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What is a thesis | A Complete Guide with Examples

Table of Contents

A thesis is a comprehensive academic paper based on your original research that presents new findings, arguments, and ideas of your study. It’s typically submitted at the end of your master’s degree or as a capstone of your bachelor’s degree.

However, writing a thesis can be laborious, especially for beginners. From the initial challenge of pinpointing a compelling research topic to organizing and presenting findings, the process is filled with potential pitfalls.

Therefore, to help you, this guide talks about what is a thesis. Additionally, it offers revelations and methodologies to transform it from an overwhelming task to a manageable and rewarding academic milestone.

What is a thesis?

A thesis is an in-depth research study that identifies a particular topic of inquiry and presents a clear argument or perspective about that topic using evidence and logic.

Writing a thesis showcases your ability of critical thinking, gathering evidence, and making a compelling argument. Integral to these competencies is thorough research, which not only fortifies your propositions but also confers credibility to your entire study.

Furthermore, there's another phenomenon you might often confuse with the thesis: the ' working thesis .' However, they aren't similar and shouldn't be used interchangeably.

A working thesis, often referred to as a preliminary or tentative thesis, is an initial version of your thesis statement. It serves as a draft or a starting point that guides your research in its early stages.

As you research more and gather more evidence, your initial thesis (aka working thesis) might change. It's like a starting point that can be adjusted as you learn more. It's normal for your main topic to change a few times before you finalize it.

While a thesis identifies and provides an overarching argument, the key to clearly communicating the central point of that argument lies in writing a strong thesis statement.

What is a thesis statement?

A strong thesis statement (aka thesis sentence) is a concise summary of the main argument or claim of the paper. It serves as a critical anchor in any academic work, succinctly encapsulating the primary argument or main idea of the entire paper.

Typically found within the introductory section, a strong thesis statement acts as a roadmap of your thesis, directing readers through your arguments and findings. By delineating the core focus of your investigation, it offers readers an immediate understanding of the context and the gravity of your study.

Furthermore, an effectively crafted thesis statement can set forth the boundaries of your research, helping readers anticipate the specific areas of inquiry you are addressing.

Different types of thesis statements

A good thesis statement is clear, specific, and arguable. Therefore, it is necessary for you to choose the right type of thesis statement for your academic papers.

Thesis statements can be classified based on their purpose and structure. Here are the primary types of thesis statements:

Argumentative (or Persuasive) thesis statement

Purpose : To convince the reader of a particular stance or point of view by presenting evidence and formulating a compelling argument.

Example : Reducing plastic use in daily life is essential for environmental health.

Analytical thesis statement

Purpose : To break down an idea or issue into its components and evaluate it.

Example : By examining the long-term effects, social implications, and economic impact of climate change, it becomes evident that immediate global action is necessary.

Expository (or Descriptive) thesis statement

Purpose : To explain a topic or subject to the reader.

Example : The Great Depression, spanning the 1930s, was a severe worldwide economic downturn triggered by a stock market crash, bank failures, and reduced consumer spending.

Cause and effect thesis statement

Purpose : To demonstrate a cause and its resulting effect.

Example : Overuse of smartphones can lead to impaired sleep patterns, reduced face-to-face social interactions, and increased levels of anxiety.

Compare and contrast thesis statement

Purpose : To highlight similarities and differences between two subjects.

Example : "While both novels '1984' and 'Brave New World' delve into dystopian futures, they differ in their portrayal of individual freedom, societal control, and the role of technology."

When you write a thesis statement , it's important to ensure clarity and precision, so the reader immediately understands the central focus of your work.

What is the difference between a thesis and a thesis statement?

While both terms are frequently used interchangeably, they have distinct meanings.

A thesis refers to the entire research document, encompassing all its chapters and sections. In contrast, a thesis statement is a brief assertion that encapsulates the central argument of the research.

Here’s an in-depth differentiation table of a thesis and a thesis statement.

Now, to craft a compelling thesis, it's crucial to adhere to a specific structure. Let’s break down these essential components that make up a thesis structure

15 components of a thesis structure

Navigating a thesis can be daunting. However, understanding its structure can make the process more manageable.

Here are the key components or different sections of a thesis structure:

Your thesis begins with the title page. It's not just a formality but the gateway to your research.

Here, you'll prominently display the necessary information about you (the author) and your institutional details.

• Title of your thesis
• Your full name
• Your department
• Your institution and degree program
• Your submission date
• Your Supervisor's name (in some cases)
• Your Department or faculty (in some cases)
• Your University's logo (in some cases)
• Your Student ID (in some cases)

In a concise manner, you'll have to summarize the critical aspects of your research in typically no more than 200-300 words.

This includes the problem statement, methodology, key findings, and conclusions. For many, the abstract will determine if they delve deeper into your work, so ensure it's clear and compelling.

Acknowledgments

Research is rarely a solitary endeavor. In the acknowledgments section, you have the chance to express gratitude to those who've supported your journey.

This might include advisors, peers, institutions, or even personal sources of inspiration and support. It's a personal touch, reflecting the humanity behind the academic rigor.

Table of contents

A roadmap for your readers, the table of contents lists the chapters, sections, and subsections of your thesis.

By providing page numbers, you allow readers to navigate your work easily, jumping to sections that pique their interest.

List of figures and tables

Research often involves data, and presenting this data visually can enhance understanding. This section provides an organized listing of all figures and tables in your thesis.

It's a visual index, ensuring that readers can quickly locate and reference your graphical data.

Introduction

Here's where you introduce your research topic, articulate the research question or objective, and outline the significance of your study.

• Present the research topic : Clearly articulate the central theme or subject of your research.
• Background information : Ground your research topic, providing any necessary context or background information your readers might need to understand the significance of your study.
• Define the scope : Clearly delineate the boundaries of your research, indicating what will and won't be covered.
• Literature review : Introduce any relevant existing research on your topic, situating your work within the broader academic conversation and highlighting where your research fits in.
• State the research Question(s) or objective(s) : Clearly articulate the primary questions or objectives your research aims to address.
• Outline the study's structure : Give a brief overview of how the subsequent sections of your work will unfold, guiding your readers through the journey ahead.

The introduction should captivate your readers, making them eager to delve deeper into your research journey.

Literature review section

Your study correlates with existing research. Therefore, in the literature review section, you'll engage in a dialogue with existing knowledge, highlighting relevant studies, theories, and findings.

It's here that you identify gaps in the current knowledge, positioning your research as a bridge to new insights.

To streamline this process, consider leveraging AI tools. For example, the SciSpace literature review tool enables you to efficiently explore and delve into research papers, simplifying your literature review journey.

Methodology

In the research methodology section, you’ll detail the tools, techniques, and processes you employed to gather and analyze data. This section will inform the readers about how you approached your research questions and ensures the reproducibility of your study.

Here's a breakdown of what it should encompass:

• Research Design : Describe the overall structure and approach of your research. Are you conducting a qualitative study with in-depth interviews? Or is it a quantitative study using statistical analysis? Perhaps it's a mixed-methods approach?
• Data Collection : Detail the methods you used to gather data. This could include surveys, experiments, observations, interviews, archival research, etc. Mention where you sourced your data, the duration of data collection, and any tools or instruments used.
• Sampling : If applicable, explain how you selected participants or data sources for your study. Discuss the size of your sample and the rationale behind choosing it.
• Data Analysis : Describe the techniques and tools you used to process and analyze the data. This could range from statistical tests in quantitative research to thematic analysis in qualitative research.
• Validity and Reliability : Address the steps you took to ensure the validity and reliability of your findings to ensure that your results are both accurate and consistent.
• Ethical Considerations : Highlight any ethical issues related to your research and the measures you took to address them, including — informed consent, confidentiality, and data storage and protection measures.

Moreover, different research questions necessitate different types of methodologies. For instance:

• Experimental methodology : Often used in sciences, this involves a controlled experiment to discern causality.
• Qualitative methodology : Employed when exploring patterns or phenomena without numerical data. Methods can include interviews, focus groups, or content analysis.
• Quantitative methodology : Concerned with measurable data and often involves statistical analysis. Surveys and structured observations are common tools here.
• Mixed methods : As the name implies, this combines both qualitative and quantitative methodologies.

The Methodology section isn’t just about detailing the methods but also justifying why they were chosen. The appropriateness of the methods in addressing your research question can significantly impact the credibility of your findings.

Results (or Findings)

This section presents the outcomes of your research. It's crucial to note that the nature of your results may vary; they could be quantitative, qualitative, or a mix of both.

Quantitative results often present statistical data, showcasing measurable outcomes, and they benefit from tables, graphs, and figures to depict these data points.

Qualitative results , on the other hand, might delve into patterns, themes, or narratives derived from non-numerical data, such as interviews or observations.

Regardless of the nature of your results, clarity is essential. This section is purely about presenting the data without offering interpretations — that comes later in the discussion.

In the discussion section, the raw data transforms into valuable insights.

Start by revisiting your research question and contrast it with the findings. How do your results expand, constrict, or challenge current academic conversations?

Dive into the intricacies of the data, guiding the reader through its implications. Detail potential limitations transparently, signaling your awareness of the research's boundaries. This is where your academic voice should be resonant and confident.

Practical implications (Recommendation) section

Based on the insights derived from your research, this section provides actionable suggestions or proposed solutions.

Whether aimed at industry professionals or the general public, recommendations translate your academic findings into potential real-world actions. They help readers understand the practical implications of your work and how it can be applied to effect change or improvement in a given field.

When crafting recommendations, it's essential to ensure they're feasible and rooted in the evidence provided by your research. They shouldn't merely be aspirational but should offer a clear path forward, grounded in your findings.

The conclusion provides closure to your research narrative.

It's not merely a recap but a synthesis of your main findings and their broader implications. Reconnect with the research questions or hypotheses posited at the beginning, offering clear answers based on your findings.

Reflect on the broader contributions of your study, considering its impact on the academic community and potential real-world applications.

Lastly, the conclusion should leave your readers with a clear understanding of the value and impact of your study.

References (or Bibliography)

Every theory you've expounded upon, every data point you've cited, and every methodological precedent you've followed finds its acknowledgment here.

In references, it's crucial to ensure meticulous consistency in formatting, mirroring the specific guidelines of the chosen citation style .

Proper referencing helps to avoid plagiarism , gives credit to original ideas, and allows readers to explore topics of interest. Moreover, it situates your work within the continuum of academic knowledge.

To properly cite the sources used in the study, you can rely on online citation generator tools  to generate accurate citations!

Here’s more on how you can cite your sources.

Often, the depth of research produces a wealth of material that, while crucial, can make the core content of the thesis cumbersome. The appendix is where you mention extra information that supports your research but isn't central to the main text.

Whether it's raw datasets, detailed procedural methodologies, extended case studies, or any other ancillary material, the appendices ensure that these elements are archived for reference without breaking the main narrative's flow.

For thorough researchers and readers keen on meticulous details, the appendices provide a treasure trove of insights.

Glossary (optional)

In academics, specialized terminologies, and jargon are inevitable. However, not every reader is versed in every term.

The glossary, while optional, is a critical tool for accessibility. It's a bridge ensuring that even readers from outside the discipline can access, understand, and appreciate your work.

By defining complex terms and providing context, you're inviting a wider audience to engage with your research, enhancing its reach and impact.

Remember, while these components provide a structured framework, the essence of your thesis lies in the originality of your ideas, the rigor of your research, and the clarity of your presentation.

As you craft each section, keep your readers in mind, ensuring that your passion and dedication shine through every page.

Thesis examples

To further elucidate the concept of a thesis, here are illustrative examples from various fields:

Example 1 (History): Abolition, Africans, and Abstraction: the Influence of the ‘Noble Savage’ on British and French Antislavery Thought, 1787-1807 by Suchait Kahlon.

Example 2 (Climate Dynamics): Influence of external forcings on abrupt millennial-scale climate changes: a statistical modelling study by Takahito Mitsui · Michel Crucifix

Checklist for your thesis evaluation

Evaluating your thesis ensures that your research meets the standards of academia. Here's an elaborate checklist to guide you through this critical process.

Content and structure

• Is the thesis statement clear, concise, and debatable?
• Does the introduction provide sufficient background and context?
• Is the literature review comprehensive, relevant, and well-organized?
• Does the methodology section clearly describe and justify the research methods?
• Are the results/findings presented clearly and logically?
• Does the discussion interpret the results in light of the research question and existing literature?
• Is the conclusion summarizing the research and suggesting future directions or implications?

Clarity and coherence

• Is the writing clear and free of jargon?
• Are ideas and sections logically connected and flowing?
• Is there a clear narrative or argument throughout the thesis?

Research quality

• Is the research question significant and relevant?
• Are the research methods appropriate for the question?
• Is the sample size (if applicable) adequate?
• Are the data analysis techniques appropriate and correctly applied?
• Are potential biases or limitations addressed?

Originality and significance

• Does the thesis contribute new knowledge or insights to the field?
• Is the research grounded in existing literature while offering fresh perspectives?

Formatting and presentation

• Is the thesis formatted according to institutional guidelines?
• Are figures, tables, and charts clear, labeled, and referenced in the text?
• Is the bibliography or reference list complete and consistently formatted?
• Are appendices relevant and appropriately referenced in the main text?

Grammar and language

• Is the thesis free of grammatical and spelling errors?
• Is the language professional, consistent, and appropriate for an academic audience?
• Are quotations and paraphrased material correctly cited?

Feedback and revision

• Have you sought feedback from peers, advisors, or experts in the field?
• Have you addressed the feedback and made the necessary revisions?

Overall assessment

• Does the thesis as a whole feel cohesive and comprehensive?
• Would the thesis be understandable and valuable to someone in your field?

Ensure to use this checklist to leave no ground for doubt or missed information in your thesis.

After writing your thesis, the next step is to discuss and defend your findings verbally in front of a knowledgeable panel. You’ve to be well prepared as your professors may grade your presentation abilities.

Preparing your thesis defense

A thesis defense, also known as "defending the thesis," is the culmination of a scholar's research journey. It's the final frontier, where you’ll present their findings and face scrutiny from a panel of experts.

