ownership. You do not need to file for copyright in order to include this statement in your thesis or dissertation. However, filing for copyright can offer other protections.

See Section IV for more information on copyrighting your thesis or dissertation.

Include an abstract page following these guidelines:

• Include the heading “ABSTRACT” in all capital letters, and center it 2″ below the top of the page.
• One double-spaced line below “ABSTRACT”, center your name, followed by a colon and the title of the thesis or dissertation. Use as many lines as necessary. Be sure that your name and the title exactly match the name and title used on the Title page.
• One single-spaced line below the title, center the phrase “(Under the direction of [advisor's name])”. Include the phrase in parentheses. Include the first and last name(s) of your advisor or formal co-advisors. Do not include the name of other committee members. Use the advisor's name only; do not include any professional titles such as PhD, Professor, or Dr. or any identifiers such as “chair” or “advisor”.
• Skip one double-spaced line and begin the abstract. The text of your abstract must be double-spaced and aligned with the document's left margin with the exception of indenting new paragraphs. Do not center or right-justify the abstract.
• Abstracts cannot exceed 150 words for a thesis or 350 words for a dissertation.
• Number the abstract page with the lower case Roman numeral iii (and iv, if more than one page) centered with a 1/2″ margin from the bottom edge.

Please write and proofread your abstract carefully. When possible, avoid including symbols or foreign words in your abstract, as they cannot be indexed or searched. Avoid mathematical formulas, diagrams, and other illustrative materials in the abstract. Offer a brief description of your thesis or dissertation and a concise summary of its conclusions. Be sure to describe the subject and focus of your work with clear details and avoid including lengthy explanations or opinions.

Your title and abstract will be used by search engines to help potential audiences locate your work, so clarity will help to draw the attention of your targeted readers.

You have an option to include a dedication, acknowledgements, or preface. If you choose to include any or all of these elements, give each its own page(s).

A dedication is a message from the author prefixed to a work in tribute to a person, group, or cause. Most dedications are short statements of tribute beginning with “To…” such as “To my family”.

Acknowledgements are the author's statement of gratitude to and recognition of the people and institutions that helped the author's research and writing.

A preface is a statement of the author's reasons for undertaking the work and other personal comments that are not directly germane to the materials presented in other sections of the thesis or dissertation. These reasons tend to be of a personal nature.

Any of the pages must be prepared following these guidelines:

• Do not place a heading on the dedication page.
• The text of short dedications must be centered and begin 2″ from the top of the page.
• Headings are required for the “ACKNOWLEDGEMENTS” and “PREFACE” pages. Headings must be in all capital letters and centered 2″ below the top of the page.
• The text of the acknowledgements and preface pages must begin one double-spaced line below the heading, be double-spaced, and be aligned with the document's left margin with the exception of indenting new paragraphs.
• Subsequent pages of text return to the 1″ top margin.
• The page(s) must be numbered with consecutive lower case Roman numerals (starting with the page number after the abstract) centered with a 1/2″ margin from the bottom edge.

Include a table of contents following these guidelines:

• Include the heading “TABLE OF CONTENTS” in all capital letters, and center it 2″ below the top of the page.
• Include one double-spaced line between the heading and the first entry.
• The table of contents should not contain listings for the pages that precede it, but it must list all parts of the thesis or dissertation that follow it.
• If relevant, be sure to list all appendices and a references section in your table of contents. Include page numbers for these items but do not assign separate chapter numbers.
• Entries must align with the document's left margin or be indented to the right of the left page margin using consistent tabs.
• Major subheadings within chapters must be included in the table of contents. The subheading(s) should be indented to the right of the left page margin using consistent tabs.
• If an entry takes up more than one line, break up the entry about three-fourths of the way across the page and place the rest of the text on a second line, single-spacing the two lines.
• Include one double-spaced line between each entry.
• Page numbers listed in the table of contents must be located just inside the right page margin with leaders (lines of periods) filling out the space between the end of the entry and the page number. The last digit of each number must line up on the right margin.
• Information included in the table of contents must match the headings, major subheadings, and numbering used in the body of the thesis or dissertation.
• The Table of Contents page(s) must be numbered with consecutive lower case Roman numerals centered with a 1/2″ margin from the bottom edge.

