master thesis writing tense

Dissertations & projects: Tenses

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On this page:

“You will use a range of tenses depending on what you are writing about . ” Elizabeth M Fisher, Richard C Thompson, and Daniel Holtom,   Enjoy Writing Your Science Thesis Or Dissertation!

Tenses can be tricky to master. Even well respected journals differ in the guidance they give their authors for their use. However, their are some general conventions about what tenses are used in different parts of the report/dissertation. This page gives some advice on standard practice.

What tenses will you use?

There are exceptions however, most notably in the literature review where you will use a mixture of past , present and present perfect tenses (don't worry, that is explained below), when discussing the implications of your findings when the present tense is appropriate and in the recommendations where you are likely to use the future tense.

The tenses used as standard practice in each of these sections of your report are given and explained below.

In your abstract

You have some leeway with tense use in your abstract and guidance does vary which can sometimes be confusing. We recommend the following:

Describing the current situation and reason for your study

Mostly use the present tense,  i.e. "This is the current state of affairs and this is why this study is needed."

Occasionally, you may find the need to use something called the present perfect tense when you are describing things that happened in the past but are still relevant. The present perfect tense uses have/has and then the past participle of the verb i.e. Previous research on this topic has focused on... 

Describing the aims of your study

Here you have a choice. It is perfectly acceptable to use either the present or past tense,  i.e. "This study aims to..." or "This study aimed to..." 

Describing your methodology

Use the past tense to describe what you did, i.e. "A qualitative approach was used." "A survey was undertaken to ...". "The blood sample was analysed by..."

Describing your findings

Use the past tense to describe what you found as it is specific to your study, i.e. "The results showed that...", "The analysis indicated that..."

Suggesting the implications of your study

Use the present tense as even though your study took place in the past, your implications remain relevant in the present, i.e. Results revealed x which indicates that..."

Example abstract 

An example abstract with reasoning for the tenses chosen can be found at the bottom of this excellent blog post: 

Using the Present Tense and Past Tense When Writing an Abstract

In your methodology

The methodology is one of the easiest sections when it comes to tenses as you are explaining to your reader what you did. This is therefore almost exclusively written in the past tense.

Blood specimens were frozen at -80 o C.

A survey was designed using the Jisc Surveys tool.

Participants were purposefully selected.

The following search strategy was used to search the literature:

Very occasionally you may use the present tense if you are justifying a decision you have taken (as the justification is still valid, not just at the time you made the decision). For example: 

Purposeful sampling was used to ensure that a range of views were included. This sampling method maximises efficiency and validity as it identifies information-rich cases and ... (Morse & Niehaus, 2009).

In your discussion/conclusion

This will primarily be written in the present tense as you are generally discussing or making conclusions about the relevance of your findings at the present time. So you may write:

The findings of this research suggest that.../are potentially important because.../could open a new avenue for further research...

There will also be times when you use the past tense , especially when referring to part of your own research or previous published research research - but this is usually followed by something in the present tense to indicate the current relevance or the future tense to indicate possible future directions:

Analysis of the survey results found most respondents were not concerned with the processes, just the outcome. This suggests that managers should focus on...

These findings mirrored those of Cheung (2020), who also found that ESL pupils failed to understand some basic yet fundamental instructions. Addressing this will help ensure...

In your introduction

The introduction generally introduces what is in the rest of your document as is therefore describing the present situation and so uses the present tense :

Chapter 3  describes  the research methodology.

Depending on your discipline, your introduction may also review the literature so please also see that section below.

In your literature review

The findings of some literature may only be applicable in the specific circumstances that the research was undertaken and so need grounding to that study. Conversely, the findings of other literature may now be accepted as established knowledge. Also, you may consider the findings of older literature to be still relevant and relatively recent literature be already superseded. The tenses you write in will help to indicate a lot of this to the reader. In other words, you will use a mix of tenses in your review depending on what you are implying.

Findings only applicable in the specific circumstances

Use the past tense . For example: 

In an early study, Sharkey et al. (1991)  found  that isoprene emissions  were doubled  in leaves on sunnier sides of oak and aspen trees. 

Using the past tense indicates that you are not implying that isoprene emissions are always doubled on the sunnier side of the trees, just that is what was found in the Sharkey et al. study.