Typically, the defense involves a public presentation where you’ll have to outline your study, followed by a question-and-answer session with a committee of experts. This committee assesses the validity, originality, and significance of the research.

The defense serves as a rite of passage for scholars. It's an opportunity to showcase expertise, address criticisms, and refine arguments. A successful defense not only validates the research but also establishes your authority as a researcher in your field.

Here’s how you can effectively prepare for your thesis defense .

Now, having touched upon the process of defending a thesis, it's worth noting that scholarly work can take various forms, depending on academic and regional practices.

One such form, often paralleled with the thesis, is the 'dissertation.' But what differentiates the two?

Dissertation vs. Thesis

Often used interchangeably in casual discourse, they refer to distinct research projects undertaken at different levels of higher education.

To the uninitiated, understanding their meaning might be elusive. So, let's demystify these terms and delve into their core differences.

Here's a table differentiating between the two.

Wrapping up

From understanding the foundational concept of a thesis to navigating its various components, differentiating it from a dissertation, and recognizing the importance of proper citation — this guide covers it all.

As scholars and readers, understanding these nuances not only aids in academic pursuits but also fosters a deeper appreciation for the relentless quest for knowledge that drives academia.

It’s important to remember that every thesis is a testament to curiosity, dedication, and the indomitable spirit of discovery.

Good luck with your thesis writing!

Frequently Asked Questions

A thesis typically ranges between 40-80 pages, but its length can vary based on the research topic, institution guidelines, and level of study.

A PhD thesis usually spans 200-300 pages, though this can vary based on the discipline, complexity of the research, and institutional requirements.

To identify a thesis topic, consider current trends in your field, gaps in existing literature, personal interests, and discussions with advisors or mentors. Additionally, reviewing related journals and conference proceedings can provide insights into potential areas of exploration.

The conceptual framework is often situated in the literature review or theoretical framework section of a thesis. It helps set the stage by providing the context, defining key concepts, and explaining the relationships between variables.

A thesis statement should be concise, clear, and specific. It should state the main argument or point of your research. Start by pinpointing the central question or issue your research addresses, then condense that into a single statement, ensuring it reflects the essence of your paper.

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Writing Tutorial Services

How to write a thesis statement, what is a thesis statement.

Almost all of us—even if we don’t do it consciously—look early in an essay for a one- or two-sentence condensation of the argument or analysis that is to follow. We refer to that condensation as a thesis statement.

Why Should Your Essay Contain a Thesis Statement?

• to test your ideas by distilling them into a sentence or two
• to better organize and develop your argument
• to provide your reader with a “guide” to your argument

In general, your thesis statement will accomplish these goals if you think of the thesis as the answer to the question your paper explores.

How Can You Write a Good Thesis Statement?

Here are some helpful hints to get you started. You can either scroll down or select a link to a specific topic.

How to Generate a Thesis Statement if the Topic is Assigned How to Generate a Thesis Statement if the Topic is not Assigned How to Tell a Strong Thesis Statement from a Weak One

How to Generate a Thesis Statement if the Topic is Assigned

Almost all assignments, no matter how complicated, can be reduced to a single question. Your first step, then, is to distill the assignment into a specific question. For example, if your assignment is, “Write a report to the local school board explaining the potential benefits of using computers in a fourth-grade class,” turn the request into a question like, “What are the potential benefits of using computers in a fourth-grade class?” After you’ve chosen the question your essay will answer, compose one or two complete sentences answering that question.

Q: “What are the potential benefits of using computers in a fourth-grade class?” A: “The potential benefits of using computers in a fourth-grade class are . . .”

A: “Using computers in a fourth-grade class promises to improve . . .”

The answer to the question is the thesis statement for the essay.

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How to Generate a Thesis Statement if the Topic is not Assigned

Even if your assignment doesn’t ask a specific question, your thesis statement still needs to answer a question about the issue you’d like to explore. In this situation, your job is to figure out what question you’d like to write about.

A good thesis statement will usually include the following four attributes:

• take on a subject upon which reasonable people could disagree
• deal with a subject that can be adequately treated given the nature of the assignment
• express one main idea
• assert your conclusions about a subject

Let’s see how to generate a thesis statement for a social policy paper.

Brainstorm the topic . Let’s say that your class focuses upon the problems posed by changes in the dietary habits of Americans. You find that you are interested in the amount of sugar Americans consume.

You start out with a thesis statement like this:

Sugar consumption.

This fragment isn’t a thesis statement. Instead, it simply indicates a general subject. Furthermore, your reader doesn’t know what you want to say about sugar consumption.

Narrow the topic . Your readings about the topic, however, have led you to the conclusion that elementary school children are consuming far more sugar than is healthy.

You change your thesis to look like this:

Reducing sugar consumption by elementary school children.

This fragment not only announces your subject, but it focuses on one segment of the population: elementary school children. Furthermore, it raises a subject upon which reasonable people could disagree, because while most people might agree that children consume more sugar than they used to, not everyone would agree on what should be done or who should do it. You should note that this fragment is not a thesis statement because your reader doesn’t know your conclusions on the topic.

Take a position on the topic. After reflecting on the topic a little while longer, you decide that what you really want to say about this topic is that something should be done to reduce the amount of sugar these children consume.

You revise your thesis statement to look like this:

More attention should be paid to the food and beverage choices available to elementary school children.

This statement asserts your position, but the terms more attention and food and beverage choices are vague.

Use specific language . You decide to explain what you mean about food and beverage choices , so you write:

Experts estimate that half of elementary school children consume nine times the recommended daily allowance of sugar.

This statement is specific, but it isn’t a thesis. It merely reports a statistic instead of making an assertion.

Make an assertion based on clearly stated support. You finally revise your thesis statement one more time to look like this:

Because half of all American elementary school children consume nine times the recommended daily allowance of sugar, schools should be required to replace the beverages in soda machines with healthy alternatives.

Notice how the thesis answers the question, “What should be done to reduce sugar consumption by children, and who should do it?” When you started thinking about the paper, you may not have had a specific question in mind, but as you became more involved in the topic, your ideas became more specific. Your thesis changed to reflect your new insights.

How to Tell a Strong Thesis Statement from a Weak One

1. a strong thesis statement takes some sort of stand..

Remember that your thesis needs to show your conclusions about a subject. For example, if you are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss product to evaluate. Here are two thesis statements:

There are some negative and positive aspects to the Banana Herb Tea Supplement.

This is a weak thesis statement. First, it fails to take a stand. Second, the phrase negative and positive aspects is vague.

Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.

This is a strong thesis because it takes a stand, and because it's specific.

2. A strong thesis statement justifies discussion.

Your thesis should indicate the point of the discussion. If your assignment is to write a paper on kinship systems, using your own family as an example, you might come up with either of these two thesis statements:

My family is an extended family.

This is a weak thesis because it merely states an observation. Your reader won’t be able to tell the point of the statement, and will probably stop reading.

While most American families would view consanguineal marriage as a threat to the nuclear family structure, many Iranian families, like my own, believe that these marriages help reinforce kinship ties in an extended family.

This is a strong thesis because it shows how your experience contradicts a widely-accepted view. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.

3. A strong thesis statement expresses one main idea.

Readers need to be able to see that your paper has one main point. If your thesis statement expresses more than one idea, then you might confuse your readers about the subject of your paper. For example:

Companies need to exploit the marketing potential of the Internet, and Web pages can provide both advertising and customer support.

This is a weak thesis statement because the reader can’t decide whether the paper is about marketing on the Internet or Web pages. To revise the thesis, the relationship between the two ideas needs to become more clear. One way to revise the thesis would be to write:

Because the Internet is filled with tremendous marketing potential, companies should exploit this potential by using Web pages that offer both advertising and customer support.

This is a strong thesis because it shows that the two ideas are related. Hint: a great many clear and engaging thesis statements contain words like because , since , so , although , unless , and however .

4. A strong thesis statement is specific.

A thesis statement should show exactly what your paper will be about, and will help you keep your paper to a manageable topic. For example, if you're writing a seven-to-ten page paper on hunger, you might say:

World hunger has many causes and effects.

This is a weak thesis statement for two major reasons. First, world hunger can’t be discussed thoroughly in seven to ten pages. Second, many causes and effects is vague. You should be able to identify specific causes and effects. A revised thesis might look like this:

Hunger persists in Glandelinia because jobs are scarce and farming in the infertile soil is rarely profitable.

This is a strong thesis statement because it narrows the subject to a more specific and manageable topic, and it also identifies the specific causes for the existence of hunger.

Produced by Writing Tutorial Services, Indiana University, Bloomington, IN

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

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

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

Steps in Constructing a Thesis

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

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

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

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

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

Some Caveats and Some Examples

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

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

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

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

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

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

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Home > College of Public Health > Health Services Research & Administration > Theses & Dissertations

Theses & Dissertations: Health Services Research, Administration, and Policy

Theses/dissertations from 2023 2023.

Factors Associated with the Difficulty of Computerized Tasks Among Office-Based Physicians in the United States , Khalid Alshehri

Reducing Oral Health Disparities: Effectiveness of Preventive Dental Care on Treatment Use, Expenditures and Determinants of Service Utilization , Rashmi Lamsal

'The Very Structure of Opportunities Has Collapsed': How Taxation Policies Enhance, Decay, and Otherwise Affect the Distribution of Health & Health Services in the United States , Valerie Pacino

An Exploration of Policies, Equity, and Emerging Threats to the Traffic Safety Environment in the U.S. , Sachi Verma

Theses/Dissertations from 2022 2022

The State of Oral Health in People with Disabilities and the Impact of Family-Centered Care on the Oral Health of Children with Special Health Care Needs , Bedant Chakraborty

Theses/Dissertations from 2021 2021

The Ecology of Mental Health and the Impact of Barriers on Mental Health Service Utilization , Alisha Aggarwal

Health Service Utilization and Expenditure in Cardio-Metabolic Conditions in the United States Adults , Kavita Mosalpuria

Impact of Prescription Drug Monitoring Program on Drug Misuse and Drug-related Fatal Vehicle Crashes , Moosa Tatar

Theses/Dissertations from 2020 2020

Essays on rehospitalization under the Hospital Readmission Reduction Program , Yangyuna Yang

Theses/Dissertations from 2019 2019

Impact of Healthcare Delivery and Policies on Children's Outcomes after the Affordable Care Act of 2010 , Shreya Roy

Examining the Effects of Approaches on Reducing Hospital Utilization: The Patient-Centered Medical Home, Continuity of Care, and the Inpatient Palliative Consultation at the End-of-Life , Xiaoting Sun

Theses/Dissertations from 2018 2018

Essays on the Patient-Centered Medical Home in the United States Military Health System , Glen N. Gilson

A Multi-Level Assessment of Healthcare Facilities Readiness, Willingness, and Ability to Adopt and Sustain Telehealth Services , Jamie Larson

Healthcare Utilization for Behavioral Health Disorders: Policy Implications on Nationwide Readmissions, and Outcomes in the States of Nebraska and New York , Rajvi J. Wani

Theses/Dissertations from 2017 2017

Structural violence and gender-based violence in the United States , Sarbinaz Z. Bekmuratova

Community Benefits Spending by Private Tax-Exempt Hospitals in the U.S. , Wael ElRayes

Patient-Centered Medical Home Adoption in School-Based Health Centers , Abbey Gregg

Meaningful Use of Electronic Health Records for Population Health Management in U.S. Acute Care Hospitals , Niodita Gupta

Hospital Based Emergency Department Visits With Dental Conditions: Outcomes and Policy Implications in the States of California, Nebraska and New York , Sankeerth Rampa

Theses/Dissertations from 2016 2016

Adoption of Medication Management Technologies by U.S. Acute Care Hospitals after the HITECH Act , Aastha Chandak

The Impact of Electronic Health Records on Healthcare Service Delivery, Patient Safety, and Quality , Kate Elizabeth Trout

Essays on Immigration-Related Disparities in Health Behavior and Health Care Utilization , Yang Wang

Theses/Dissertations from 2015 2015

The Impact of Gasoline Prices on Medical Care and Costs of Motor Vehicle Injuries , He Zhu

Theses/Dissertations from 2014 2014

Provision, cost, and quality of robot-assisted radical prostatectomies in the United States , Soumitra Sudip Bhuyan

Organizational factors associated with the implementation of evidence-based public health interventions in local health department settings , Janelle J. Jacobson

Hospital cost shifting in the United States , Tao Li

Patient-centered medical home readiness in the veterans health administration: an organizational perspective , Anh T. Nguyen

Organizational and environmental correlates of electronic health records implementation and performance in acute care hospitals in the United States , Diptee Ojha

Assessing geographic variation and migration behaviors of foreign-born medical graduates in the United States , Samuel Tawiah Yaw Opoku

Theses/Dissertations from 2013 2013

Organizational and environmental correlates of strategic behavior and financial performance in the US hospice industry , Bettye Appiah Apenteng

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Home > Education > Counseling & Human Services > ETDs

Counseling & Human Services Theses & Dissertations

Theses and dissertations published by graduate students in the Department of Counseling and Human Services, College of Education, Old Dominion University, since Fall 2016 are available in this collection. Backfiles of all dissertations (and some theses) have also been added.

In late Fall 2023 or Spring 2024, all theses will be digitized and available here. In the meantime, consult the Library Catalog to find older items in print.