Lists of Tables, Figures, and Illustrations

If applicable, include a list of tables, list of figures, and/or list of illustrations following these guidelines:

• Include the heading(s) in all capital letters, centered 1″ below the top of the page.
• Each entry must include a number, title, and page number.
• Assign each table, figure, or illustration in your thesis or dissertation an Arabic numeral. You may number consecutively throughout the entire work (e.g., Figure 1, Figure 2, etc.), or you may assign a two-part Arabic numeral with the first number designating the chapter in which it appears, separated by a period, followed by a second number to indicate its consecutive placement in the chapter (e.g., Table 3.2 is the second table in Chapter Three).
• Numerals and titles must align with the document's left margin or be indented to the right of the left page margin using consistent tabs.
• Page numbers must be located just inside the right page margin with leaders (lines of periods) filling out the space between the end of the entry and the page number. The last digit of each number must line up on the right margin.
• Numbers, titles, and page numbers must each match the corresponding numbers, titles, and page numbers appearing in the thesis or dissertation.
• All Lists of Tables, Figures, and Illustrations page(s) must be numbered with consecutive lower case Roman numerals centered with a 1/2″ margin from the bottom edge.

If you use abbreviations extensively in your thesis or dissertation, you must include a list of abbreviations and their corresponding definitions following these guidelines:

• Include the heading “LIST OF ABBREVIATIONS” in all capital letters, and center it 1″ below the top of the page.
• Arrange your abbreviations alphabetically.
• Abbreviations must align with the document's left margin or be indented to the right of the left page margin using consistent tabs.
• If an entry takes up more than one line, single-space between the two lines.
• The List of Abbreviations page(s) must be numbered with consecutive lower case Roman numerals centered with a 1/2″ margin from the bottom edge.

If you use symbols in your thesis or dissertation, you may combine them with your abbreviations, titling the section “LIST OF ABBREVIATIONS AND SYMBOLS”, or you may set up a separate list of symbols and their definitions by following the formatting instructions above for abbreviations. The heading you choose must be in all capital letters and centered 1″ below the top of the page.

Previous: Introduction

Next: Format

• Graduate School
• Current Students
• Dissertation & Thesis Preparation

Structure and Style of Theses and Dissertations

Each student and their supervisory committee should work together to determine the scholarly scope and most appropriate structure of the thesis, keeping in mind scholarly standards within their fields and professional objectives of the student.

As forms of scholarship continue to evolve, so do the possibilities for how a body of scholarly work can be expressed. Theses at UBC can include many forms of knowledge production and scholarly representation. Some examples are:

• a fully unified textual volume, similar to a scholarly book
• a series of published or publication-ready manuscripts with synthesis
• inclusion of scholarly professional artefacts such as policy papers or curriculum plans, for example, along with description and analysis
• a compendium of multimedia works with written description and analysis

Within this flexibility of structure, there remain several elements that must be included in each thesis or dissertation, and specifications to be followed, in order to enable consistent standards and proper archiving.

In addition to the preliminary materials described below, all theses should include an introduction to the subject, a critical analysis of the relevant prior scholarly work, a description of the scholarly methods, a presentation of the results, and a discussion and summary of the results and their implications. Knowledge dissemination products or modes can be incorporated as appropriate.

As appropriate, representation of the research results or methodologies may take a variety of forms, including scholarly publications or submissions (manuscripts), scholarly text, creative text, graphics, audio/visual products, or web pages,  Additional knowledge translation or dissemination products or descriptions of activities can be incorporated, such as policy briefs, lay or professional publications, syllabi, or outlines of workshops or exhibits.

Every thesis will have a PDF component that includes at least the following elements:

• Committee page
• Lay summary
• Table of contents, and/or a List of all submitted files (if there are files in addition to the PDF)

1. Title page (required)

2. committee page (required).

The committee page:

• is the second page of the thesis and is numbered ii
• lists all examining committee members and supervisory committee members, along with their titles, departments, and universities or organizations
• does not include signatures
• is not listed in the table of contents

See Resources for Thesis Preparation and Checking for examples and templates.

Doctoral students: Please include this page in the copy for the External Examiner, with your supervisory committee entered. If you know which members of the committee will be on the Examining Committee you can include them there; otherwise, they can go under Additional Supervisory Committee Members.

Doctoral students post-defence: Please remember to update the committee page before final post-defence submission if necessary.

3. Abstract (required - maximum 350 words)

The abstract is a concise and accurate summary of the scholarly work described in the document. It states the problem, the methods of investigation, and the general conclusions, and should not contain tables, graphs, complex equations, or illustrations. There is a single scholarly abstract for the entire work, and it must not exceed 350 words in length.

4. Lay Summary (required - maximum 150 words)

The lay or public summary is a simplified version of the abstract that explains the key goals and contributions of the research/scholarly work in terms that can be understood by the general public. it does not use technical terms and discipline-specific language. It must not exceed 150 words in length.

5. Preface (required)

Sample Prefaces

The Preface includes a statement indicating the student's contribution to the following:

• Identification of the research question(s)
• Design of the research work
• Performance of the research
• Analysis of the research results

If any of the work was collaborative, the above statement must also detail the relative contributions of all collaborators, including the approximate proportion of the research, analysis, and writing/representation conducted by the student.