Findings that are still relevant or now established knowledge

Mostly use the present tense , unless the study is not recent and the authors are the subject of the sentence (which you should use very sparingly in a literature review) when you may need to use a mixture of the past and present. For example:

A narrowing of what 'graduateness' represents damages students’ abilities to thrive as they move through what will almost certainly be complex career pathways (Holmes, 2001).

Holmes (2001) argued strongly that a narrowing of what 'graduateness' represents damages  students’ abilities to thrive as they move through what will almost certainly be complex career pathways

Both of these imply that you think this is still the case (although it is perhaps more strongly implied in the first example). You may also want to use some academic caution too - such as writing 'may damage' rather than the more definite 'damages'.

Presenting your results

As with your methodology, your results section should be written in the past tense . This indicates that you are accepting that the results are specific to your research. Whilst they may have current implications, that part will not be considered until your discussion/conclusions section(s).

Four main themes were identified from the interview data.

There was a significant change in oxygen levels.

Like with the methodology, you will occasionally switch to present tense to write things like "Table 3.4 shows that ..." but generally, stick to the past tense.

In your recommendations

Not everyone will need to include recommendations and some may have them as part of the conclusions chapter. Recommendations are written in a mixture of the present tense and  future tense :

It is recommended that ward layout is adapted, where possible, to provide low-sensory bays for patients with autism. These will still be useable by all patients but...

Useful links

• Verb tenses in scientific manuscripts From International Science Editing
• Which Verb Tenses Should I Use in a Research Paper? Blog from WordVice
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How to Use Tenses within Scientific Writing

Written by: Chloe Collier

One’s tense will vary depending on what one is trying to convey within their paper or section of their paper. For example, the tense may change between the methods section and the discussion section.

Abstract --> Past tense

• The abstract is usually in the past tense due to it showing what has already been studied.

Example: “This study was conducted at the Iyarina Field School, and within the indigenous Waorani community within Yasuni National Park region.”

Introduction --> Present tense

• Example: “ Clidemia heterophylla and Piperaceae musteum are both plants with ant domata, meaning that there is an ant mutualism which protects them from a higher level of herbivory.”

Methods --> Past tense

• In the methods section one would use past tense due to what they have done was in the past.
• It has been debated whether one should use active or passive voice. The scientific journal Nature states that one should use active voice as to convey the concepts more directly.
• Example: “In the geographic areas selected for the study, ten random focal plants were selected as points for the study.”

Results --> Past tense

• Example: “We observed that there was no significant statistical difference in herbivory on Piperaceae between the two locations, Yasuni National Park, Ecuador (01° 10’ 11, 13”S and 77° 10’ 01. 47 NW) and Iyarina Field School, Ecuador (01° 02’ 35.2” S and 77° 43’ 02. 45” W), with the one exception being that there was found to be a statistical significance in the number count within a one-meter radius of Piperaceae musteum (Piperaceae).”

Discussion --> Present tense and past tense

• Example: “Symbiotic ant mutualistic relationships within species will defend their host plant since the plant provides them with food. In the case of Melastomataceae, they have swellings at the base of their petioles that house the ants and aid to protect them from herbivores.”
• One would use past tense to summarize one’s results
• Example: “In the future to further this experiment, we would expand this project and expand our sample size in order to have a more solid base for our findings.”

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• Knowledge Base
• Verb Tenses in Academic Writing | Rules, Differences & Examples

Verb Tenses in Academic Writing | Rules, Differences & Examples

Published on 20 October 2022 by Shane Bryson . Revised on 11 September 2023.

Tense communicates an event’s location in time. The different tenses are identified by their associated verb forms. There are three main verb tenses: past ,  present , and  future .

In English, each of these tenses can take four main aspects:  simple ,  perfect ,  continuous  (also known as  progressive ), and  perfect continuous . The perfect aspect is formed using the verb  to have , while the continuous aspect is formed using the verb  to be .

In academic writing , the most commonly used tenses are the  present simple , the  past simple , and the  present perfect .

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Table of contents

Tenses and their functions, when to use the present simple, when to use the past simple, when to use the present perfect, when to use other tenses.

The table below gives an overview of some of the basic functions of tenses and aspects. Tenses locate an event in time, while aspects communicate durations and relationships between events that happen at different times.