Theses/Dissertations from 2023 2023

Dissertation: Providing Family Centered Care Within Pediatric Integrated Care Settings , Emily D. Bebber

Dissertation: The Lived Experiences of 911 Dispatchers With Compassion Fatigue: An Interpretive Phenomenology , Angela Johnson

Dissertation: Exploring the Lived Experiences of Self-Identified Politically Conservative Students in Graduate Counseling Programs in Public Universities , Elizabeth A. Orrison

Theses/Dissertations from 2022 2022

Dissertation: Mental Health Counselors’ Perceptions of Professional Identity as Correctional Counselors in an Integrated Behavioral Health Care Setting , Jeanel L. Franklin

Dissertation: Complex Thought for Complex Work: Preparing Cognitively Complex Counselors for Work in Diverse Settings , Alexandra C. Gantt

Dissertation: Trauma and Crisis Counselor Preparation: The Relationship of an Online Trauma and Crisis Course and Counseling Self-Efficacy , Julia Leigh Lancaster

Dissertation: An Investigation of Healthcare Professionals’ Perspectives on the Tasks of Mental Health Counselors in Hospital Settings , Suelle Micallef Marmara

Dissertation: Broaching Race and Race-Related Issues: Phenomenological Inquiry of Doctoral Student Supervisors of Counselor Trainees , Judith Wambui Preston

Dissertation: A Phenomenological Investigation of School Counselor Antiracist Social Justice Practices , Stephanie Deonca Smith-Durkin

Dissertation: Counselor Perceived Competence Diagnosing Disorders from DSM-5 Diagnostic Categories Survey Results and the Development and Validation of Scores on the Diagnostic Self-Efficacy Scale , Erin Elizabeth Woods

Dissertation: The Experiences of School Counselors Providing Virtual Services During Covid-19: A Phenomenological Investigation , Allison Kathryn Worth

Dissertation: A Comparison of Sorority Women and Non-Sorority Women’s Alcohol Use: Perception, Rate of Use, and Consequences , Betsy Zimmerman

Theses/Dissertations from 2021 2021

Dissertation: Effectiveness of College Counseling Interventions in International Student Adjustment to United States Higher Education Systems: A Meta-Analysis , Joshua Ebby Abraham

Dissertation: What Are We Missing?: A Comparison of Experiences of Race-Based Trauma by Black Americans and Black Jamaicans , Bianca R. Augustine

Dissertation: Site Supervisors' Perspectives on Supervision of Counselor Trainees in Integrated Behavioral Health (IBH) Settings: A Q Methodology Approach , Yeşim Giresunlu

Dissertation: The Impact of a Crisis Intervention Team Program on Psychiatric Boarding , Kurtis Hooks

Dissertation: A Case Study on the Application and Implementation of Positive Behavioral Interventions and Supports for Students with Emotional Disabilities in Alternative Education , Kira Candelieri Marcari

Dissertation: Initial Development of the Escala de Fortaleza en Jóvenes para Padres , David Moran

Dissertation: Incivility of Coworker Behaviors and Minority Firefighters’ Belongingness in the Workplace , Alyssa Reiter

Dissertation: A Meta-Analysis of Three Years of Data on Outcomes of Therapy Groups for Inmates in the Virginia Department of Corrections , Abie Carroll Tremblay

Theses/Dissertations from 2020 2020

Dissertation: Improving Veterans’ Psychological Well-Being with a Positive Psychology Gratitude Exercise , Clara Im Adkins

Dissertation: An Examination of the Relationship Among Social Services Support, Race, Ethnicity and Recidivism in Justice Involved Mothers , Ne’Shaun Janay Borden

Dissertation: Development and Validation of the Students With Learning Disabilities School Counselor Self- Efficacy Scale: A Psychometric Study , Rawn Alfredo Boulden, Jr.

Dissertation: Minority Counselor Multicultural Competence in the Current Sociopolitical Climate , Kathleen Brown

Dissertation: A Meta-Analysis of Group Treatment Outcomes for Veterans with Substance Use Disorders , Robert “Tony” Dice

Dissertation: Investigating the Impact of the FAVA Well-Being Protocol on Perceived Stress and Psychological Well-Being With At-Promise High School Students , Renee L. Fensom

Dissertation: Mental Health Counselors' Perceptions on Preparedness in Integrated Behavioral Healthcare in Underserved Areas , Kyulee Park

Dissertation: Group Treatment Effectiveness for Substance Use Disorders: Abstinence vs. Harm Reduction , Jill D. Parramore

Dissertation: Best Practices in Clinical Supervision: What Must Supervisees Do? , Johana Rocha

Dissertation: A Phenomenological Investigation of Counselors’ Experiences With Clients Affected by Problematic Internet Pornography Use , Kendall R. Sparks

Dissertation: Counselor Education Doctoral Students’ Research Self-Efficacy: A Concept Mapping Approach , Zahide Sunal

Dissertation: A Systemic Review and Meta-Analysis of Psychoeducational Groups for the Treatment of Psychopathology Resulting from Child Sexual Abuse , Alexis Lynnette Wilkerson

Dissertation: School Counseling Professionals’ Experiences Using ASCA’s Mindsets & Behaviors for Student Success to Achieve College and Career Readiness , George Wilson

Theses/Dissertations from 2019 2019

Dissertation: Exploring the Lived Experiences of Career Oriented Military Spouses Pursuing Education for Career Advancement , Melody D. Agbisit

Dissertation: Reshaping Counselor Education: The Identification of Influential Factors on Multisystemic Therapy , T'Airra C. Belcher

Dissertation: An Investigation of Posttraumatic Growth Experienced By Parents After a Miscarriage , Barbara Elizabeth Powell Boyd

Dissertation: The Psychometric Properties of the School Counseling Internship Competency Scale , Melanie Ann Burgess

Dissertation: Intersectional Identities and Microaggressions: The Experience of Transgender Females , Cory Daniel Gerwe

Dissertation: Comparing Higher Order Value Differences By Religious and Spiritual Association and Implications for Counseling: An Exploratory Study , Gregory C. Lemich

Dissertation: The Effects of Supervisory Style and Supervisory Working Alliance on Supervisee Disclosure in Supervision: A Moderated Mediation Analysis , Chi Li

Dissertation: A Comparison of College Student-Athletes With Attention-Deficit Hyperactivity Disorder (ADHD) and Nonathletes With ADHD: Academic Adjustment, Severity of Mental Health Concerns, and Complexity of Life Concerns , Sonja Lund

Dissertation: An Experimental Study of Research Self-Efficacy In Master’s Students , Nicola Aelish Meade

Theses/Dissertations from 2018 2018

Dissertation: Multilevel Confirmatory Factor Analysis of the Family Adjustment Measure with Lower-Income, Ethnic Minority Parents of Children with Disabilities , Vanessa Nicole Dominguez-O'Hare

Dissertation: Risk and Resiliency Factors Affecting the College Adjustment of Students with Intersectional Ethnocultural Minority and LGBTQ Identities , Stacey Christina Fernandes

Dissertation: The Relationship Between Childhood Adversity and Adult Relationship Health for Economically Marginalized, Racially and Ethnically Diverse Individuals , Sandy-Ann M. Griffith

Dissertation: An Exploration of Practicum Students' Experiences of Meaning-Making Through Altruism , Debra Paige Lewis

Dissertation: Addiction Counselors' Perceptions of Clinical Supervision Practices , Marla Harrison Newby

Dissertation: Exploring the Variant Experiences Through Which Racial/Ethnic Minorities Select Art Therapy as a Career , Mary Ritchie Roberts

Dissertation: Psychosocial Determinants of Medication Adherence among HIV-Positive Individuals in Mexico City , Anthony Vajda

Theses/Dissertations from 2017 2017

Dissertation: Cross-Racial Trust Factors: Exploring the Experiences of Blacks Who Have Had White Mentors in the Counseling Profession , Eric Montrece Brown

Dissertation: Personality, Motivation, and Internet Gaming Disorder: Understanding the Addiction , Kristy L. Carlisle

Dissertation: The Relationship Between Trauma Exposure and College Student Adjustment: Factors of Resilience as a Mediator , Amber Leih Jolley

Dissertation: Establishing the Psychometric Properties of the Understanding Mental Health Scale: A Dissertation Study , Michael Thomas Kalkbrenner

Dissertation: Attitudes and Actions that Adoptive Parents Perceive as Helpful in the Process of Raising Their Internationally Adopted Adolescent , Marina V. Kuzmina

Dissertation: Towards a New Profession: Counselor Professional Identity in Italy. A Delphi Study , Davide Mariotti

Dissertation: Exploring the Relationship Between Depression and Resilience in Survivors of Childhood Trauma , Marquis A. Norton

Dissertation: Understanding the Experiences of Women with Anorexia Nervosa Who Complete an Exposure Therapy Protocol in a Naturalistic Setting , Gina B. Polychronopoulos

Dissertation: An Exploratory Factor Analysis Examining Experiences and Perceptions of Campus Safety for International Students , Sonia H. Ramrakhiani

Dissertation: The Role of Self-Care and Hardiness in Moderating Burnout in Mental Health Counselors , Traci Danielle Richards

Theses/Dissertations from 2016 2016

Dissertation: Examining Changes in College Counseling Clients’ Symptomology and Severity over an Eight Year Span , Caroline Lee Bertolet

Dissertation: Initial Development and Validation of the Transgender Ally Identity Scale for Counselors , Jamie D. Bower

Dissertation: A Counselor’s First Encounter with Non-Death Loss: A Phenomenological Case Study on New Counselor Preparation and Experience in Working with Non-Death Loss , Charles P. Carrington

Dissertation: The Relationship Between Counselors' Multicultural Counseling Competence and Poverty Beliefs , Madeline Elizabeth Clark

Dissertation: Counselors’ Perceived Preparedness for Technology-Mediated Distance Counseling: A Phenomenological Examination , Daniel C. Holland

Theses/Dissertations from 2015 2015

Dissertation: Factors Associated with Family Counseling Practices: The Effects of Training, Experience, and Multicultural Counseling Competence , Amanda A. Brookshear

Dissertation: An Examination of Supervisory Working Alliance, Supervisee Demographics, and Delivery Methods in Synchronous Distance Supervision , Robert Milton Carlisle III

Dissertation: A Phenomenological Investigation of Counselors' Perceived Degree of Preparedness When Working with Suicidal Clients , Heather Danielle Dahl

Dissertation: African American Pastors and Their Perceptions of Professional School Counseling , Krystal L. Freeman

Dissertation: A Phenomenological Investigation of Wellness and Wellness Promotion in Counselor Education Programs , Brett Kyle Gleason

Dissertation: Examining Disordered Eating Amongst Sorority Women , Andrea Joy Kirk

Dissertation: Bhutanese Counselors' Experiences with Western Counseling: A Qualitative Study , Susan V. Lester

Dissertation: An Exploration of Health Providers' Responses to Intimate Partner Violence (IPV) in Malaysia , Kee Pau

Dissertation: A Mixed Methods Study of the Intersection of Sexual Orientation and Spiritual Development in the College Experience , Kevin C. Snow

Theses/Dissertations from 2014 2014

Dissertation: Ethical and Legal Knowledge, Cognitive Complexity, and Moral Reasoning in Counseling Students , Matthew W. Bonner

Dissertation: A Grounded Theory of the College Experiences of African American Males in Black Greek-Letter Organizations , David Julius Ford Jr.

Dissertation: The Experiences of School Counselors with Court Involvement Related to Child Custody , Crystal E. Hatton

Dissertation: A Grounded Theory of Suicidality in Children Ten and Younger , Katherine Angela Heimsch

Dissertation: School Counseling Program Models Utilized By School Districts , Tracy L. Jackson

Dissertation: The Relationship Among Counseling Supervision Satisfaction, Counselor Self-Efficacy, Working Alliance and Multicultural factors , Jennifer Dawn Logan

Dissertation: Development of the Profession of Counseling in Kenya, Uganda, and Tanzania: A Grounded Theory Study , Mueni Joy Maweu Mwendwa

Dissertation: Resident Assistants' Self- Efficacy for Participation in Counseling Activities , Miranda Johnson Parries

Dissertation: Role Ambiguity of Counseling Supervisors , Aaron Gabriel Shames

Dissertation: Degree of Implementation of the American School Counselor Association National Model and School Counselor Burnout , Katrina Marie Steele

Dissertation: College Health and Mental Health Outcomes on Student Success , Daniel Joseph St. John

Dissertation: Supervisor Perceptions of Their Multicultural Training Needs for Working with English Language Learning Supervisees , Hsin-Ya Tang

Theses/Dissertations from 2013 2013

Dissertation: Experiences of Resident Assistants with Potentially Suicidal Students: Identification, Referral, and Expectations , Katherine M. Bender

Dissertation: Counselor Demographics, Client Aggression, Counselor Job Satisfaction, and Confidence in Coping in Residential Treatment Programs , Erik Braun

Dissertation: School Personnel Perceptions of Professional School Counselor Role and Function , Caron N. Coles

Dissertation: Factors That Influence Minority Student Enrollment at Various Levels of Postsecondary Education , LaShauna Mychal's Dean

Dissertation: Experiences and Perceptions of Mental Health Professionals Considered Effective in the Diagnosis and Treatment of Adults with Attention Deficit Hyperactivity Disorder , Bonita H. Erb

Dissertation: A Qualitative Study of the Experiences of Gatekeeping Among PhD Counselor Educators , Carol A. Erbes

Dissertation: Investigating Similarities and Differences as Measured by the DUREL and GSQ Between Three Subgroups Attending a Local AA Meeting to Develop a Profile of Long Term Attendees , Keesha Masean Kerns

Dissertation: Experiences of the Process and Outcomes of Group Dream Work , Penny Makris

Dissertation: Initial Development and Validation of the Rural Competency Scale , Cassandra Gail Pusateri

Dissertation: A Consensual Qualitative Research Study of the Transformation From High School Dropout to Second Chance Alumni , Jayne E. Smith

Theses/Dissertations from 2012 2012

Dissertation: Counselor Beliefs and Perceived Knowledge Regarding Clients with Learning Disabilities , Tamekia R. Bell

Dissertation: Using the Counseling Center Assessment of Psychological Symptoms - 34 (CCAPS-34) to Predict Premature Termination in a College Counseling Sample , Sean B. Hall

Dissertation: The Development and Validation of the Preference for Adherence to Theoretical Orientation Scale , Tiffinee S. Hamilton

Dissertation: Factors Impacting Counselor Competency When Counseling Sexual Minority Intimate Partner Violence Victims , Ryan Hancock

Dissertation: An Exploration of the State-Trait Continuum in Counseling and Positive Psychology , Michael A. Keefer

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Home > USC Columbia > Public Health, Arnold School of > SPH_HEALTH_SERVICES_POLICY_MANAGEMENT > Health Services Policy and Management Theses and Dissertations

Health Services Policy and Management Theses and Dissertations

Theses/dissertations from 2023 2023.