If any of the work has led to any publications, submissions, or other dissemination modes, all should be listed in the Preface. For publications, the title of the article, the names and order of all co-authors, and the journal details (if accepted or published) should be included, and linked to the related chapter or portion of the thesis. For further details, see “Including Published Material in a Thesis or Dissertation”.

If any of the work is intended for publication but has not yet been published, you may say whether or not it has been submitted. Do not say where it has been submitted, as if it is not accepted for publication that information will be misleading.

If the work includes other scholarly artifacts (such as film and other audio, visual, and graphic representations, and application-oriented documents such as policy briefs, curricula, business plans, computer and web tools, pages, and applications, etc.) that have been published or otherwise publicly disseminated or that have co-authors, they must be listed in the Preface (with bibliographical information, including information on co-creators, if applicable).

If ethics approval was required for the research, the Preface must list the Certificate Number(s) of the Ethics Certificate(s) applicable to the project.

In a thesis where the research was not subject to ethics review, produced no publications, and was designed, carried out, and analyzed by the student alone, the text of the Preface may be very brief. Samples are available on this website and in the University Library's online repository of accepted theses.

The content of the Preface must be verified by the student's supervisor, whose endorsement must appear on the final Thesis/Dissertation Approval form.

Acknowledgements, introductory material, and a list of publications do not belong in the Preface. Please put them respectively in the Acknowledgements section, the first section of the thesis, and the appendices.

6. Table of contents (required)

7. list of tables (required if document has tables), 8. list of figures (required if document has figures), 9. list of submitted files (required if additional files are submitted with the pdf), 10. list of illustrations (advisable if applicable).

If you remove copyrighted tables, figures, or illustrations from your thesis you must insert the following at the spot where the table, figure, or illustration previously appeared:

• A statement that the material has been removed because of copyright restrictions
• A description of the material and the information it contained, plus a link to an online source if one is available
• A full citation of the original source of the material

See the UBC Library Copyright Educational Resources: Theses and Dissertations Guide “ Unable to get Permission? ”

11. Lists of symbols, abbreviations or other (advisable if applicable)

12. glossary (optional), 13. acknowledgements (optional).

This may include statements acknowledging support and contributions from various sources, including the student’s research supervisor and committee, research participants, colleagues, friends, and family members. IMPORTANT : Please ensure that everyone you mention in your Acknowledgements understands and accepts that their name will be appearing online in an open-access document.

Any funding for the research should be listed here.

14. Dedication (optional)

15-17. thesis body: introduction, research chapters, conclusion (usually required unless the thesis consists only of multimedia).

This contains the comprehensive contextualization, methods, findings, analysis and implications of the scholarly work. These components can be organized and expressed in a manner that the student and their supervisory committee deems to be most appropriate to the work, to the student and their objectives, and to the relevant disciplines.

In many cases the thesis will be organized in chapters, while for others (especially those including creative and/or other modes of expression) it may take different forms. The different elements should be divided appropriately (and indicated as such in the Table of Contents) to enable ease of review. The thesis should be presented in a manner that enables a cohesive understanding of the work and which is credible within the field. In all cases, certain elements are required:

Introductory content.  This must clearly state its theme, topics, hypotheses and/or goals and provide sufficient background information to enable a non-specialist in the subject matter to understand them. It must contextualize the topic and questions within a thorough review of relevant literature and/or other foundational scholarship

Research/Scholarship methodologies, findings, products.  The account and products of the scholarly work should be complete and sufficiently detailed to enable a reader to understand how the work was carried out and analyzed, and how to apply similar methods in another study.

Analysis and summary content.  This should include a reflective analysis of the scholarly findings and/or products, integrated into the context of the thesis subject to demonstrate how the thesis leads to new understandings and contributions. The work’s potential (or actual) impact, its limitations, and its significance should be outlined.

18. Bibliography (mandatory except for MFA and MMUS)

There must be only one Bibliography or References section for the whole thesis.

19. Appendices (Optional)

These consist of supporting material that is not integral to the understanding of the work and/or easily incorporated into the thesis body, potentially including additional methodological details or data, copies of surveys used, etc. They must be referred to in the document.

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How to Write a Preface for a Thesis?

The preface for a thesis paper is the way an academic scholar introduces himself to the readers. A Preface is a small introduction written by the author of the thesis paper to share the basic idea and their writing experience with readers. The preface is written in the initial part of the dissertation. In your preface, start by conveying a small thanks to all those who have helped you complete your thesis.

In this blog post, you will learn how to write a Preface for your Thesis paper.