It can be difficult to pick the right verb tenses and use them consistently. If you struggle with verb tenses in your thesis or dissertation , you could consider using a thesis proofreading service .

The only proofreading tool specialized in correcting academic writing

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The present simple is the most commonly used tense in academic writing, so if in doubt, this should be your default choice of tense. There are two main situations where you always need to use the present tense.

Describing facts, generalisations, and explanations

Facts that are always true do not need to be located in a specific time, so they are stated in the present simple. You might state these types of facts when giving background information in your introduction .

• The Eiffel tower  is in Paris.
• Light  travels faster than sound.

Similarly, theories and generalisations based on facts are expressed in the present simple.

• Average income differs by race and gender.
• Older people express less concern about the environment than younger people.

Explanations of terms, theories, and ideas should also be written in the present simple.

• Photosynthesis  refers to  the process by which plants  convert sunlight into chemical energy.
• According to Piketty (2013), inequality grows over time in capitalist economies.

Describing the content of a text

Things that happen within the space of a text should be treated similarly to facts and generalisations.

This applies to fictional narratives in books, films, plays, etc. Use the present simple to describe the events or actions that are your main focus; other tenses can be used to mark different times within the text itself.

• In the first novel, Harry learns he is a wizard and travels  to Hogwarts for the first time, finally escaping the constraints of the family that raised him.

The events in the first part of the sentence are the writer’s main focus, so they are described in the present tense. The second part uses the past tense to add extra information about something that happened prior to those events within the book.

When discussing and analyzing nonfiction, similarly, use the present simple to describe what the author does within the pages of the text ( argues , explains , demonstrates , etc).

• In The History of Sexuality , Foucault asserts that sexual identity is a modern invention.
• Paglia (1993) critiques Foucault’s theory.

This rule also applies when you are describing what you do in your own text. When summarising the research in your abstract , describing your objectives, or giving an overview of the  dissertation structure in your introduction, the present simple is the best choice of tense.

• This research  aims to synthesise the two theories.
• Chapter 3 explains  the methodology and discusses ethical issues.
• The paper  concludes with recommendations for further research.

The past simple should be used to describe completed actions and events, including steps in the research process and historical background information.

Reporting research steps

Whether you are referring to your own research or someone else’s, use the past simple to report specific steps in the research process that have been completed.

• Olden (2017) recruited 17 participants for the study.
• We transcribed and coded the interviews before analyzing the results.

The past simple is also the most appropriate choice for reporting the results of your research.

• All of the focus group participants agreed  that the new version  was an improvement.
• We  found a positive correlation between the variables, but it  was not as strong as we  hypothesised .

Describing historical events

Background information about events that took place in the past should also be described in the past simple tense.

• James Joyce  pioneered the modernist use of stream of consciousness.
• Donald Trump’s election in 2016  contradicted the predictions of commentators.

The present perfect is used mainly to describe past research that took place over an unspecified time period. You can also use it to create a connection between the findings of past research and your own work.

Summarising previous work

When summarising a whole body of research or describing the history of an ongoing debate, use the present perfect.

• Many researchers  have investigated the effects of poverty on health.
• Studies  have shown a link between cancer and red meat consumption.
• Identity politics has been a topic of heated debate since the 1960s.
• The problem of free will  has vexed philosophers for centuries.

Similarly, when mentioning research that took place over an unspecified time period in the past (as opposed to a specific step or outcome of that research), use the present perfect instead of the past tense.

• Green et al.  have conducted extensive research on the ecological effects of wolf reintroduction.

Emphasising the present relevance of previous work

When describing the outcomes of past research with verbs like fi nd ,  discover or demonstrate , you can use either the past simple or the present perfect.

The present perfect is a good choice to emphasise the continuing relevance of a piece of research and its consequences for your own work. It implies that the current research will build on, follow from, or respond to what previous researchers have done.

• Smith (2015) has found that younger drivers are involved in more traffic accidents than older drivers, but more research is required to make effective policy recommendations.
• As Monbiot (2013)  has shown , ecological change is closely linked to social and political processes.

Note, however, that the facts and generalisations that emerge from past research are reported in the present simple.

While the above are the most commonly used tenses in academic writing, there are many cases where you’ll use other tenses to make distinctions between times.

Future simple

The future simple is used for making predictions or stating intentions. You can use it in a research proposal  to describe what you intend to do.