Examining the Associations of the Kidney Allocation System With Patient Sensitivity, Wait Time to Transplant, and Donor Distance , Shamika Danielle Jones

Female Infertility and Maternal and Infant Outcomes in South Carolina – The Role of Insurance Type , Chelsea Mencio Norregaard

Beyond Vaccination Coverage: A Critical Look At Zero-Dose Children in Sub-Saharan Africa , Chamberline Ekene Ozigbu

Complementary and Integrative Health (CIH) And Opioid Use Among Adults With Chronic Noncancer Pain in the US , Yi-Wen Shih

Patient Experiences and Disparities in Telehealth HIV Care During the COVID-19 Pandemic: Study Results From the Southern United States , Valerie Yelverton

Theses/Dissertations from 2022 2022

Association of Prior Periodontal Disease With Cancer – Exploring Epidemiologic Evidence of Periodontal Exudate-Exposed Site Cancer Risk Versus Remote Gastrointestinal Sites , Asma Alzahrani

Gonorrhea: Core Areas and State Policies , Jessica Purser

Subject Cognitive Decline in Informal Caregivers , Eunika Simons

Identifying Racial Differences in Colorectal Polyp Profile at Screening Colonoscopy Using Traditional Regression and Machine Learning Approaches , Yuqi Wu

Theses/Dissertations from 2021 2021

Examining the Cost and Quality Relationship in Medicare , Alexandria Fleming Delage

Evaluating the Health Impact of CenteringPregnancy Program Versus Traditional Prenatal Care in Midland Obstetric Clinics and Validating Selected Item On Birth Certificate , Oluwatosin A. Momodu

Hear My Voice: Qualitative Studies to Explore What Empowers Patients to Talk With Their Doctor and Participate in Making Health Care Decisions , Alicia Marie Oostdyk

A Cost Effectiveness Analysis Of The Nutritious Eating With Soul Study , Mary Jones Wilson

Theses/Dissertations from 2020 2020

Magnet Recognition (Mr) and Hospital Quality Outcomes in the U.S.A– Analysis Based on 2017 Hospital Data , Abdulmalik Alhammad

Effect of Lifestyle, Medical School Culture and Income on Medical Students' Decision to Pursue a Primary Care Career in Saudi Arabia , Ahmed Abdullah Alhussain

Package Warning Labels for Communicating Relative Risks of Cigarettes, Heated Tobacco Products, and E-Cigarettes , Yoo Jin Cho

Correlates of Maternal Health Service Use and Women’s Experiences Using Antenatal Care in Ghana: A Mixed-Methods Study , Anna Cofie

Examining Parental Perceptions and Decisions to Uptake Child Influenza Immunizations: Assessing Pandemic and Policy Impacts on Vaccination Rates Following the H1N1 Pandemic, and the ACIP LAIV Preferential Recommendation Revocation , Amir H. Mehrabi

The Impact of Financial Incentives on Urban-Rural Disparities in Dental Supply: Evidence From Thailand , Rakchanok Noochpoung

Effectiveness and Experience of an Integrated Maternal Mental Healthcare Intervention in Private Clinics and Public Health Facilities in Pakistan , Syeda Somyyah Owais

Aging With HIV in the United States: Trends and Impact of Hospital Stays on Inpatient Resource Utilization, and Costs of Care, 2003-2015 , Khairul Alam Siddiqi

Maternal Preventive Dental Services Utilization: The Role of Preconception Oral Health Counseling in and the Association With Birth Outcomes: Evidence From South Carolina Prams , Monique Johnette Williams

Effectiveness Among Community Health Center Governing Boards: An Assessment of the Different Governing Board Members’ Perspectives , Brandi L. Wright

Theses/Dissertations from 2019 2019

Factors Associated with Advance Care Plans and End-Of-Life Care Choices Among Elderly Americans: An Analysis of Health and Retirement Study Data , Agha Ajmal

The Association of Reimbursement Methods With the Tendency of Primary Care Physicians to Apply the American Diabetic Association’s Recommendations and Make Referrals to Specialists Among Ambulatory Care Patients in Us Outpatient Settings. , Abdullah Alharbi

Examining Women’s Perceptions of Maternity Care in Public and Private Sectors of National Guard Hospitals in Saudi Arabia: A Qualitative Study , Hanin M. Almahmoud

Effect of Severe Economic Recession on the Psychological Distress: Evidence of Modifying Effect of Risky Behaviors and Insurance Status , Lumi Bakos

Clinically Integrated Networks: The ‘Magic Pill’ for Improving the Quality of Health Care? , Kaitlyn Ann Crosby

Did Medicaid Expansion Under the Affordable Care Act Reduce the Likelihood That People Report Employment Status Changes Due to Health, U.S., 2009-2017 , Songyuan Deng

The Relationship Between the Electronic Health Record Patient Portal and Shared Decision Making , Gloria Esoimeme

HIV Care Location: An Evaluation of Single Versus Multi Facility Utilization of HIV/Aids Care Services and Patient Health Outcomes and Clinical Indicators in South Carolina , Melanie Gwynn

The Intergenerational Effects of Adverse Childhood Experiences on Children’s Emergency Department Utilization and Depression and Anxiety in South Carolina , Eboni E. Haynes

Assessing the Impact of South Carolina’s Medicaid Adult Dental Policy on Dental Emergency Department Visits , Victor Kirksey

The Association of Rural Hospital Closures with In-Hospital and 30-Day Post Hospital Discharge Mortality from Emergency Care Sensitive Conditions , Melinda A. Merrell

Health Insurance Program for the Poor, Out-Of-Pocket Costs, and Catastrophic Health Expenditures in India , Shyamkumar Sriram

The Prescribing Patterns of Gabapentin and Pregabalin in a Medicaid Population Amid the Opioid Epidemic , Sarah Sullivan

The Association of Health Insurance and Prescription Drug Coverage on Cost-Related Non-Adherence and Hospitalization Across Age-Related Groups of Individuals With COPD , Shamika Martin Walls

Theses/Dissertations from 2018 2018

Investigating Drug-Related Violence in Indian Country: The Lumbee Tribe of North Carolina , Asa Alena Revels

The Impact Of The Medicaid Coverage Expansion And The Removal Of Cost-Sharing Under The Affordable Care Act On Mammography And Pap Tests , Abeer Alharbi

Introduction Of Innovative Medical Practices In Mayo Clinic: Effect Of The Interventions On Patient Outcomes , Duaa I. Aljabri

How Do Health System Employees with Established Musculoskeletal Complaints Decide on Their Treatment Pathway? A Qualitative Approach , Noor Alshareef

Patient Characteristics, Discharge Disposition, and Hospital Factors Associated with All cause 30-day Hospital Readmission for Total Joint Arthroplasty in 2014 , Hamad Yahya Alzamanan

Factors Affecting Patient Satisfaction With Healthcare System Of Turkey , Serdar Aydin

The Association of Hospital Practices to Breastfeeding Behaviors in South Carolina: Analysis of 2013-2015 Pregnancy Risk Assessment Monitoring System (PRAMS) Data , Larisa Donnette Bruner

Association Of Insurance And Provider Type With Patients’ Perceived Cost And Ease Of Access To Healthcare Services Among Medicare Beneficiaries Diagnosed With Diabetes , Metria Harris

Residential Mobility And Enrollment Churn In A Medicaid Population , John E. Stewart

Theses/Dissertations from 2017 2017

Association of Freestanding Dialysis Facility Size, Quality Incentive Program Scores and Patient Survival , Fozia Ajmal

Racism Across The American South: The Association Between Racism On Twitter, Rurality, & Black Mortality , Jarrod Bullard

Association of Provider Communication and Inpatient Hospital Readmissions , Jeremy Dean Faulkenburg

Economic Burden of Tuberculosis among Bangladeshi Population and Economic Evaluation of the Current Approaches of Tuberculosis Control in Bangladesh , Mohammad Rifat Haider

The Association between Clinical Recognition of Depression and Unplanned Hospital Readmission among Older Adults , Karen M. Jones

Association between Job Satisfaction and Pay: The Case of the Wage Payment System of Dental Clinics in Korea , Eui Jeong Kim

Feasibility of Introducing Investor-Owned Hospitals in Korea , HongSeok Seo

A Study on Satisfaction of Dental Implant Patients , Jung Su O

Depressive Symptoms Association With Health Outcomes And Treatment In Older Americans With Diabetes , Lashonda Jovon Williams

Internet Speed and the Effect on Health Information Technology Adoption , Matthew W. Yuen

Theses/Dissertations from 2016 2016

Contextualizing Multilayered Sexual Subjectivities of Heterosexual Black Female Undergraduate Students at a Predominantly White Institution in the South , Amarachi Rossana Anakaraonye

Molecular Cues Of Pattern-Recognition-Receptor Pathways In Redox-Toxicity-Driven Environmental NAFLD , Suvarthi Das

Effectiveness Of Community-Based EIBI Treatment: A Longitudinal Analysis Of Adaptive Behavior And Language Outcomes , John Kuntz

Low-Intensity Physical Activity And Cardiometabolic Risk Factors Among Older Adults With Multiple Chronic Conditions , Yueyao Li

Smoking-Related Stigma: A Public Health Tool Or A Damaging Force ? , Paula A. Lozano

Novel Methods for Analyzing Longitudinal Data with Measurement Error in the Time Variable , Caroline Munindi Mulatya

Practice Characteristics That Matter In the Provision of Health Education Services By Primary Care Physicians , George Paul Newby Jr.

Demand And Supply Factors Affecting Maternal Healthcare Utilization Pattern In Nigeria , Dumbiri Joy Powell

Healthcare Utilization And Expenditure Patterns Among Older Adults With Functional And Medical Decline , Ashley Shields Robertson

Frequency of Colonoscopy Surveillance in Average-Risk Adults Relative to Guideline Recommendations , Meng-Han Tsai

Examining The Relationship Among Patient-Centered Communication, Patient Engagement, And Patient’s Perception Of Quality Of Care In The General U.S. Adult Population , Jumee Wang

The Undiagnosed Patient and The Diagnostic Odyssey: Current Genetic Counseling Practices and Perspectives , Amelia Cordell Wardyn

Job Satisfaction And Intent To Quit Outcomes Among Home Health Aides In Home Health Care Industry Of The United States: A Multilevel Study , Seokwon Yoon

Theses/Dissertations from 2015 2015

Relationship Between Job Satisfaction Among Frontline Staff and Patient Satisfaction: Evidence from Community Health Centers in South Carolina , Ashley Lynn Barnes

Association between Electronic Prescribing among Ambulatory Care Providers and Adverse Drug Event Hospitalizations in Older Adults , Grishma Patel Bhavsar

Spatial Analysis and Correlates of Waterpipe Tobacco Smoking among College Students in the United States , Frederick Richard Kates

Community-Level Factors Associated with Health-Related Quality of Life Among Older Adults , Yu-Hsiu Lin

Examination of the Association of Receipt of Opioid Therapy and Lung Cancer Patient Survival Rates among South Carolina Medicaid Recipients , Jametta Sade Magwood

Patient And Provider Characteristics And Practice Patterns of Primary Care Physicians Of Weight-Related Counseling , Kolby T. Redd

Dental Insurance as a Mitigating Factor in Reducing the Risk of Mortality Among Working-Age Adults with Dental Caries and Periodontitis , Naveed Sadiq

Longitudinal Study of the Effectiveness of the South Carolina Medicaid Policy for the Application of Fluoride Varnish for Children Age Three and Under , Christine N. Veschusio

Theses/Dissertations from 2014 2014

Impact of Multi-Hospital System Organizational Structure on Financial Performance and Quality of Care in Rural Hospitals , George Raul Audi

Two Studies of Family-Centered Care Family-Centered Care and Shared Decision Making: Are they the same Construct? and The Association of Family-Centered Care and Shared Decision Making with Receipt of all Needed Prescription Drugs and Emergency Department Visits in Children with Asthma , Barbara Lee Brumbaugh

Women’s HIV Prevention Study (Whips): A Proposal to Pilot Test an HIV Intervention for Older African American Women Living with HIV , Charsey Cherry

Analysis of Risk Factors Contributing to Home–Based Direct Care Workers (DCWS) Occupational Injury in Long–Term Care , Hanadi Y. Hamadi

Mental Disorders, Mental Health Problems, and Treatment Among Army Recruiters and Recruiting Candidates, 2011-2013: An Examination of Current Rates in the Recruiting Population , Chadwick Karl Knight

Theses/Dissertations from 2013 2013

Examining the Role of Electronic Medical Record Generated Provider Reminders On Provider offering of Breast Cancer Screening Services , Charles Beverley, Jr.