1.   Your personal information.

2.   your motivation for the work., 3.   address the target group of the dissertation., 4.   credit to other researchers., 5.   thanking the contributors., are both acknowledgment and preface added for a dissertation, 1.   never write the preface beforehand., 2.   format the preface well., 3.   communicate with your readers., 4.   never keep all the core information in the preface section., 5.   keep it concise., ●    what is a foreword:, ●    what is a preface:, ●    what is an introduction:, preface example for a single writer, preface example for two or more writers, how to write a preface for a dissertation.

After defining what is a Preface, you should know about the parts of a thesis. Before writing, you must know what are the areas you should cover in a Preface. More or less, you should cover all these areas:

Readers are also keen to know about your details along with your writing. You should write about some of your qualifications or previous writings in two to three sentences. In this way, they will feel interested in your writings. Remember, that maybe it’s the only opportunity for the readers to know you, so, include the credentials if it helps the topic.

For example, if you are writing on healthy foods then your identity as a nutritionist will increase readers’ trust. You can make it effective in the form of anecdotes.

There is some motivation behind all research work.  You also must have some. You should include in the preface for the thesis paper your inspiration behind the research. But don’t add much about it. Also, it’s not necessary every time to add that.

Your preface must connect with the target group. That is, you should introduce your target group in the preface section. Also, you can add shortly if anything you have noticed about the group is special.

Often for a thesis paper, there is more than one writer. That’s why your preface for the dissertation must specifically write about the division of labor of your write-up. And you should also inform your readers about what are the parts each of these writers has written.

The preface for the thesis paper should never hesitate in acknowledging all those who have assisted in completing the paper. Regardless of whether it’s an individual or an institution, you must introduce them in some lines.

However, never add too much of everything in your preface age. For any research paper, you should not write a preface that crosses more than five hundred words.

In this, you can thank both your personal and professional team who have helped with your research. Commonly family, research institutions, instructors, and typists are thanked in this section.

Sometimes, within a preface, acknowledgments are added. However, remember that acknowledgment and the preface meaning are not the same things. The main intention of an acknowledgment is to thank those who have assisted you in finishing the research. And as mentioned earlier, the preface also covers the same thing.

You can read about how you can write a acknowledgement here.

That’s why, based on the criteria of your institution, you should think of merging them or not. But mostly acknowledgments and prefaces are combined for the Ph.D. dissertation. It is so because in those dissertations you will barely have extra time to separately add both in the paper. So, it’s your and the discretion of the institution you are working to merge acknowledgment with a preface or not.

Tips to write a preface for dissertation.

Practically it’s quite hard to write about what is a preface requirement from your paper without completing the text. But on the contrary, if you choose to write the preface after completing your paper, you will find it much more convenient. There will be minimal chances for rework and you can take it as your last work with the thesis.

If you think that formatting does not impact your research paper much, then you are wrong. Also, make a query about the correct formatting from your institution, because there are varied formatting requirements of a preface.

The preface of the thesis is among the few parts of the paper where you can address your readers in an informal tone. Preface in the initial pages of the research paper gives you a chance to connect your readers towards your paper. If you write it down properly then clearly it’s a golden chance for you to attract the readers towards your long work.

Though many readers indeed read your preface page, at the same time, one can’t deny that many also skip it. So, it will be a fifty-fifty chance for your preface page. That’s why never add too much important information on that page as readers can overlook them. Or else, if it’s too necessary to add such information, repeat them in the latter part of your text.

A researcher is not expected to write anything flowery in that part. So, keep your preface for thesis short and crisp. But if you have a long interesting experience related to the paper and which can also interest readers then don’t hesitate to share. In that case, keep it for one and a half pages only and not more than that.

Overall, don’t worry too much about the preface, it’s just a single page of your long thesis work. Only make it short and clear for the readers. So, readers can connect with you through this section.

How does the forward and introduction vary from a preface?

Though for beginners all these three can appear the same if you notice the write-ups then they are completely different.

The f oreword section of the book is not written by the scholar himself or herself but by someone else. Someone else who writes the foreword tries to convince the readers why they should read the thesis. And what is new in the research work.

As shared earlier, a preface for thesis is written by the researcher himself. And the section shares the experience of the writer in completing the work. This section also works like an acknowledgment.

An introduction for any thesis paper is completely different from the above two. It introduces the readers to the main content or the subject of the paperwork.

Thus, for the writers of the paper, the preface for a thesis is a chance to converse with the readers about the aim of the book. It also thanked all those who have contributed to the work. However, researchers should not waste too much space on it and keep it concise.

Preface examples.

The desire for this research work has originally come from my long-time appetite for writing something on our country’s heritage. As the world is driving towards advancement, it is equally important to cherish our past. I have a strong belief that history creates the present and this write-up is a purpose to prove this.