It is also sometimes used for making predictions and stating hypotheses . Take care, though, to avoid making statements about the future that imply a high level of certainty. It’s often a better choice to use other verbs like  expect ,  predict,  and  assume to make more cautious statements.

• There  will be a strong positive correlation.
• We  expect  to find a strong positive correlation.
• H1  predicts a strong positive correlation.

Similarly, when discussing the future implications of your research, rather than making statements with will,  try to use other verbs or modal verbs that imply possibility ( can ,  could ,  may ,  might ).

• These findings  will influence  future approaches to the topic.
• These findings  could influence future approaches to the topic.

Present, past, and future continuous

The continuous aspect is not commonly used in academic writing. It tends to convey an informal tone, and in most cases, the present simple or present perfect is a better choice.

• Some scholars are suggesting that mainstream economic paradigms are no longer adequate.
• Some scholars suggest   that mainstream economic paradigms are no longer adequate.
• Some scholars have suggested   that mainstream economic paradigms are no longer adequate.

However, in certain types of academic writing, such as literary and historical studies, the continuous aspect might be used in narrative descriptions or accounts of past events. It is often useful for positioning events in relation to one another.

• While Harry is traveling to Hogwarts for the first time, he meets many of the characters who will become central to the narrative.
• The country was still recovering from the recession when Donald Trump was elected.

Past perfect

Similarly, the past perfect is not commonly used, except in disciplines that require making fine distinctions between different points in the past or different points in a narrative’s plot.

Sources for this article

We strongly encourage students to use sources in their work. You can cite our article (APA Style) or take a deep dive into the articles below.

Bryson, S. (2023, September 11). Verb Tenses in Academic Writing | Rules, Differences & Examples. Scribbr. Retrieved 2 April 2024, from https://www.scribbr.co.uk/english-language/verb-tenses/

Aarts, B. (2011).  Oxford modern English grammar . Oxford University Press.

Butterfield, J. (Ed.). (2015).  Fowler’s dictionary of modern English usage  (4th ed.). Oxford University Press.

Garner, B. A. (2016).  Garner’s modern English usage (4th ed.). Oxford University Press.

Is this article helpful?

Shane Bryson

Shane finished his master's degree in English literature in 2013 and has been working as a writing tutor and editor since 2009. He began proofreading and editing essays with Scribbr in early summer, 2014.

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Tense Tendencies in Thesis and Dissertations

Score high grades with proper use of tenses in dissertation and thesis papers

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Tense Trends in a Dissertation: Which tense to be used in Which Chapter?

However well and thoroughly researched your dissertation or dissertation may be, it will fail to impress and secure good grades if it has distorted grammar and spelling errors. So, before the submission of dissertation, you need to be doubly sure about your work by proofreading again and again to make it free from grammatical errors.

Let us discuss one of the most commonly made queries here. What tense to be used in which section of the dissertation? If you are confused about the same read on….

Consistency of verb throughout the dissertation ensures a smooth expression and leaves the impression of your dissertation as an impeccable one. So, which type of verb tenses should be used in the different sections of the dissertation? Here is a quick look:

When to Use Past Tense?

For describing Methodologies and Reporting Your Results:

Methodologies used is to be written in the past tense as it is something you have already attempted or completed so it should be written in the past tense only. Also, the results section is for the purpose of recording what you have found so it has to be written in past as well.

Citations or when referring to the work done by past researchers

When you cite any previous research in your dissertation, you need to use past tense. Citations of dissertation are to be written in the past tense. Whatever the previous researcher has said, did or wrote happened in the past at a specific point of time and hence it cannot be written in the present or future tense.

To describe a fact, law, finding or any other similar thing used in the dissertation which is no longer relevant or valid is to be mentioned in the past tense.

When to Use Present Tense?

For the findings that are general or universal truths or for the findings that are relevant and valid till date:

Present tense is used in the dissertations to express the findings that are still valid, relevant or true. Not only this, all the facts, general truths, conclusions, etc. that are supported by the research results and that cannot be changed are to be written in the present tense.

To refer any section or any portion which is a part of dissertation

If you refer to certain charts, tables or graphs etc. mentioned in the paper itself you should use a present tense only. Also, when you need to discuss your current findings or conclude depending on your current findings then you should use present tense.

Title: This is the place where no other tense accept present tense can be used.