An Assessment of Injury Presentation to Determine Elder Abuse Prevalence in South Carolina , Brittani L. Harmon

The Relationship Between Electronic Health Record Implementation and Outcomes of Care For Three Cardiovascular Procedures , Deshia Ann Leonhirth

Assessment of the Effectiveness of an Innovative Screening Colonoscopy Protocol in Producing High Quality Performance and Outcomes by Trained Primary Care Physicians , Yi Jhen Li

Relationship Between the Experience of Perceived and Physician Diagnosed Arthritis and the Presence of DSM-IV Criteria-based Major Depression (MDD) Among Older , Ryan Neil Schmidt

Differential Effects of the Great Recession on Minority Populations , Samuel Towne

Theses/Dissertations from 2012 2012

Assessing Risk Factors, Cost And Mortality Due to Ventilator-Associated Pneumonia (VAP) Using National Inpatient Sample Data , Hasan A. Areabi

Factors Associated With Local Public Health Agency Participation In Obesity Prevention, 2008 , Jeff Hatala

Weathering the Storm Faithfully: African American Women's and Clergy's Perspectives about Natural Disasters and the Role of the Baptist Church In Disaster Preparedness , TaQuesa McClain

A Profile of Diabetes-related Below Knee Amputations Using Nation-wide Patient Discharge Data: Patient, Provider, And Insurance Characteristics , Flora Elisa Melvin

Is Optimum Time to Coronary Artery bypass Surgery Associated With Hospital Teaching Status and Payer Source? A Comparison of Outcomes and Costs Among Non St Segment Elevated Myocardial Infarction Patients and St Segment Elevated Myocardial Infarction Patients , Lamont Andre' Melvin

Association Between Clinical Decision Support System Use and Health Care Disparities in the Treatment and Outcomes of Acute Myocardial Infarction and Pneumonia , Jordan Paul Mitchell

Use of Endoscopic Third Ventriculostomy (ETV) In Treatment of Pediatric Obstructive Hydrocephalus; A Multi-Level Retrospective Analysis of the United States Pediatric Population. , Irene Nancy Okech

Healthcare Cost Implications of Medicaid Managed Care , Margarita Morales Pate

Effectiveness of Medicare's Nonpayment Policy On Hospital-Acquired Conditions , Kristin Schuller

Differences in Interventions for Children With ADHD Their Relationship to Contact with the Juvenile Justice System in SC , Samuel Lee Soltis

Analysis of Hospital-Based Emergency Department Visits for Dental Care Services in the United States in 2008 , Willie A. Walker

Antihyperglycemic Adherence and Risk of Stroke among Type II diabetes mellitus: A Population-based Retrospective Cohort Study , Chuan-Song Wu

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Thesis Writing Services: What You Need to Know

Regardless of how many college essays you’ve written, if the idea of writing your thesis on your own intimidates you, thesis writing services might be exactly what you need. Your thesis will probably be the most extensive and challenging piece of writing you will ever have to face. It will play a big role in determining whether you will obtain your degree, so you want to make sure to have the right guidance throughout the process. Thesis writing services will help you choose a topic, manage your time effectively, follow the guidelines of the school, and conduct the right research, among other important steps of the thesis writing process. But how do you know if you need this kind of assistance and how to find the right service for you? This article has the answers to those questions and more!

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Article Contents 8 min read

Do i need thesis writing services.

If you’ve worked with a grad school essay tutor or a grad school admissions consultant in earlier stages of your education, you might already have an idea of what to expect from a thesis writing service. From how to find a PhD topic to adjusting the format of your writing to meet the school’s guidelines, your thesis writing journey will present challenges that most people can’t face on their own. By the time most students start writing their thesis, they will probably have acquired valuable knowledge of their fields of interest, but little experience developing documents of this magnitude. In a few words, they have never written a thesis before, and having experts to rely on is absolutely fundamental. Writing your thesis will require a very sophisticated set of skills that only an experienced academic professional can master.

The process of writing a thesis can be frustrating, yet highly rewarding. Your thesis is likely to be the longest and hardest piece of work you will ever have to face as a student. It is full of upside-downs and requires strong commitment, dedication and motivation. They often involve analyzing statistics, following strict guidelines, interpreting complex literature, and working in collaboration with others. You also will be required to find reliable sources and elaborate a literature review section, edit and format your work rigorously, and answer thesis defense questions about your thesis once it is submitted. But the main reason why writing a thesis is so challenging is that it has to be absolutely spotless. The longer a document is, the harder it is to keep error-free, and the average thesis is 100 to 300 pages long. Thesis requirements tend to be extremely demanding, and the stakes are sky-high.

Thesis Failure Rates

The number of students who fail to obtain their degrees because of their dissertation has always been highly intimidating for Master’s and PhD aspirants. The Council of Graduate Schools reported that only a staggering percentage of a little over 50% of PhD students obtain their degrees after finishing their thesis. However, this doesn’t necessarily mean that half the dissertations get rejected. Out of 49,000 students attending 30 institutions, only 56.6% completed the program successfully, meaning that a good portion of the other half might also be composed by students who simply dropped out. Statistics shouldn’t discourage you, but rather motivate you to do everything in your power to become a part of that 56.6%!

Considering pursuing graduate studies and want to better understand the difference between a Masters and a PhD? This video is for you:

1. Topic Selection

One of the main graduate school interview questions you were probably asked during your admissions interview, was about your research interests. You might even have covered the subject in your statement of purpose , research interest statement or even in your CV for graduate school . Most students tend to have a topic in mind since way before they finally face the challenge of writing their thesis, and don’t need to hire a service to help them make up their minds. However, many of them make the mistake of biting more than they can chew. At first, most students choose topics that are too broad or impossible to cover with the time and resources they have. Thesis writing services can help you narrow down the scope of your research by helping you come up with more specific themes. Your topic should be narrow enough to allow extensive and thorough research without becoming overwhelmed by the volume of materials in the process.

2. Time Management

At the very beginning of your thesis writing process, when you still have several months ahead, it is normal to feel like you have time to spare. But the truth is that there is never enough time. Writing a thesis is extremely time-consuming and the research that needs to be conducted before and during the writing process can take up a good fraction of that time. Procrastination is another common struggle among students, as they are tempted to put off challenging aspects of their dissertation. A grad school advisor can help you overcome this obstacle by helping you design an effective work calendar for you to focus on a single objective at a time. Moreover, even though they can’t control the progress you make at home, they can help you catch up during your one-on-one sessions and provide you with strategies to maintain an efficient work rhythm. Experts know exactly how you should accommodate your priorities so that you don’t get stuck on issues you can’t solve without solving others first. Organizing your time and your tasks efficiently will make the process go much more smoothly.

3. Research

The research part can be harder and more time-consuming than the writing itself. Even if you have already chosen a topic, your thesis might end up going in a completely different direction after analyzing certain sources. Getting carried away during your research process is extremely easy, and sooner or later, most students lose track of the areas of knowledge they’ve already covered. Dissertations also involve high volumes of literature, which is not only hard to cover, but also hard to interpret. You need to be able to place the literature within the context of your thesis in a way that makes sense for the reader, while making a genuine contribution to your study.

While researching is something you will have to do on your own, your thesis supervisor can help you by recommending materials, interpreting the literature, and suggesting relevant topics, statistics or hypothesis. They can also help you build the literature review section and the references section at the end of your dissertation. However, given the number of students they have to pay attention to, it is nearly impossible for them to dedicate enough time to each one of them individually. This is when thesis writing services come in handy. You will be able to resort to experts whenever you need, and obtain feedback and tips on how to keep track of your sources and organize your research materials in the best way possible.

Working so hard on your thesis and putting so much effort and dedication into it can make it difficult for you to receive feedback without getting frustrated, discouraged, or defensive. But the truth is that every text needs a second set of eyes, and without personalized feedback, you won’t be able to identify the aspects of your thesis that you need to focus on. The first thing that a thesis advisor is likely to do is tell you which parts of your thesis are not clear. Some things might be obvious to you because you spent countless hours researching your topic, but they might not make sense to someone that doesn’t have your knowledge.

Thesis writing services are meant to guide you by highlighting those aspects of your writing that are correct, and those that need improvement, so having one-on-one sessions with an expert academic writer will make a huge impact on the quality of your final draft. Feedback is not always easy to handle, but it is fundamental to improve one’s skills.

5. Formatting

Every school provides a unique and very strict set of guidelines. These style guides are long and detailed, and following them is much harder than most people imagine.

Style guides usually cover:

Implementing so many rules and getting your thesis to fit exactly the format they are looking for is next to impossible if you are not used to following such specific writing instructions, especially considering you still have to focus on the quality of your research.

Formatting is one of the main issues students face when they start writing their thesis. Thesis writing services can handle that for you, by proofreading your work and making sure it meets the standards of the school you’re applying to. Formatting guidelines are especially hard to follow if you don’t master the software you are using to write your thesis. Programs such as Microsoft Word might seem intuitive, but not everyone knows how to carry out simple tasks such as customizing page numbers for each section of the document, or adding footnotes properly. Moreover, any thesis will include at least a few tables and charts, which are not easy to design without a solid knowledge of the tools you’re working with. The ideal thesis writing service should offer the technical expertise needed to get the most out of your word processor of choice. 

There is no denying that thesis writing services and c apstone project writing services are booming as an industry. This is due to the fact that students do not tend to have enough support from their academic supervisors. Getting professors to set aside the time to sit with each individual student to provide personalized guidance is not realistic for most schools, so students have to find that support elsewhere. However, many people question the legitimacy of thesis writing services.

Can you simply pay someone to write your thesis for you, or even buy a thesis that was already written by someone else? Well, what genuine thesis writing services offer is completely different. Using someone else’s work as your own is considered a severe academic misconduct and can lead to a variety of consequences, such as getting expelled from your school, or facing legal issues related to fraud and copyright violations. Your work should always be 100% original and thesis writing services should only be used as a source of guidance and support.

Looking for help with thesis defense questions? Check out this infographic for tips!

Tips for Finding the Right Service for You

If they will help you write a dissertation, they should have written one themselves, so they should at the very least have completed a Master\u2019s or a PhD thesis. ","label":"Ideally, they have been in your shoes","title":"Ideally, they have been in your shoes"}]" code="tab1" template="BlogArticle">

You shouldn’t hesitate hiring thesis writing services if you’ve never embarked on a thesis-writing journey before. Thesis writing services are completely legal and ethical, as long as you do your own work and hire the right professionals. To find the perfect service for you, check their reviews to find out what previous clients have to say, read their qualifications carefully, and make sure your thesis is going to be in the right hands by asking them about their confidentiality policies. Working one-on-one with an expert who can provide personalized feedback will help you take your thesis to the next level and obtain your degree!

You probably do! Thesis writing services will be essential for you if you lack the tools or the knowledge to take on such a challenging project. From choosing a topic to proofreading your work and making sure it meets the school’s guidelines, your thesis will require an incredible amount of time, effort, and skills that not everyone has. Thesis writing services can provide guidance and support throughout the process.

Paying someone to do the work for you is unethical and strictly discouraged. You are the author of your work. It should be original and you should never take credit for what someone else wrote.

Technology has provided us with countless tools to detect plagiarism. What’s more, if you bought an essay online because it was cheap, it is likely to have a very questionable quality. The consequences of getting caught stealing someone else’s work are severe and not at all worth the risk. Committing fraud can ruin your academic and professional reputation forever.

Thesis writing services will help you choose the topic of your thesis, structure your research, interpret the literature, build charts and tables with statistics, follow the style guide of your school, manage your time more effectively, and proofread your work as many times as needed once your thesis is finished. They should go through the whole process with you and offer you support the whole time.

Unfortunately, there are many websites offering services that are unethical, or even worse, an absolute scam. To check the legitimacy of a thesis writing service, you should check out their reviews to see what previous clients can tell you about them. You can also ask the company about their fees, their conditions, and what their services include.

This will depend on your school’s guidelines, which should be easily found online. Thesis or dissertations are usually between 100 and 300 pages long, although this number can greatly vary depending on your field and your degree.

No. You own copyright of your thesis, which means you, as the author, have the right to use, reproduce, and publish your thesis. However, your thesis might include third-party copyright material, which is copyright material created by other people, in which case you will need to seek permission to use their work, just like you need to grant yours to whoever wants to use your thesis.

Always stay open to suggestions. Handling feedback and getting the most out of it takes more time and practice than you’d think. If you’re not pleased or if you don’t agree with the feedback you received, start by asking as many questions as you need. Once you understand the editor’s comments, you will be in a better position to decide whether that feedback was constructive or destructive. Whatever you do, don’t take it personally!

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Mental health care is hard to find, especially for people with Medicare or Medicaid

Rhitu Chatterjee

With rates of suicide and opioid deaths rising in the past decade and children's mental health declared a national emergency , the United States faces an unprecedented mental health crisis. But access to mental health care for a significant portion of Americans — including some of the most vulnerable populations — is extremely limited, according to a new government report released Wednesday.

The report, from the Department of Health and Human Services' Office of Inspector General, finds that Medicare and Medicaid have a dire shortage of mental health care providers.

The report looked at 20 counties with people on Medicaid, traditional Medicare and Medicare Advantage plans, which together serve more than 130 million enrollees — more than 40% of the U.S. population, says Meridith Seife , the deputy regional inspector general and the lead author of the report.

Medicaid serves people on low incomes, and Medicare is mainly for people 65 years or older and those who are younger with chronic disabilities.

The report found fewer than five active mental health care providers for every 1,000 enrollees. On average, Medicare Advantage has 4.7 providers per 1,000 enrollees, whereas traditional Medicare has 2.9 providers and Medicaid has 3.1 providers for the same number of enrollees. Some counties fare even worse, with not even a single provider for every 1,000 enrollees.

"When you have so few providers available to see this many enrollees, patients start running into significant problems finding care," says Seife.

The findings are especially troubling given the level of need for mental health care in this population, she says.

"On Medicare, you have 1 in 4 Medicare enrollees who are living with a mental illness," she says. "Yet less than half of those people are receiving treatment."

Among people on Medicaid, 1 in 3 have a mental illness, and 1 in 5 have a substance use disorder. "So the need is tremendous."

The results are "scary" but "not very surprising," says Deborah Steinberg , senior health policy attorney at the nonprofit Legal Action Center. "We know that people in Medicare and Medicaid are often underserved populations, and this is especially true for mental health and substance use disorder care."

Among those individuals able to find and connect with a provider, many see their provider several times a year, according to the report. And many have to drive a long way for their appointments.

"We have roughly 1 in 4 patients that had to travel more than an hour to their appointments, and 1 in 10 had to travel more than an hour and a half each way," notes Seife. Some patients traveled two hours each way for mental health care, she says.

Mental illnesses and substance use disorders are chronic conditions that people need ongoing care for, says Steinberg. "And when they have to travel an hour, more than an hour, for an appointment throughout the year, that becomes unreasonable. It becomes untenable."

"We know that behavioral health workforce shortages are widespread," says Heather Saunders , a senior research manager on the Medicaid team at KFF, the health policy research organization. "This is across all payers, all populations, with about half of the U.S. population living in a workforce shortage."

But as the report found, that's not the whole story for Medicare and Medicaid. Only about a third of mental health care providers in the counties studied see Medicare and Medicaid patients. That means a majority of the workforce doesn't participate in these programs.