Also, this lengthy work was impossible with the teamwork of our institution ( name of the institution). Their amount of hard work is truly commendable. Thanks to my family also for supporting me during the hard times.

It’s never too late to know the culture we all are a part of. The intriguing aspects of my community culture made me and my co-writers complete this thesis. The thesis aims to convince readers that even in the age of science, it’s ultimately the cultural bonds that unite us. While I’ve covered the initial part of the discretion, my friend and co-writer ( name) have constructively written the later part by addressing common problems of the twenty-first century.

Thanks to our parents for never losing hope in us and ultimately all our students who always encouraged us. At the same time, we are lucky to be associated with this institution. We are grateful to all.

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What is a Preface? Characteristics and Examples

A preface is an introductory passage written about a book by its author. It lays out why the book exists, its subject matter, and its goals. Prefaces are more commonly found in nonfiction books, but they can also be used in fiction.

Because prefaces are part of a book’s front matter , they’re often confused with forewords and introductions. However, there are key differences among the three: a preface gives explanatory context for the book, while the introduction dives directly into the story, segueing smoothly into the body text. And while a preface or an introduction is typically written by the book’s author, a foreword is written by a separate person — usually an expert who lends the book credibility.

Now that we know what a preface is (and isn’t), let's break down what greater purposes they can serve in a book, along with some examples to demonstrate.

Gets the reader invested

A preface is an author’s chance to sell readers on their book. It should be written with the intent to draw readers in, rather than simply self-mythologize or over-egg a message that is already clearly conveyed in the book. Instead of boosting their own ego or spoon-feeding their message to readers, an author should aim to whet readers’ appetites with their preface.

To that end, a preface should give some irresistible insights into a book’s content. In nonfiction, this may be a brief mention of the book’s thesis and the areas it will cover, while in fiction, authors have a little more creative freedom to tempt their audience. Regardless of what’s in it exactly, your preface should do one thing above all: compel readers to keep turning the pages.

Example #1: Freakonomics by Steven Levitt and Stephen Dubner

Titled “An Explanatory Note,” the preface to this nonfiction phenomenon gives us a glimpse not only into the co-authors’ backgrounds but also into their relationship to one another. It recalls a meeting of the minds between the economist fascinated by “riddles of everyday life” and the journalist who was relieved to meet an academic with a talent for speaking in plain English. With the authors’ bona fides firmly established, this preface beautifully tees up what the reader can expect: genuine academic insight into economics, written plainly yet with passion.

💡 Give exclusive-yet-succinct insights to intrigue 

Don’t go overboard in teasing what’s to come — this is a chance to show off your content and draw readers in, not to baby your audience through points that will become perfectly obvious in the course of your book. Aside from a brief description of the key figures (or main characters, if writing fiction) and core themes, leave the rest up to the book itself. Less is more!

And to differentiate your preface from, say, your blurb , make these insights sound like they’re actually coming from you (which they are!). You can do this not only by writing in your authorial voice but also by signposting your personal opinion. Discuss how excited you are for readers to meet a favorite figure/character, or to read a chapter you’re especially proud of. But again, don’t be too effusive — in terms of length, your preface should be 2-3 pages at most.

Explains why the book was written...

A preface is a perfect place to provide the rationale behind a book and what the author’s goal was in writing it. If they were driven by a specific purpose, or have something they hope their readers will learn from the book, this is their opportunity to share it.

The author might reveal what inspired them to write this book, how they came to care about the subject, or why they’re uniquely qualified to write about it. Knowing that the author has a passionate, personal connection to the subject can get readers excited — not to mention that sharing relevant credentials or experience will reassure them that they’re in safe hands.

Example #2: A Promised Land by Barack Obama

The preface to Barack Obama's latest memoir, A Promised Land , invites the reader to join him at the end of his presidential run. He reveals that he started writing the book on his last flight on Air Force One, driven by a need to record his time in office. But A Promised Land is more than a chronicle; Obama states that the greater reason for this book was to show what it’s actually like to be the president and to inspire others with his story of finding purpose in public service. 

His preface provided such a strong introduction to the book that it was not only highly effective at enticing readers, but also worked as a standalone piece. The preface was widely excerpted and republished during the publicity push for A Promised Land — a lesson that a well-written preface can be an extremely useful weapon in your book’s promotional arsenal .

💡 Ground your book in a single lightbulb moment

Your readers don’t need to know about every single event leading up to your book. Rather, consider following in Obama’s footsteps and grounding your book in a particular moment of inspiration, as he had on Air Force One. Don’t waffle around about how you always wanted to write something — instead, pinpoint a meaningful, memorable moment for the story to begin.