Abstract of the Dissertation

Abstract of a dissertation is a short summary of a long and elaborative work. It enables the potential readers to identify what the paper is all about and decide whether the paper is worth reading or not. It includes statement of the topic, its purpose and objectives of the research. This is to be written in perfect past.

Introduction of the Dissertation:

It provides preliminary background information that puts research in context. It also clarifies the focus of study and also points out the value of research. This particular section specifies the aims and objectives of research work. It is to be written in (present and future) tense.

Methodologies Used:

In this section of the dissertation all the methods adopted for gathering and collecting data have to be mentioned along with their proper details. The section should be written in past perfect, present or in future tense.

Result of the Dissertation:

In this section of the dissertation work, you report the findings of study that are based on the methodologies used in conducting the dissertation. This section of the research work states the finding of research where researcher puts all the findings of the research logically without any interpretations. The section is to be written in Past perfect tense.

Discussions of Dissertation:

The purpose of discussion is to interpret and describe the importance of findings in the view of what is already known about the problem and to investigate and explain the understanding of dissertation. Since it is direct and straightforward, it should be written in present tense only. Since it is like a direct discussion with the readers, it needs to be in present tense only.

Conclusion:

Conclusion of a dissertation is an important section of dissertation work as it is the last part of dissertation and when you write it effectively, you will be able to create a lasting impression. So, aim towards making it the last impression and clearly state the answer of your research, make a summary of the entire research work and reflects your research. Conclusion is to be written in present tense mentioning the scope of further study on the topic.

Background: A Quick Look

There are three types of tenses that make 98% of the tensed verbs that are used in the academic writing. One of the most common tense used in writing dissertations is the present simple. Past simple and present perfect are also widely used.

Where to Use Present Simple Tense?

It is used for framing the Research paper. When you open the dissertation and begin to write what the readers already know about the topic and in the conclusion to tell what is not known.

Apart from that Present Simple is used for the following:

• To point out the main focus, or argument or aim of the research paper.
• To make general statements, interpretations, conclusions and other findings of the past and current research.
• To refer to the findings of previous studies without the mention of author’s name.
• To refer to charts, tables or figures etc.
• To describe the events or plots.

Where to Use Past Simple Tense?

The past simple tense is used for referring the activities that took in the past. There are some specific places where this tense is used.

• To make general statements or the conclusions past simple tense is used. Sometimes, interpretations about the findings of the previous and current research are also done in past simple.
• To describe methodologies or data.
• To report the results of studies.

Where to Use Present Perfect Tense?

This tense is used to refer that the previous research work is valid and relevant today. This tense has three following functions.

• For introducing any new topic or used for introducing a new report or a research paper.
• For summarising or briefing the previous research.
• For pointing out any gaps in the existing research work and to set a connection between the past and the present.
• To explain any past findings without referring to the original paper.

Different sections of the dissertation take up different tenses. You need to be well aware and use your rationale to apply the correct form of tense. Future tense is used in the rare case but it can be used when future scope of any study done is discussed. There are times when you can switch tense within a paragraph or even within a sentence but you should have a good reason for doing so and the sentence should not sound weird anyway.

A glimpse of which tense to use where in dissertation

• Chapter one which is an introduction or a prelude is to be written. Both the present and the past tense are used.
• Chapter two is the literature review and it is to be written only in the past tense as they are the previously carried out works.
• Chapter three is research analysis (specific methods chosen by the writer to carry out research work. It is to be written in past.
• hapter four caters to results derived from research studies. It explains the results of objective, question and point out the salient results. It is to be written in combination of present and past.
• Chapter five is conclusion, further discussions or future scope. It has to be in present tense only.

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Tenses – A Guide to Using Tenses in Academic Writing

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Adherence to the correct tenses is essential in academic writing , directly impacting its conciseness, clarity, and readability. At times, deciding on the appropriate tense could be somewhat perplexing, entailing a careful application of language rules . Yet, the situation is not as complex as it may initially seem. As indicated by Cambridge University Press, the majority of students will only need a handful of tenses to express their ideas effectively, once they grasp the associated language rules.