This has been well documented in Medicaid, notes Saunders. "Only a fraction" of providers in provider directories see Medicaid patients, she says. "And when they do see Medicaid patients, they often only see a few."

Lower reimbursement rates and a high administrative burden prevent more providers from participating in Medicaid and Medicare, the report notes.

"In the Medicare program, they set a physician fee rate," explains Steinberg. "Then for certain providers, which includes clinical social workers, mental health counselors and marriage and family therapists, they get reimbursed at 75% of that rate."

Medicaid reimbursements for psychiatric services are even lower when compared with Medicare , says Ellen Weber , senior vice president for health initiatives at the Legal Action Center.

"They're baking in those discriminatory standards when they are setting those rates," says Steinberg.

The new report recommends that the Centers for Medicare & Medicaid Services (CMS) take steps to increase payments to providers and lower administrative requirements. In a statement, CMS said it has responded to those recommendations within the report.

According to research by Saunders and her colleagues at KFF, many states have already started to take action on these fronts to improve participation in Medicaid.

Several have upped their payments to mental health providers. "But the scale of those increases ranged widely across states," says Saunders, "with some states limiting the increase to one provider type or one type of service, but other states having rate increases that were more across the board."

Some states have also tried to simplify and streamline paperwork, she adds. "Making it less complex, making it easier to understand," says Saunders.

But it's too soon to know whether those efforts have made a significant impact on improving access to providers.

CMS has also taken steps to address provider shortages, says Steinberg.

"CMS has tried to increase some of the reimbursement rates without actually fixing that structural problem," says Steinberg. "Trying to add a little bit here and there, but it's not enough, especially when they're only adding a percent to the total rate. It's a really small increase."

The agency has also started covering treatments and providers it didn't use to cover before.

"In 2020, Medicare started covering opioid treatment programs, which is where a lot of folks can go to get medications for their substance use disorder," says Steinberg.

And starting this year, Medicare also covers "mental health counselors, which includes addiction counselors, as well as marriage and family therapists," she adds.

While noteworthy and important, a lot more needs to be done, says Steinberg. "For example, in the substance use disorder space, a lot of addiction counselors do not have a master's degree. And that's one of their requirements to be a counselor in the Medicare program right now."

Removing those stringent requirements and adding other kinds of providers, like peer support specialists, is key to improving access. And the cost of not accessing care is high, she adds.

"Over the past two decades, [in] the older adult population, the number of overdose deaths has increased fourfold — quadrupled," says Steinberg. "So this is affecting people. It is causing deaths. It is causing people to go to the hospital. It increases [health care] costs."

• Centers for Medicare & Medicaid Services
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V. I. Lenin

Theses on fundamental tasks of, the second congress of the communist international.

Written: 30 June, 1920 First Published: July of 1920 Source: Lenin’s Collected Works , 4th English Edition, Progress Publishers, Moscow, 1965, Volume 31 , pages 184-201 Translated: Julius Katzer Transcription\HTML Markup: David Walters & R. Cymbala Copyleft: V. I. Lenin Internet Archive (www.marx.org) 2002. Permission is granted to copy and/or distribute this document under the terms of the GNU Free Documentation License

The Essence of the Dictatorship of the Proletariat and of Soviet Power

What Immediate and Universal Preparation for the Dictatorship of the Proletariat Should Consist of

Rectification of the Political Line—Partly Also the Composition—of Parties Affiliated or Desiring to Affiliate to the Communist International

1.The present stage in the development of the international communist movement is marked by the fact that the finest representatives of the revolutionary proletariat in all capitalist countries have fully grasped the fundamental principles of the Communist International, viz., dictatorship of the proletariat and Soviet power, and have ranged themselves with unbounded enthusiasm on the side of the Communist International. An even bigger and more important step forward is the definite sympathy with these fundamental principles that has everywhere taken shape among the broadest masses; not only of the urban proletariat, but of the advanced section of the rural workers as well.

On the other hand, two errors, or failings, are to be observed in the very rapidly growing international communist movement. One, which is very grave and constitutes an immense and immediate danger to the success of the cause of proletarian emancipation, is that a section of the old leaders and of the old parties of the Second International—some yielding half-unconsciously to the wishes and pressure of the masses, and some deliberately deceiving the masses in order to retain their function of agents and assistants of the bourgeoisie within the working-class movement—declare their qualified or even unqualified adherence to the Third International, while actually remaining in all their practical party and political work, on the level of the Second International. Such a state of affairs is absolutely intolerable, because it leads to downright corruption of the masses, detracts from the Third International’s prestige, and threatens a repetition of the same acts of treachery as were perpetrated by the Hungarian Social-Democrats, who so hastily assumed the title of Communists. The other error, which is far less significant and is more in the nature of growing pains of the movement, consists in a tendency towards “Leftism” which results in a wrong appraisal of the role and the tasks of the party with regard to the class and the masses, and a wrong attitude towards the revolutionary Communists’ obligation to work in bourgeois parliaments and reactionary trade unions.

Communists are in duty bound, not to gloss over shortcomings in their movement, but to criticise them openly so as to remedy them the more speedily and radically. For this purpose it is necessary: first, to define as concretely as possible, particularly on the basis of the practical experience already acquired, the content of the concepts “dictatorship of the proletariat” and “Soviet power”; second, to specify the precise content of the immediate and systematic preparatory work to be carried on in all countries so as to give effect to these slogans; and third, to specify the methods and means of rectifying the faults in our movement.

The Essence Of The Dictatorship Of The Proletariat and of Soviet Power

2.The victory of socialism (as the first stage of communism) over capitalism requires that the proletariat, as the only really revolutionary class, shall accomplish the following three tasks. First—overthrow the exploiters, and first and foremost the bourgeoisie, as their principal economic and political representative; utterly rout them; crush their resistance; absolutely preclude any attempt on their part to restore the yoke of capital and wage-slavery. Second—win over and bring under the leadership of the Communist Party, the revolutionary vanguard of the proletariat, not only the entire proletariat, or its vast majority, but all who labour and are exploited by capital; educate, organise, train and discipline them in the actual course of a supremely bold and ruthlessly firm struggle against the exploiters; wrest this vast majority of the pqpulation in all the capitalist countries from dependence on the bourgeoisie; imbue it, through its own practical experience, with confidence in the leading role of the proletariat and of its revolutionary vanguard. Third—neutralise, or render harmless, the inevitable vacillation between the bourgeoisie and the proletariat, between bourgeois democracy and Soviet power, to be seen in the class of petty proprietors in agriculture, industry and commerce—a class which is still fairly numerous in nearly all advanced countries, although comprising only a minority of the population—as well as in the stratum of intellectuals, salary earners, etc., which corresponds to this class.

The first and second tasks are independent ones, each requiring its own special methods of action with regard to the exploiters and to the exploited respectively. The third task follows from the first two, and merely requires a skilful, timely and flexible combination of methods of the first and second type, depending on the specific circumstances in each separate instance of vacillation.

3.In the concrete situation created throughout the world, and above all in the most advanced, powerful, enlightened and free capitalist countries, by militarism, imperialism, the oppression of colonies and weak countries, the world wide imperialist butchery and the “Peace” of Versailles—in that situation the very idea of the capitalists peacefully submitting to the will of the majority of the exploited, the very idea of a peaceful, reformist transition to socialism, is not merely sheer philistine stupidity but also down right deception of the workers, embellishment of capitalist wage-slavery, and concealment of the truth. That truth consists in the bourgeoisie, even the most enlightened and democratic, no longer hesitating at any fraud or crime, even the massacre of millions of workers and peasants, so as to preserve private ownership of the means of production. Only the forcible overthrow of the bourgeoisie, the confiscation of its property, the destruction of the entire bourgeois state apparatus from top to bottom—parliamentary. judicial, military, bureaucratic, administrative, municipal, etc.—right down to the wholesale deportation or internment of the most dangerous and stubborn exploiters and the institution of strict surveillance over them so as to foil their inevitable attempts to resist and to restore capitalist slavery—only such measures can ensure real submission of the whole class of exploiters.

On the other hand, the idea, common among the old parties and the old leaders of the Second International, that the majority of the exploited toilers can achieve complete clarity of socialist consciousness and firm socialist convictions and character under capitalist slavery, under the yoke of the bourgeoisie (which assumes an inIinite variety of forms that become more subtle and at the same time more brutal and ruthless the higher the cultural level in a given capitalist country) is also idealisation of capitalism and of bourgeois democracy, as well as deception of the workers. In fact, it is only after the vanguard of the proletariat, supported by the whole or the majority of this, the only revolutionary class, overthrows the exploiters, suppresses them, emancipates the exploited from their state of slavery and-immediately improves their conditions of life at the expense of the expropriated capitalists—it is only after this, and only in the actual process of an acute class strugg]e, that the masses of the toilers and exploited can be educated, trained and organised around the proletariat under whose influence and guidance, they can get rid of the selfishness, disunity, vices and weaknesses engendered by private property; only then will they be converted into a free union of free workers.

4.Victory over capitalism calls for proper relations between the leading (Communist) party, the revolutionary class (the proletariat) and the masses, i.e., the entire body of the toilers and the exploited. Only the Communist Party, if it is really the vanguard of the revolutionary class, if it really comprises all the finest representatives of that class, if it consists of fully conscious and staunch Communists who have been educated and steeled by the experience of a persistent revolutionary struggle, and if it has succeeded in linking itself inseparably with the whole life of its class and, through it, with the whole mass of the exploited, and in completely winning the confidence of this class and this mass—only such a party is capable of leading the proletariat in a final, most ruthless and decisive struggle against all the forces of capitalism. On the other hand, it is only under the leadership of such a party that the proletariat is capable of displaying the full might of its revolutionary onslaught, and of overcoming the inevitable apathy and occasional resistance of that small minority, the labour aristocracy, who have been corrupted by capitalism, the old trade union and co-operative leaders, etc.—only then will it be capable of displaying its full might, which, because of the very economic structure of capitalist society, is infinitely greater than its proportion of the population. Finally, it is only after they have been really emancipated from the yoke of the bourgeoisie and of the bourgeois machinery of state, only after they have found an opportunity of organising in their Soviets in a really free way (free from the exploiters), that the masses, i.e., the toilers and exploited as a body, can display, for the first time in history, all the initiative and energy of tens of millions of people who have been crushed by capitalism. Only when the Soviets have become the sole state apparatus is it really possible to ensure the participation, in the work of administration, of the entire mass of the exploited, who, even under the most enlightened and freest bourgeois democracy, have always actually been excluded 99 per cent from participation in the work of administration. It is only in the Soviets that the exploited masses really begin to learn—not in books, but from their own practical experience—the work of socialist construction, of creating a new social discipline and a free union of free workers.

What Immediate And Universal Preparation for the Dictatorship of the Proletariat Should Consist of

5.The present stage in the development of the international communist movement is marked by the fact that in the vast majority of capitalist countries, the proletariat’s preparations to effect its dictatorship have not been completed, and, in many cases, have not even been systematically begun. From this it does not, however, follow that the proletarian revolution is impossible in the immediate future; it is perfectly possible, since the entire economic and political situation is most inflammable and abounds in causes of a sudden flare-up; the other condition for revolution, apart from the proletariat’s preparedness, viz., a general state of crisis in all the ruling and in all bourgeois parties, also exists. However, it does follow that the Communist Parties’ current task consists not in accelerating the revolution, but in intensifying the preparation of the proletariat. On the other hand, the facts cited above from the history of many socialist parties make it incumbent on us to see that “recognition” of the dictatorship of the proletariat shall not remain a more matter of words.

Hence, from the point of view of the international proletarian movement, it is the Communist parties ’ principal task at the present moment to unite the scattered Communist forces, to form a single Communist Party in every country (or to reinforce or renovate the already existing Party) in order to increase tenfold the work of preparing the proletariat for the conquest of political power—political power, moreover, in the form of the dictatorship of the proletariat. The ordinary socialist work conducted by groups and parties which recognise the dictatorship of the proletariat has by no means undergone that fundamental reorganisation, that fundamental renovation, which is essential before this work can be considered communist work and adequate to the tasks to be accomplished on the eve of proletarian dictatorship.

6.The proletariat’s conquest of political power does not put a stop to its class struggle against the bourgeoisie; on the contrary, it renders that struggle most widespread, intense and ruthless. Owing to the extreme intensification of the struggle all groups, parties and leaders in the working-class movement who have fully or partly adopted the stand of reformism, of the “Centre”, etc., inevitably side with the bourgeoisie or join the waverers, or else (what is the most dangerous of all) land in the ranks of the unreliable friends of the victorious proletariat. Hence, preparation for the dictatorship of the proletariat calls, not only for an intensification of the struggle against reformist and “Centrist” tendencies, but also for a change in the character of that struggle. The struggle cannot be restricted to explaining the erroneousness of these tendencies; it must unswervingly and ruthlessly expose any leader of the working-class movement who reveals such tendencies, for otherwise the proletariat cannot know who it will march with into the decisive struggle against the bourgeoisie. This struggle is such that at any moment it may—and actually does, as experience has shown—substitute criticism with weapons for the weapon of criticism. [6] Any inconsistency or weakness in exposing those who show themselves to be reformists or “Centrists” means directly increasing the danger of the power of the proletariat being overthrovn by the bourgeoisie, which tomorrow will utilise for the counter-revolution that which short-sighted people today see merely as “theoretical difference”.

7.In particular, we must not restrict ourselves to the usual repudiation, in principle, of all collaboration between the proletariat and the bourgeoisie, of all “collaborationism”. Under the dictatorship of the proletariat, which will never be able, at one stroke, to abolish private property completely, mere defence of “liberty”’ and “equality”, while private ownership of the means of production is preserved, turns into “collaboration” with the bourgeoisie, and undermines the rule of the working class. The dictatorship of the proletariat means that the state uses its whole machinery of power to uphold and perpetuate “no-liberty” for the exploiters to continue their oppression and exploitation, “inequality” between the owner of property (i.e., one who has appropriated for himself certain means of production created by social labour) and the non-owner. That which, prior to the victory of the proletariat, seems merely a theoretical difference on the question of “democracy” inevitably becomes, on the day following victory, a question that is settled by force of arms. Consequently, even preliminary work in preparing the masses to effect the dictatorship of the proletariat is impossible without a radical change in the entire character of the struggle against the “Centrists” and the “champions of democracy “.