...or reveals something about the author’s process

Again, your preface is your chance to tell your book’s story — and this can not only mean why, but also how it came to be. An author can use a preface to reveal behind-the-scenes info about the writing process that might pique readers’ interest.

Most important (and exciting for the reader!) is to share details of the writing journey itself. What challenges did you have to overcome as an author? How did your perspective evolve as you wrote the book? It’s important not to get too navel-gazey when explaining these aspects, but some vivid autobiographical details can really get readers invested in you and your work.

You might also include methodological matters in your nonfiction preface: how you conducted your research, why you took a particular approach, and the specific parameters of your book (i.e. why you’ve focused on this topic and what the limits of your knowledge are). It reassures readers that you’ve done your due diligence and shows you’re fully transparent.

Example #3: Trick Mirror by Jio Tolentino

Although she labels it an introduction, Jia Tolentino’s preamble to her 2020 essay collection Trick Mirror falls comfortably under the definition of a preface, and is a great example of an author capitalizing on the opportunity to contextualize their work and elaborate on how and why she wrote it.

In the preface, Tolentino explains how she wrote these essays in the aftermath of the 2016 US election, as a way of reconciling her fragmented view of reality and herself in the wake of such a seismic political shift. Providing a brief introduction to the 9 essays, she also gives individual context for each. While the

work can be appreciated as a whole without it, Tolentino’s preface lays out the emotional conditions and historical background that gave rise to it (more on historical context in prefaces later!) in a way that gives the reader a new perspective on the main body of her collection.

💡 Add an author signature to seal this moment in time

The standard preface format includes a “signature” from the author, along with the date and time of writing. This is an excellent way to signal that you’re writing with hindsight: now that you’re at the end of your writing journey, you can reflect on how the book’s direction may have changed over time, and how your own life and emotions were affected while writing.

This slight temporal distance from your original work will not only make the preface feel more profound, but the specific date will also seal this particular moment in time — which could be fascinating for posterity.

Provides essential historical or social context

If certain details will add to the reader’s experience but don’t quite fit in the book itself, the preface is the place to share them. When the author wants to situate their story without explicitly doing so in the main text, they can use the preface to fill in any gaps.

With nonfiction, authors will often mention previous, relevant literature or research in their preface, placing the work in a wider academic or historical context. A preface also provides context to future readers — in case anything changes after you write the book, the preface can acknowledge that, while explaining how the original work is still valuable. And of course, if you as the author change your mind about something, you can re-issue your book with a preface explaining how your views have evolved or what you would do differently today.

That said, some authors forget that many readers will (unfortunately) breeze straight through the front matter — so if something is truly essential to a reader’s understanding, this isn’t the place for it. A preface is best viewed as bonus insight into a book, rather than a presentation of things you must know to understand it; information like that would be better labeled as an introduction.

Example #4: Catch and Kill by Ronan Farrow

Ronan Farrow’s journalistic true crime book , Catch and Kill, recounts the challenges the author faced while investigating powerful media predators like Harvey Weinstein, and the widespread industry corruption that allowed them to hide in plain sight for decades. As a result, new developments were coming out even as the book was going to press.

To make up for this, Farrow included a preface discussing developments in the story after the book was submitted to editors — a perfect example of a preface giving illuminating context which can’t fit neatly into the main narrative of the book.

💡 Highlight the book’s key influences

As well as historical, geographical, or social context, you can also reference literary context here. If you’re particularly indebted to or inspired by an author or literary tradition, mentioning it within your book’s preface lets prospective readers know what to expect and look out for.

One author who took this approach (bonus example alert!) was Virginia Woolf, who included a long list of literary “friends” in the preface of Orlando:

“Many friends have helped me in writing this book. Some are dead and so illustrious that I scarcely dare name them, yet no one can read or write without being perpetually in the debt of Defoe, Sir Thomas Browne, Sterne, Sir Walter Scott, Lord Macaulay, Emily Bronte, De Quincey, and Walter Pater, to name the first that come to mind. Others are alive, and though perhaps as illustrious in their own way, are less formidable for that very reason.”

It’s a nice way of placing your story within a canonical context, hinting at possible literary allusions your readers may find later in the book, and acknowledging the authors who paved the way for you. Note, however, that you can always save these kinds of acknowledgments for the back matter of your book.

If you do opt to include a preface, it’s these unassuming pages that will kick off your work. So no matter what you choose to include, make sure it starts with a bang — so that your book doesn’t continue on a whimper.

Speaking of which, let's continue on to the next section: the prologue!