Inhaltsverzeichnis

• 1 Tenses – In a Nutshell
• 2 Definition: Tenses
• 3 Most commonly used tenses in academic writing
• 4 Tenses used in different sections of a paper

Tenses – In a Nutshell

Certain verb tenses are suitable for specific situations. Here are some main takeaway points:

• Three verb tenses will suit the majority of your academic writing needs.
• Each tense can be used when addressing specific scenarios .
• Using the correct tense can help to convey insight and clarity .
• Do not hesitate to refer back to this article for future reference.

Definition: Tenses

Verbs alert the reader that a specific action is occurring or has occurred. However, these very same vehicles illustrate slightly more when found within an academic paper.

Tenses are often employed to display how the author feels about the subject being reported. They may also be leveraged to demonstrate the chronology of specific events.

Most commonly used tenses in academic writing

Three tenses are commonly used in academic writing: the present simple, the past simple, and the present perfect. The following paragraphs introduce the functions as well as give examples.

The present simple

Often considered to be the most common tense, the present simple serves several functions:

• To emphasize the primary focus of the article.
• To reinforce what is presently known about a topic.
• To make general observations and statements.
• To reference previous papers as well as current tables and figures.
• This study highlights the effects of climate change.
• Research indicates that a gender pay gap exists.
• Scholars agree that professional careers are regarded as the best way to earn more money.
• This chart presents the results from prior control groups.

The past simple

Let us now examine when the past simple can be used as well as some examples:

• Reporting findings from a previous study where the author is named.
• Discuss what methods and/or data were utilized.
• Highlighting the results of ongoing research.
• Emphasizing that an event occurred in the past.
• Smith et al. found that the initial results were spurious.
• Quantitative analyses were employed.
• Our team implemented a double-blind study.
• The subjects had to report back weekly.

The present perfect

Let’s finally discuss the present perfect tense, as well as when it is most often used.

• When introducing new subject matter.
• Generally summarizing what has already taken place.
• Citing prior findings without mentioning other authors.
• Making connections between the past and the present.
• An impressive body of research has shown.
• Prior findings have been illustrated.
• Others have discovered.
• Previous research has indicated a relationship.

Tenses used in different sections of a paper

A scientific paper is made up of different sections, like the abstract or methodology . Each of these requires a certain tense. The following segments will state and explain which tense is used in which component.

Tenses in the abstract

Most experts agree that the present simple tense is best utilized within the abstract. This is a clear way to state facts and highlight the subsequent results. ㅤ

Tenses in the introduction

Introductions are normally used to present background details as well as information that is already assumed to be valid. Therefore, both the present perfect and the present simple tense can be used.

• Depression correlates with weight gain.
• Research indicates that a relationship exists.
• Present perfect : Research has shown that mutations protect plants against certain illnesses.
• Present simple : Our study shows that confirmation bias exists.

Tenses in the theoretical framework

Theoretical frameworks are intended to reinforce an existing theory, as well as why the issue in question exists. Therefore, the majority of the information should be addressed with the present simple or the present perfect.

• Present perfect : Prior research has uncovered …
• Present simple : The table below presents details…

Tenses in the methodology and results section

The methodology of the study and the results will always occur before a conclusion is reached. Therefore, it is best to employ the past simple tense.

• Our team established specific parameters…
• The subsequent studies correlated with…
• The results seemed to reinforce…

Tenses in the conclusion

In many cases, a combination of past and present tense verbs can be used when presenting a conclusion (depending upon what is being discussed).

Tenses in the literature review

As literature reviews discuss and interpret previous findings, the past simple tense is often the best choice. ㅤ

• Past simple : Our research indicated …
• Present perfect : These results have shown that…
• Present simple : Ultimately, evidence indicates that…
• In his groundbreaking study, Smith et al. found that…
• Longitudinal analyses confirmed that…
• Exploratory research coincided with our ultimate findings.

What tenses are frequently seen within academic papers?

Three verb tenses represent the lion’s share of those utilized within an academic paper. The most common tenses are:

• Present simple
• Past simple
• Past perfect

Why might only three tenses be necessary?

One of the main reasons behind this approach involves clarity . Superfluous text can be confusing to the reader, and it may even detract from the subject material being presented. Simplifying verb conjugations will also free up space for additional information.

Could other verb conjugations be used?

There are certain times when other tenses can be used.

One example may occur if the writer wishes to convey the importance of a prediction or possible event. In this case, the future simple tense (the results will show…) may be employed.

Are there any online tools that can assist?