8.The dictatorship of the proletariat is the most determined and revolutionary form of the proletariat’s class struggle against the bourgeoisie. This struggle can be successful only when the most revolutionary vanguard of the proletariat has the backing of the overwhelming majority of the proletariat. Hence, preparation for the dictatorship of the proletariat entails not only explanation of the bourgeois character of all reformism, of all defence of democracy, while private ownership of the means of production is preserved; it entails, not only exposure of such trends, which are in fact a defence of the bourgeoisie within the labour movement; it also calls for old leaders being replaced by Communists in proletarian organisations of absolutely every type—not only political, but also trade union, co-operative, educational, etc. The more complete, lengthy and firmly established the rule of bourgeois democracy has been in a given country, the more the bourgeoisie will have succeeded in securing the appointment to such leading posts of people whose minds have been moulded by it and imbued with its views and prejudices, and who have very often been directly or indirectly bought by it. These representatives of the labour aristocracy, bourgeoisified workers, should be ousted from all their posts a hundred times more sweepingly than hitherto, and replaced by workers—even by wholly inexperienced men, provided they are connected with the exploited masses and enjoy their confidence in the struggle against the exploiters. The dictatorship of the proletariat will require the appointment of such inexperienced workers to the most responsible posts in the state; otherwise the workers’ government will be impotent and will not have the support of the masses.

9.The dictatorship of the proletariat means that all toiling and exploited people, who have been disunited, deceived, intimidated, oppressed, downtrodden and crushed by the capitalist class, come under the full leadership of the only class trained for that leadership by the whole history of capitalism. That is why the following is one of the methods whereby preparations for the dictatorship of the proletariat should be started everywhere and immediately:

In all organisations, unions and associations without exception, and first and foremost in proletarian organisations, but also in those of the non-proletarian toiling and exploited masses (political, trade union, military, co-operative, educational, sports, etc., etc.), groups or cells of Communists should be formed—preferably open groups, but underground groups as well, the latter being essential whenever there is reason to expect their suppression, or the arrest or banishment of their members on the part of the bourgeoisie; these cells, which are to be in close touch with one another and with the Party centre, should, by pooling their experience, carrying on work of agitation, propaganda and organisation, adapting themselves to absolutely every sphere of public life and to every variety and category of the toiling masses, systematically educate themselves, the Party, the class, and the masses by means of such diversified work.

In this connection, it is of the utmost importance that necessary distinctions between the methods of work should be evolved in practice: on the one hand, in relation to the “leaders”, or “responsible representatives”, who are very often hopelessly beset with petty-bourgeois and imperialist prejudices—such “leaders” must be ruthlessly exposed and expelled from the working-class movement—and, on the other hand, in relation to the masses, who, particularly after the imperialist holocaust, are for the most part inclined to listen to and accept the doctrine that the guidance from the proletariat is essential, as the only way of escape from capitalist slavery. We must learn to approach the masses with particular patience and caution so as to be able to understand the distinctive features in the mentality of each stratum, calling, etc., of these masses.

10.In particular, there is a group or cell of Communists that deserves exceptional attention and care from the Party, i.e., the parliamentary group of Party members, who are deputies to bourgeois representative institutions (primarily the national, but also local, municipal, etc., representative institutions). On the one hand, it is this tribune which is held in particular regard by large sections of the toiling masses, who are backward or imbued with petty-bourgeois prejudices; it is therefore imperative for Communists to utilise this tribune to conduct propaganda, agitation and organisational work and to explain to the masses why the dispersal of the bourgeois parliament by the national congress of Soviets was legitimate in Russia (and, at the proper time, will be legitimate in any country). On the other hand, the entire history of bourgeois democracy, particularly in the advanced countries, has converted the parliamentary rostrum into one of the principal, if not the principal, venues of unparalleled fraudulency, financial and political deception of the people, careerism, hypocrisy and oppression of the working people. The intense hatred of parliaments felt by the best representatives of the revolutionary proletariat is therefore quite justified. The Communist parties and all parties affiliated to the Third International—especially those which have not arisen by splitting away from the old parties and by waging a long and persistent struggle against them, but through the old parties accepting (often nominally) the new stand—should therefore adopt a most strict attitude towards their parliamentary groups; the latter must be brought under the full control and direction of the Central Committees of the Parties; they must consist, in the main, of revolutionary workers; speeches by members of parliament should be carefully analysed in the Party press and at Party meetings, from a strictly communist standpoint; deputies should be sent to carry on agitational work among the masses; those who manifest Second International leanings should be expelled from the parliamentary groups, etc.

11.One of the chief causes hampering the revolutionary working-class movement in the developed capitalist countries is the fact that because of their colonial possessions and the super-profits gained by finance capital, etc., the capitalists af these countries have been able to create a relatively larger and more stable labour aristocracy, a section which comprises a small minority of the working class. This minority enjoys better terms of employment and is most-imbued with a narrow-minded craft spirit and with petty-bourgeois and imperialist prejudices. It forms the real social pillar of the Second International, of the reformists and the “Centrists”; at present it might even be called the social mainstay of the bourgeoisie. No preparation of the proletariat for the overthrow of the bourgeoisie is possible, even in the preliminary sense, unless an immediate, systematic, extensive and open struggle is waged against this stratum, which, as experience has already fully shown, will no doubt provide the bourgeois White guards with many a recruit after the victory of the proletariat. All parties affiliated to the Third International must at all costs give effect to the slogans: “Deeper into the thick of the masses”, “Closer links with the masses”—meaning by the masses all those who toil and are exploited by capital, particularly those who are least organised and educated, who are most oppressed and least amenable to organisation.

The proletariat becomes revolutionary only insofar as it does not restrict itself to the narrow framework of craft interests, only when in all matters and spheres of public life, it acts as the leader of all the toiling and exploited masses; it cannot achieve its dictatorship unless it is prepared and able to make the greatest sacrifices for the sake of victory over the bourgeoisie. In this respect, the experience of Russia is significant both in principle and in practice. The proletariat could not have achieved its dictatorship there, or won the universally acknowledged respect and confidence of all the toiling masses, had it not made the most sacrifices, or starved more than any other section of those masses at the most crucial moments of the onslaught, war and blockade effected by the world bourgeoisie.

In particular, the Communist Party and all advanced proletarians must give all-round and unstinted support especially to the spontaneous and mass strike movement, which, under the yoke of capital, is alone capable of really rousing, educating and organising the masses, of imbuing them with complete confidence in the leadership of the revolutionary proletariat. Without such preparation, no dictatorship of the proletariat is possible; those who are capable of publicly opposing strikes, such as Kautsky in Germany and Turati in Italy, cannot possibly be tolerated in the ranks of parties affiliated to the Third International. This applies even more, of course, to those trade union and parliamentary leaders who so often betray the workers by using the experience of strikes to teach them reformism, and not revolution (for instance, in Britain and in France in recent years).

12.In all countries, even in those that are freest, most “legal”, and most “peaceful” in the sense that the class struggle is least acute there, it is now absolutely indispensable for every Communist Party to systematically combine legal and illegal work, legal and illegal organisations. Notwithstanding their false and hypocritical declarations, the governments of even the most enlightened and freest of countries, where the bourgeois-democratic system is most “stable”, are already systematically and secretly drawing up blacklists of Communists and constantly violating their own constitutions so as to give secret or semi-secret encouragement to the whiteguards and to the murder of Communists in all countries, making secret preparations for the arrest of Communists, planting agents provocateurs among the Communists, etc., etc. Only a most reactionary philistine, no matter what cloak of fine “democratic” and pacifist phrases he may don, will deny this fact or the conclusion that of necessity follows from it viz., that all legal Communist parties must immediately form illegal organisations for the systematic conduct of illegal work and for complete preparations for the moment the bourgeoisie resorts to persecution. Illegal work is most necessary in the army, the navy and the police because, since the imperialist holocaust, governments the world over have begun to stand in dread of people’s armies which are open to the workers and peasants, and are secretly resorting to all kinds of methods to set up military units specially recruited from the bourgeoisie and equipped with the most up-to-date weapons.

On the other hand, it is likewise necessary that, in all cases without exception, the parties should not restrict themselves to illegal work, but should conduct legal work as well, overcoming all obstacles, starting legal publications, and forming legal organisations under the most varied names, which should be frequently changed if necessary. This is being practised by the illegal Communist parties in Finland, Hungary, partly in Germany, Poland, Latvia, etc. It should be practised by the Industrial Workers of the World in the U.S.A. and by all Communist parties at present legal, should public prosecutors see fit to take proceedings against them on the grounds of resolutions adopted by Congresses of the Communist International, etc.

A combination of illegal and legal work is an absolute principle dictated, not only by all features of the present period, that of the eve of the proletarian dictatorship, but also by the necessity of proving to the bourgeoisie that there is not, nor can there be, any sphere of activity that cannot be won by the Communists; above all, it is dictated by the fact that broad strata of the proletariat and even broader strata of the non-proletarian toiling and exploited masses still exist everywhere, who continue to believe in bourgeois-democratic legality and whom we must undeceive without fail.

13.In particular, the conditions of the working-class press in most advanced capitalist countries strikingly reveal the utter fraudulency of liberty and equality under bourgeois democracy, as well as the necessity of systematically combining legal work with illegal work. Both in vanquished Germany and in victorious America, the entire power of the bourgeoisie’s machinery of state and all the machinations of the financial magnates are employed to deprive the workers of their press, these including legal proceedings, the arrest (or murder by hired assassins) of editors, denial of mailing privileges, the cutting off of paper supplies, and so on and so forth. Besides, the news services essential to daily newspapers are run by bourgeois telegraph agencies, while advertisements, without which a large newspaper cannot pay its way, depend on the “good will” of the capitalists. To sum up: through skulduggery and the pressure of capital and the bourgeois state, the bourgeoisie is depriving the revolutionary proletariat of its press.

To combat this, the Communist parties must create a new type of periodical press for mass distribution among the workers: first, legal publications, which, without calling themselves communist and without publicising their links with the Party, must learn to make use of any legal opportunity, however slight, just as the Bolsheviks did under the tsar, after 1905; secondly, illegal leaflets, even the briefest and published at irregular intervals, but reprinted at numerous printshops by workers (secretly, or, if the movement has become strong enough, by the revolutionary seizure of printshops), and providing the proletariat with outspoken revolutionary information and revolutionary slogans.

Preparations for the dictatorship of the proletariat is impossible without a revolutionary struggle, into which the masses are drawn, for the freedom of the communist press.

Rectification Of The Political Line— Partly Also Of The Composition— Of Parties Affiliated Or Desiring To Affiliate To The Communist International

14.The measure in which the proletariat in countries most important from the viewpoint of world economics and politics is prepared to establish its dictatorship can be seen with the greatest objectivity and precision in the fact that the most influential parties of the Second International, viz., the French Socialist Party, the Independent Social-Democratic Party of Germany, the Independent Labour Party of Great Britain and the Socialist Party of America, [7] have withdrawn from this yellow International, and have decided—the first three conditionally, the latter even unconditionally—to affiliate to the Third In ternational. This proves that not only the vanguard of the revolutionary proletariat but its majority too have begun to come over to our side, convinced by the entire course of events. The main thing now is the ability to consummate this process and to consolidate firmly in point of organisation what has been achieved, so as to advance all along the line, without the slightest wavering.

15.All the activities of the parties mentioned (to which should be added the Socialist Party of Switzerland, [8] if the telegraph reports of its decision to join the Third International are true) show—as any periodical of these parties will strikingly confirm—that they are not yet communist, and quite often run directly counter to the fundamental principles of the Third International, viz., the recognition of the dictatorship of the proletariat and Soviet government in place of bourgeois democracy.

Accordingly, the Second Congress of the Communist International must resolve that it cannot immediately accept the affiliation of these parties; that it endorses the reply given by the Executive Committee of the Third International to the German “Independents” [9] ; that it confirms its readiness to conduct negotiations with any party that withdraws from the Second International and desires to enter into closer relations with the Third International; that it will admit the delegates of such parties in a deliberative capacity to all its congresses and conferences; that it sets the following conditions for the complete adhesion of these (and similar), parties with the Communist International:

1)All decisions of all Congresses of the Communist International and of its Executive Committee to be published in all the periodicals of the parties concerned;

2)These decisions to be discussed at special meetings of all sections or local organisations of the parties;

3)After such discussion, special congresses of the parties to be convened to sum up the results, and for the purpose of—

4)Purging the parties of elements that continue to act in the spirit of the Second International;

5)All periodical publications of the parties to be placed under exclusively Communist editorship.

The Second Congress of the Third International should instruct its Executive Committee formally to accept these and similar parties into the Third International after ascertaining that all these conditions have actually been met and that the activities of the parties have assumed a communist character.

16.As to the question of the conduct of Communists now holding a minority of the responsible posts in these and similar parties, the Second Congress of the Communist International should resolve that, in view of the obvious growth of sincere sympathy for communism among working men belonging to these parties, it would be undesirable for Communists to resign from the latter, as long as they can carry on work within them for the recognition of the dictatorship of the proletariat and Soviet government, and as long as it is possible to criticise the opportunists and Centrists who still remain in these parties.

At the same time, the Second Congress of the Third International should declare in favour of Communist groups and organisations, or groups and organisations sympathising with communism, joining the Labour Party in Great Britain, despite its membership in the Second International. As long as this party ensures its affiliated organisations their present freedom of criticism and freedom to carry on work of propaganda, agitation and organisation in favour of the dictatorship of the proletariat and Soviet government, and as long as this party preserves the character of a federation of all trade union organisations of the working class, it is imperative for Communists to do everything and to make certain compromises in order to be able to exercise their influence on the broadest masses of the workers, to expose their opportunist leaders from a higher tribune, that is in fuller view of the masses, and to hasten the transfer of political power from the direct representatives of the bourgeoisie to the “labour lieutenants of the capitalist class”, so that the masses may be more quickly weaned away from their last illusions on this score.