2 responses

Sanni Adoki A. says:

25/08/2019 – 17:54

Good to read your article on Preface, Foreward and Introduction. It has helped me gain knowledge about the subject matter I have a plan to write a book (academic) which I dimmed it fit to include Introduction. However, at what point do I write the Introduction? Is it before writing the body of the book or after the body of book has been written. Thank you for the quick respond in anticipation

↪️ Martin Cavannagh replied:

27/08/2019 – 08:51

I think that a lot of people save writing the introduction until the body of the book is done. After all, you don't want to rewrite the intro if your book turns out differently to how you planned it :)

Comments are currently closed.

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Tips and Examples for Writing Thesis Statements

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Tips for Writing Your Thesis Statement

1. Determine what kind of paper you are writing:

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

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

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

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

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

Thesis Statement Examples

Example of an analytical thesis statement:

The paper that follows should:

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

Example of an expository (explanatory) thesis statement:

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

Example of an argumentative thesis statement:

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

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• What Is a Thesis? | Ultimate Guide & Examples

What Is a Thesis? | Ultimate Guide & Examples

Published on 15 September 2022 by Tegan George . Revised on 5 December 2023.

A thesis is a type of research paper based on your original research. It is usually submitted as the final step of a PhD program in the UK.

Writing a thesis can be a daunting experience. Indeed, alongside a dissertation , it is the longest piece of writing students typically complete. It relies on your ability to conduct research from start to finish: designing your research , collecting data , developing a robust analysis, drawing strong conclusions , and writing concisely .

Thesis template

You can also download our full thesis template in the format of your choice below. Our template includes a ready-made table of contents , as well as guidance for what each chapter should include. It’s easy to make it your own, and can help you get started.

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Table of contents

Thesis vs. thesis statement, how to structure a thesis, acknowledgements or preface, list of figures and tables, list of abbreviations, introduction, literature review, methodology, reference list, proofreading and editing, defending your thesis, frequently asked questions about theses.

You may have heard the word thesis as a standalone term or as a component of academic writing called a thesis statement . Keep in mind that these are two very different things.

• A thesis statement is a very common component of an essay, particularly in the humanities. It usually comprises 1 or 2 sentences in the introduction of your essay , and should clearly and concisely summarise the central points of your academic essay .
• A thesis is a long-form piece of academic writing, often taking more than a full semester to complete. It is generally a degree requirement to complete a PhD program.
• In many countries, particularly the UK, a dissertation is generally written at the bachelor’s or master’s level.
• In the US, a dissertation is generally written as a final step toward obtaining a PhD.

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The final structure of your thesis depends on a variety of components, such as:

• Your discipline
• Your theoretical approach

Humanities theses are often structured more like a longer-form essay . Just like in an essay, you build an argument to support a central thesis.

In both hard and social sciences, theses typically include an introduction , literature review , methodology section ,  results section , discussion section , and conclusion section . These are each presented in their own dedicated section or chapter. In some cases, you might want to add an appendix .

Thesis examples

We’ve compiled a short list of thesis examples to help you get started.

• Example thesis #1:   ‘Abolition, Africans, and Abstraction: the Influence of the “Noble Savage” on British and French Antislavery Thought, 1787-1807’ by Suchait Kahlon.
• Example thesis #2: ‘”A Starving Man Helping Another Starving Man”: UNRRA, India, and the Genesis of Global Relief, 1943-1947’ by Julian Saint Reiman.

The very first page of your thesis contains all necessary identifying information, including:

• Your full title
• Your full name
• Your department
• Your institution and degree program
• Your submission date.

Sometimes the title page also includes your student ID, the name of your supervisor, or the university’s logo. Check out your university’s guidelines if you’re not sure.

Read more about title pages

The acknowledgements section is usually optional. Its main point is to allow you to thank everyone who helped you in your thesis journey, such as supervisors, friends, or family. You can also choose to write a preface , but it’s typically one or the other, not both.

Read more about acknowledgements Read more about prefaces

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An abstract is a short summary of your thesis. Usually a maximum of 300 words long, it’s should include brief descriptions of your research objectives , methods, results, and conclusions. Though it may seem short, it introduces your work to your audience, serving as a first impression of your thesis.

Read more about abstracts

A table of contents lists all of your sections, plus their corresponding page numbers and subheadings if you have them. This helps your reader seamlessly navigate your document.

Your table of contents should include all the major parts of your thesis. In particular, don’t forget the the appendices. If you used heading styles, it’s easy to generate an automatic table Microsoft Word.

Read more about tables of contents

While not mandatory, if you used a lot of tables and/or figures, it’s nice to include a list of them to help guide your reader. It’s also easy to generate one of these in Word: just use the ‘Insert Caption’ feature.

Read more about lists of figures and tables

If you have used a lot of industry- or field-specific abbreviations in your thesis, you should include them in an alphabetised list of abbreviations . This way, your readers can easily look up any meanings they aren’t familiar with.