Three popular options include:

• ProWritingAid
• GrammarCheck.me

Note that each of these provides free demonstration versions.

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Thesis Writing for Master's and Ph.D. Program pp 141–151 Cite as

Methods and Materials in a Thesis

• Sanjay Gupta 3  
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World Health Organization Informed Consent Form Template for Clinical Studies. Available from: http://www.who.int/rpc/research_ethics/informed_consent/en/ .

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How to Write a Thesis or Dissertation Conclusion

Published on September 6, 2022 by Tegan George and Shona McCombes. Revised on November 20, 2023.

The conclusion is the very last part of your thesis or dissertation . It should be concise and engaging, leaving your reader with a clear understanding of your main findings, as well as the answer to your research question .

In it, you should:

• Clearly state the answer to your main research question
• Summarize and reflect on your research process
• Make recommendations for future work on your thesis or dissertation topic
• Show what new knowledge you have contributed to your field
• Wrap up your thesis or dissertation

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Table of contents

Discussion vs. conclusion, how long should your conclusion be, step 1: answer your research question, step 2: summarize and reflect on your research, step 3: make future recommendations, step 4: emphasize your contributions to your field, step 5: wrap up your thesis or dissertation, full conclusion example, conclusion checklist, other interesting articles, frequently asked questions about conclusion sections.

While your conclusion contains similar elements to your discussion section , they are not the same thing.

Your conclusion should be shorter and more general than your discussion. Instead of repeating literature from your literature review , discussing specific research results , or interpreting your data in detail, concentrate on making broad statements that sum up the most important insights of your research.

As a rule of thumb, your conclusion should not introduce new data, interpretations, or arguments.

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Depending on whether you are writing a thesis or dissertation, your length will vary. Generally, a conclusion should make up around 5–7% of your overall word count.

An empirical scientific study will often have a short conclusion, concisely stating the main findings and recommendations for future research. A humanities dissertation topic or systematic review , on the other hand, might require more space to conclude its analysis, tying all the previous sections together in an overall argument.

Your conclusion should begin with the main question that your thesis or dissertation aimed to address. This is your final chance to show that you’ve done what you set out to do, so make sure to formulate a clear, concise answer.

• Don’t repeat a list of all the results that you already discussed
• Do synthesize them into a final takeaway that the reader will remember.

An empirical thesis or dissertation conclusion may begin like this:

A case study –based thesis or dissertation conclusion may begin like this:

In the second example, the research aim is not directly restated, but rather added implicitly to the statement. To avoid repeating yourself, it is helpful to reformulate your aims and questions into an overall statement of what you did and how you did it.

Your conclusion is an opportunity to remind your reader why you took the approach you did, what you expected to find, and how well the results matched your expectations.

To avoid repetition , consider writing more reflectively here, rather than just writing a summary of each preceding section. Consider mentioning the effectiveness of your methodology , or perhaps any new questions or unexpected insights that arose in the process.

You can also mention any limitations of your research, but only if you haven’t already included these in the discussion. Don’t dwell on them at length, though—focus on the positives of your work.

• While x limits the generalizability of the results, this approach provides new insight into y .
• This research clearly illustrates x , but it also raises the question of y .

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You may already have made a few recommendations for future research in your discussion section, but the conclusion is a good place to elaborate and look ahead, considering the implications of your findings in both theoretical and practical terms.

• Based on these conclusions, practitioners should consider …
• To better understand the implications of these results, future studies could address …
• Further research is needed to determine the causes of/effects of/relationship between …

When making recommendations for further research, be sure not to undermine your own work. Relatedly, while future studies might confirm, build on, or enrich your conclusions, they shouldn’t be required for your argument to feel complete. Your work should stand alone on its own merits.

Just as you should avoid too much self-criticism, you should also avoid exaggerating the applicability of your research. If you’re making recommendations for policy, business, or other practical implementations, it’s generally best to frame them as “shoulds” rather than “musts.” All in all, the purpose of academic research is to inform, explain, and explore—not to demand.

Make sure your reader is left with a strong impression of what your research has contributed to the state of your field.

Some strategies to achieve this include:

• Returning to your problem statement to explain how your research helps solve the problem
• Referring back to the literature review and showing how you have addressed a gap in knowledge
• Discussing how your findings confirm or challenge an existing theory or assumption

Again, avoid simply repeating what you’ve already covered in the discussion in your conclusion. Instead, pick out the most important points and sum them up succinctly, situating your project in a broader context.