17.Concerning the Socialist Party of Italy, the Second Congress of the Third International considers that the criticism of that party and the practical proposals submitted to the National Council of the Socialist Party of Italy in the name of the party’s Turin section, [10] as set forth in L’Ordine Nuovo of May 8, 1920, are in the main correct and are fully in keeping with the fundamental principles of the Third International.

Accordingly, the Second Congress of the Third International requests the Socialist Party of Italy to convene a special congress to discuss these proposals and also all the decisions of the two Congresses of the Communist International for the purpose of rectifying the party’s line and of purging it, particularly its parliamentary group, of non-Communist elements.

18.The Second Congress of the Third International considers erroneous the views on the Party’s relation to the class and to the masses, and the view that it is not obligatory for Communist parties to participate in bourgeois parliaments and in reactionary trade unions. These views have been refuted in detail in special decisions of the present Congress, and advocated most fully by the Communist Workers’ Party of Germany, and partly by the Communist Party of Switzerland [11] , by Kommunismus , organ of the East-European Secretariat of the Communist International in Vienna, by the now dissolved secretariat in Amsterdam, by several Dutch comrades, by several Communist organisations in Great Britain, as, for example, the Workers’ Socialist Federation, etc., and also by the Industrial Workers of the World in the U.S.A. and the Shop Stewards’ Committees in Great Britain, etc.

Nevertheless, the Second. Congress of the Third International considers it possible and desirable that those of the above-mentioned organisations which have not yet officially affiliated to the Communist International should do so immediately; for in the present instance, particularly as regards the Industrial Workers of the World in the U.S.A. and Australia, as well as the Shop Stewards’ Committees in Great Britain, we are dealing with a profoundly proletarian and mass movement, which in all essentials actually stands by the basic principles of the Communist International. The erroneous views held by these organisations regarding participation in bourgeois parliaments can be explained, not so much by the influence of elements coming from the bourgeoisie, who bring their essentially petty-bourgeois views into the movement—views such as anarchists often hold—as by the political inexperience of proletarians who are quite revolutionary and connected with the masses.

For this reason, the Second Congress of the Third International requests all Communist organisations and groups in the Anglo-Saxon countries, even if the Industrial Workers of the World and the Shop Stewards’ Committees do not immediately affiliate to the Third International, to pursue a very friendly policy towards these organisations, to establish closer contacts with them and the masses that sympathise with them, and to explain to them in a friendly spirit—on the basis of the experience of all revolutions, and particularly of the three Russian revolutions of the twentieth century—the erroneousness of their views as set forth above, and not to desist from further efforts to amalgamate with these organisations to form a single Communist party.

19.In this connection, the Congress draws the attention of all comrades, particularly in the Latin and Anglo-Saxon countries, to the fact that, since the war, a profound ideological division has been taking place among anarchists all over the world regarding the attitude to be adopted towards the dictatorship of the proletariat and Soviet government. Moreover, a proper understanding of these principles is particularly to be seen among proletarian elements that have often been impelled towards anarchism by a perfectly legitimate hatred of the opportunism and reformism of the parties of the Second International. That understanding is growing the more widespread among them, the more familiar they become with the experience of Russia, Finland, Hungary, Latvia, Poland and Germany.

The Congress therefore considers it the duty of all Communists to do everything to help all proletarian mass elements to abandon anarchism and come over to the side of the Third International. The Congress points out that the measure in which genuinely Communist parties succeed in winning mass proletarian elements rather than intellectual, and petty-bourgeois elements away from anarchism, is a criterion of the success of those Parties.

July 4, 1920

[6] Lenin is quoting from Marx’s work “Zur Kritik der Hegelschen Rechtsphilosophie” (see Marx/Engels, Werke , Bd. 1, S. 385).

[7] The American Socialist Party was formed in July 1901 at a congress held in Indianapolis, as the result of a merger of groups that had broken away from the Socialist Workers’ Party and the Social-Democratic Party of the U.S.A. Among the new party’s organisers was Eugene Debs, a popular figure in the U.S. labour movement. The social composition of the party was not uniform, it contained native-born and immigrant workers, as well as small farmers and people of petty-bourgeois origin. The Centrist and the Right-wing opportunist leaders of the party (Victor Berger, Morris Hillquit and others) denied the necessity of the proletarian dictatorship, renounced revolutionary methods of struggle, and reduced all party activities to participation in election campaigns. During the First World War (1914-18) three trends appeared in the Socialist Party: the social-chauvinists, who supported the imperialist policy of the Administration, the Centrists, who opposed the imperialist war only in word, and the revolutionary minority, who took an internationalist stand and struggled against the war.

The Socialist Party’s Left wing, headed by Charles Ruthenberg, William Foster, William Haywood and others, relying on the proletarian elements, waged a struggle against the party’s opportunist leadership, for independent proletarian action and the formation of industrial trade unions based on the principles of the class struggle. In 1919 a split took place in the Socialist Party. The party’s Left wing broke away, bccoming the initiator and nucleus of the Communist Party of the U.S.A. At present the Socialist Party is a small sectarian organisation.

[8] The Social-Democratic Party of Switzerland (known as the Swiss Socialist Party) was formed in the seventies of the last century and affiliated to the First International. The party was re-formed in 1888. The opportunists were very influential in the party, and during the First World War took a social-chauvinist stand. In the autumn of 1916, the Party’s Right wing broke away to form their own organisation. The majority, headed by Robert Grimm, took a Centrist, social-pacifist stand, while the Left wing of the party adhered to an internationalist stand. The Great October Socialist Revolution in Russia influenced and strengthened the Left wing which, in December 1920, broke away and joined the Communist Party of Switzerland in 1921 (see Note 69).

[9] “Draft (or the Theses) of the R.C.P.’s Reply to a Letter from the German Independent Social-Democratic Party” (see present edition, Vol. 30, pp. 337-44).

[10] The Turin section accused the Italian Socialist Party with its conciliatory leadership, of failing to give a correct analysis of events, in the conditions of the revolutionary upsurge in Italy (1919-20) that had created the possibility of the seizure of political power by the proletariat, and of having failed to advance any slogan acceptable to the revolutionary masses, and expel the reformists from its ranks. The section made a number of practical proposals: the expulsion of the opportunists from the party; the formation of communist groups in each factory, in the trade unions, co-operatives, and army barracks, the setting-up of factory T.U. committees to organise control of production in industry and agriculture. The section demanded that work to prepare the working masses for the creation of Soviets should be begun at once.

[11] In October 1918, part of the Social-Democrat Left wing united to form the Communist Party of Switzerland. It was not a big party at the time, being represented by two delegates at the Second Congress of the Comintern.

In December 1920, the Left wing of the Swiss Social-Democratic Party broke away from it, and raised the question of forming a strong section of the Communist International in Switzerland. At a congress held in Zurich in March 1921, attended by 28 delegates from the Communist Party and 145 delegates representing the former Left wing of the Social-Democratic Party, the two groups officially united to form a single Communist Party of Switzerland.

Collected Works Volume 31 Collected Works Table of Contents Lenin Works Archive

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• How to Paraphrase | Step-by-Step Guide & Examples

How to Paraphrase | Step-by-Step Guide & Examples

Published on April 8, 2022 by Courtney Gahan and Jack Caulfield. Revised on June 1, 2023.

Paraphrasing means putting someone else’s ideas into your own words. Paraphrasing a source involves changing the wording while preserving the original meaning.

Paraphrasing is an alternative to  quoting (copying someone’s exact words and putting them in quotation marks ). In academic writing, it’s usually better to integrate sources by paraphrasing instead of quoting. It shows that you have understood the source, reads more smoothly, and keeps your own voice front and center.

Every time you paraphrase, it’s important to cite the source . Also take care not to use wording that is too similar to the original. Otherwise, you could be at risk of committing plagiarism .

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Table of contents

How to paraphrase in five easy steps, how to paraphrase correctly, examples of paraphrasing, how to cite a paraphrase, paraphrasing vs. quoting, paraphrasing vs. summarizing, avoiding plagiarism when you paraphrase, other interesting articles, frequently asked questions about paraphrasing.

If you’re struggling to get to grips with the process of paraphrasing, check out our easy step-by-step guide in the video below.

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Putting an idea into your own words can be easier said than done. Let’s say you want to paraphrase the text below, about population decline in a particular species of sea snails.

Incorrect paraphrasing

You might make a first attempt to paraphrase it by swapping out a few words for  synonyms .

Like other sea creatures inhabiting the vicinity of highly populated coasts, horse conchs have lost substantial territory to advancement and contamination , including preferred breeding grounds along mud flats and seagrass beds. Their Gulf home is also heating up due to global warming , which scientists think further puts pressure on the creatures , predicated upon the harmful effects extra warmth has on other large mollusks (Barnett, 2022).

This attempt at paraphrasing doesn’t change the sentence structure or order of information, only some of the word choices. And the synonyms chosen are poor:

• “Advancement and contamination” doesn’t really convey the same meaning as “development and pollution.”
• Sometimes the changes make the tone less academic: “home” for “habitat” and “sea creatures” for “marine animals.”
• Adding phrases like “inhabiting the vicinity of” and “puts pressure on” makes the text needlessly long-winded.
• Global warming is related to climate change, but they don’t mean exactly the same thing.

Because of this, the text reads awkwardly, is longer than it needs to be, and remains too close to the original phrasing. This means you risk being accused of plagiarism .

Correct paraphrasing

Let’s look at a more effective way of paraphrasing the same text.

Here, we’ve:

• Only included the information that’s relevant to our argument (note that the paraphrase is shorter than the original)
• Introduced the information with the signal phrase “Scientists believe that …”
• Retained key terms like “development and pollution,” since changing them could alter the meaning
• Structured sentences in our own way instead of copying the structure of the original
• Started from a different point, presenting information in a different order

Because of this, we’re able to clearly convey the relevant information from the source without sticking too close to the original phrasing.

Explore the tabs below to see examples of paraphrasing in action.

• Journal article
• Newspaper article
• Magazine article

Once you have your perfectly paraphrased text, you need to ensure you credit the original author. You’ll always paraphrase sources in the same way, but you’ll have to use a different type of in-text citation depending on what citation style you follow.

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It’s a good idea to paraphrase instead of quoting in most cases because:

• Paraphrasing shows that you fully understand the meaning of a text
• Your own voice remains dominant throughout your paper
• Quotes reduce the readability of your text

But that doesn’t mean you should never quote. Quotes are appropriate when:

• Giving a precise definition
• Saying something about the author’s language or style (e.g., in a literary analysis paper)
• Providing evidence in support of an argument
• Critiquing or analyzing a specific claim

A paraphrase puts a specific passage into your own words. It’s typically a similar length to the original text, or slightly shorter.

When you boil a longer piece of writing down to the key points, so that the result is a lot shorter than the original, this is called summarizing .

Paraphrasing and quoting are important tools for presenting specific information from sources. But if the information you want to include is more general (e.g., the overarching argument of a whole article), summarizing is more appropriate.

When paraphrasing, you have to be careful to avoid accidental plagiarism .

This can happen if the paraphrase is too similar to the original quote, with phrases or whole sentences that are identical (and should therefore be in quotation marks). It can also happen if you fail to properly cite the source.

Paraphrasing tools are widely used by students, and can be especially useful for non-native speakers who may find academic writing particularly challenging. While these can be helpful for a bit of extra inspiration, use these tools sparingly, keeping academic integrity in mind.

To make sure you’ve properly paraphrased and cited all your sources, you could elect to run a plagiarism check before submitting your paper. And of course, always be sure to read your source material yourself and take the first stab at paraphrasing on your own.

If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.

• ChatGPT vs human editor
• ChatGPT citations
• Is ChatGPT trustworthy?
• Using ChatGPT for your studies
• What is ChatGPT?
• Chicago style
• Critical thinking

 Plagiarism

• Types of plagiarism
• Self-plagiarism
• Avoiding plagiarism
• Academic integrity
• Consequences of plagiarism
• Common knowledge

To paraphrase effectively, don’t just take the original sentence and swap out some of the words for synonyms. Instead, try:

• Reformulating the sentence (e.g., change active to passive , or start from a different point)
• Combining information from multiple sentences into one
• Leaving out information from the original that isn’t relevant to your point
• Using synonyms where they don’t distort the meaning

The main point is to ensure you don’t just copy the structure of the original text, but instead reformulate the idea in your own words.

Paraphrasing without crediting the original author is a form of plagiarism , because you’re presenting someone else’s ideas as if they were your own.

However, paraphrasing is not plagiarism if you correctly cite the source . This means including an in-text citation and a full reference, formatted according to your required citation style .

As well as citing, make sure that any paraphrased text is completely rewritten in your own words.

Plagiarism means using someone else’s words or ideas and passing them off as your own. Paraphrasing means putting someone else’s ideas in your own words.

So when does paraphrasing count as plagiarism?

• Paraphrasing is plagiarism if you don’t properly credit the original author.
• Paraphrasing is plagiarism if your text is too close to the original wording (even if you cite the source). If you directly copy a sentence or phrase, you should quote it instead.
• Paraphrasing  is not plagiarism if you put the author’s ideas completely in your own words and properly cite the source .

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To present information from other sources in academic writing , it’s best to paraphrase in most cases. This shows that you’ve understood the ideas you’re discussing and incorporates them into your text smoothly.

It’s appropriate to quote when:

• Changing the phrasing would distort the meaning of the original text
• You want to discuss the author’s language choices (e.g., in literary analysis )
• You’re presenting a precise definition
• You’re looking in depth at a specific claim

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If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Gahan, C. & Caulfield, J. (2023, June 01). How to Paraphrase | Step-by-Step Guide & Examples. Scribbr. Retrieved April 9, 2024, from https://www.scribbr.com/working-with-sources/how-to-paraphrase/

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