Read more about lists of abbreviations

Relatedly, if you find yourself using a lot of very specialised or field-specific terms that may not be familiar to your reader, consider including a glossary . Alphabetise the terms you want to include with a brief definition.

Read more about glossaries

An introduction sets up the topic, purpose, and relevance of your thesis, as well as expectations for your reader. This should:

• Ground your research topic , sharing any background information your reader may need
• Define the scope of your work
• Introduce any existing research on your topic, situating your work within a broader problem or debate
• State your research question(s)
• Outline (briefly) how the remainder of your work will proceed

In other words, your introduction should clearly and concisely show your reader the “what, why, and how” of your research.

Read more about introductions

A literature review helps you gain a robust understanding of any extant academic work on your topic, encompassing:

• Selecting relevant sources
• Determining the credibility of your sources
• Critically evaluating each of your sources
• Drawing connections between sources, including any themes, patterns, conflicts, or gaps

A literature review is not merely a summary of existing work. Rather, your literature review should ultimately lead to a clear justification for your own research, perhaps via:

• Addressing a gap in the literature
• Building on existing knowledge to draw new conclusions
• Exploring a new theoretical or methodological approach
• Introducing a new solution to an unresolved problem
• Definitively advocating for one side of a theoretical debate

Read more about literature reviews

Theoretical framework

Your literature review can often form the basis for your theoretical framework, but these are not the same thing. A theoretical framework defines and analyses the concepts and theories that your research hinges on.

Read more about theoretical frameworks

Your methodology chapter shows your reader how you conducted your research. It should be written clearly and methodically, easily allowing your reader to critically assess the credibility of your argument. Furthermore, your methods section should convince your reader that your method was the best way to answer your research question.

A methodology section should generally include:

• Your overall approach ( quantitative vs. qualitative )
• Your research methods (e.g., a longitudinal study )
• Your data collection methods (e.g., interviews or a controlled experiment
• Any tools or materials you used (e.g., computer software)
• The data analysis methods you chose (e.g., statistical analysis , discourse analysis )
• A strong, but not defensive justification of your methods

Read more about methodology sections

Your results section should highlight what your methodology discovered. These two sections work in tandem, but shouldn’t repeat each other. While your results section can include hypotheses or themes, don’t include any speculation or new arguments here.

Your results section should:

• State each (relevant) result with any (relevant) descriptive statistics (e.g., mean , standard deviation ) and inferential statistics (e.g., test statistics , p values )
• Explain how each result relates to the research question
• Determine whether the hypothesis was supported

Additional data (like raw numbers or interview transcripts ) can be included as an appendix . You can include tables and figures, but only if they help the reader better understand your results.

Read more about results sections

Your discussion section is where you can interpret your results in detail. Did they meet your expectations? How well do they fit within the framework that you built? You can refer back to any relevant source material to situate your results within your field, but leave most of that analysis in your literature review.

For any unexpected results, offer explanations or alternative interpretations of your data.

Read more about discussion sections

Your thesis conclusion should concisely answer your main research question. It should leave your reader with an ultra-clear understanding of your central argument, and emphasise what your research specifically has contributed to your field.

Why does your research matter? What recommendations for future research do you have? Lastly, wrap up your work with any concluding remarks.

Read more about conclusions

In order to avoid plagiarism , don’t forget to include a full reference list at the end of your thesis, citing the sources that you used. Choose one citation style and follow it consistently throughout your thesis, taking note of the formatting requirements of each style.

Which style you choose is often set by your department or your field, but common styles include MLA , Chicago , and APA.

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In order to stay clear and concise, your thesis should include the most essential information needed to answer your research question. However, chances are you have many contributing documents, like interview transcripts or survey questions . These can be added as appendices , to save space in the main body.

Read more about appendices

Once you’re done writing, the next part of your editing process begins. Leave plenty of time for proofreading and editing prior to submission. Nothing looks worse than grammar mistakes or sloppy spelling errors!

Consider using a professional thesis editing service to make sure your final project is perfect.

Once you’ve submitted your final product, it’s common practice to have a thesis defense, an oral component of your finished work. This is scheduled by your advisor or committee, and usually entails a presentation and Q&A session.

After your defense, your committee will meet to determine if you deserve any departmental honors or accolades. However, keep in mind that defenses are usually just a formality. If there are any serious issues with your work, these should be resolved with your advisor way before a defense.

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

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

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

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

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

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

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

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George, T. (2023, December 05). What Is a Thesis? | Ultimate Guide & Examples. Scribbr. Retrieved 21 May 2024, from https://www.scribbr.co.uk/thesis-dissertation/thesis-ultimate-guide/

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