The end is near! Once you’ve finished writing your conclusion, it’s time to wrap up your thesis or dissertation with a few final steps:

• It’s a good idea to write your abstract next, while the research is still fresh in your mind.
• Next, make sure your reference list is complete and correctly formatted. To speed up the process, you can use our free APA citation generator .
• Once you’ve added any appendices , you can create a table of contents and title page .
• Finally, read through the whole document again to make sure your thesis is clearly written and free from language errors. You can proofread it yourself , ask a friend, or consider Scribbr’s proofreading and editing service .

Here is an example of how you can write your conclusion section. Notice how it includes everything mentioned above:

V. Conclusion

The current research aimed to identify acoustic speech characteristics which mark the beginning of an exacerbation in COPD patients.

The central questions for this research were as follows: 1. Which acoustic measures extracted from read speech differ between COPD speakers in stable condition and healthy speakers? 2. In what ways does the speech of COPD patients during an exacerbation differ from speech of COPD patients during stable periods?

All recordings were aligned using a script. Subsequently, they were manually annotated to indicate respiratory actions such as inhaling and exhaling. The recordings of 9 stable COPD patients reading aloud were then compared with the recordings of 5 healthy control subjects reading aloud. The results showed a significant effect of condition on the number of in- and exhalations per syllable, the number of non-linguistic in- and exhalations per syllable, and the ratio of voiced and silence intervals. The number of in- and exhalations per syllable and the number of non-linguistic in- and exhalations per syllable were higher for COPD patients than for healthy controls, which confirmed both hypotheses.

However, the higher ratio of voiced and silence intervals for COPD patients compared to healthy controls was not in line with the hypotheses. This unpredicted result might have been caused by the different reading materials or recording procedures for both groups, or by a difference in reading skills. Moreover, there was a trend regarding the effect of condition on the number of syllables per breath group. The number of syllables per breath group was higher for healthy controls than for COPD patients, which was in line with the hypothesis. There was no effect of condition on pitch, intensity, center of gravity, pitch variability, speaking rate, or articulation rate.

This research has shown that the speech of COPD patients in exacerbation differs from the speech of COPD patients in stable condition. This might have potential for the detection of exacerbations. However, sustained vowels rarely occur in spontaneous speech. Therefore, the last two outcome measures might have greater potential for the detection of beginning exacerbations, but further research on the different outcome measures and their potential for the detection of exacerbations is needed due to the limitations of the current study.

Checklist: Conclusion

I have clearly and concisely answered the main research question .

I have summarized my overall argument or key takeaways.

I have mentioned any important limitations of the research.

I have given relevant recommendations .

I have clearly explained what my research has contributed to my field.

I have  not introduced any new data or arguments.

You've written a great conclusion! Use the other checklists to further improve your dissertation.

If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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In a thesis or dissertation, the discussion is an in-depth exploration of the results, going into detail about the meaning of your findings and citing relevant sources to put them in context.

The conclusion is more shorter and more general: it concisely answers your main research question and makes recommendations based on your overall findings.

While it may be tempting to present new arguments or evidence in your thesis or disseration conclusion , especially if you have a particularly striking argument you’d like to finish your analysis with, you shouldn’t. Theses and dissertations follow a more formal structure than this.

All your findings and arguments should be presented in the body of the text (more specifically in the discussion section and results section .) The conclusion is meant to summarize and reflect on the evidence and arguments you have already presented, not introduce new ones.

For a stronger dissertation conclusion , avoid including:

• Important evidence or analysis that wasn’t mentioned in the discussion section and results section
• Generic concluding phrases (e.g. “In conclusion …”)
• Weak statements that undermine your argument (e.g., “There are good points on both sides of this issue.”)

Your conclusion should leave the reader with a strong, decisive impression of your work.

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

The conclusion of your thesis or dissertation should include the following:

• A restatement of your research question
• A summary of your key arguments and/or results
• A short discussion of the implications of your research

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George, T. & McCombes, S. (2023, November 20). How to Write a Thesis or Dissertation Conclusion. Scribbr. Retrieved April 2, 2024, from https://www.scribbr.com/dissertation/write-conclusion/

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