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Organizing Your Argument

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How can I effectively present my argument?

In order for your argument to be persuasive, it must use an organizational structure that the audience perceives as both logical and easy to parse. Three argumentative methods —the  Toulmin Method , Classical Method , and Rogerian Method — give guidance for how to organize the points in an argument.

Note that these are only three of the most popular models for organizing an argument. Alternatives exist. Be sure to consult your instructor and/or defer to your assignment’s directions if you’re unsure which to use (if any).

Toulmin Method

The  Toulmin Method  is a formula that allows writers to build a sturdy logical foundation for their arguments. First proposed by author Stephen Toulmin in  The Uses of Argument (1958), the Toulmin Method emphasizes building a thorough support structure for each of an argument's key claims.

The basic format for the Toulmin Method  is as follows:

Claim:  In this section, you explain your overall thesis on the subject. In other words, you make your main argument.

Data (Grounds):  You should use evidence to support the claim. In other words, provide the reader with facts that prove your argument is strong.

Warrant (Bridge):  In this section, you explain why or how your data supports the claim. As a result, the underlying assumption that you build your argument on is grounded in reason.

Backing (Foundation):  Here, you provide any additional logic or reasoning that may be necessary to support the warrant.

Counterclaim:  You should anticipate a counterclaim that negates the main points in your argument. Don't avoid arguments that oppose your own. Instead, become familiar with the opposing perspective.   If you respond to counterclaims, you appear unbiased (and, therefore, you earn the respect of your readers). You may even want to include several counterclaims to show that you have thoroughly researched the topic.

Rebuttal:  In this section, you incorporate your own evidence that disagrees with the counterclaim. It is essential to include a thorough warrant or bridge to strengthen your essay’s argument. If you present data to your audience without explaining how it supports your thesis, your readers may not make a connection between the two, or they may draw different conclusions.

Example of the Toulmin Method:

Claim:  Hybrid cars are an effective strategy to fight pollution.

Data1:  Driving a private car is a typical citizen's most air-polluting activity.

Warrant 1:  Due to the fact that cars are the largest source of private (as opposed to industrial) air pollution, switching to hybrid cars should have an impact on fighting pollution.

Data 2:  Each vehicle produced is going to stay on the road for roughly 12 to 15 years.

Warrant 2:  Cars generally have a long lifespan, meaning that the decision to switch to a hybrid car will make a long-term impact on pollution levels.

Data 3:  Hybrid cars combine a gasoline engine with a battery-powered electric motor.

Warrant 3:  The combination of these technologies produces less pollution.

Counterclaim:  Instead of focusing on cars, which still encourages an inefficient culture of driving even as it cuts down on pollution, the nation should focus on building and encouraging the use of mass transit systems.

Rebuttal:  While mass transit is an idea that should be encouraged, it is not feasible in many rural and suburban areas, or for people who must commute to work. Thus, hybrid cars are a better solution for much of the nation's population.

Rogerian Method

The Rogerian Method  (named for, but not developed by, influential American psychotherapist Carl R. Rogers) is a popular method for controversial issues. This strategy seeks to find a common ground between parties by making the audience understand perspectives that stretch beyond (or even run counter to) the writer’s position. Moreso than other methods, it places an emphasis on reiterating an opponent's argument to his or her satisfaction. The persuasive power of the Rogerian Method lies in its ability to define the terms of the argument in such a way that:

• your position seems like a reasonable compromise.
• you seem compassionate and empathetic.

The basic format of the Rogerian Method  is as follows:

Introduction:  Introduce the issue to the audience, striving to remain as objective as possible.

Opposing View : Explain the other side’s position in an unbiased way. When you discuss the counterargument without judgement, the opposing side can see how you do not directly dismiss perspectives which conflict with your stance.

Statement of Validity (Understanding):  This section discusses how you acknowledge how the other side’s points can be valid under certain circumstances. You identify how and why their perspective makes sense in a specific context, but still present your own argument.

Statement of Your Position:  By this point, you have demonstrated that you understand the other side’s viewpoint. In this section, you explain your own stance.

Statement of Contexts : Explore scenarios in which your position has merit. When you explain how your argument is most appropriate for certain contexts, the reader can recognize that you acknowledge the multiple ways to view the complex issue.

Statement of Benefits:  You should conclude by explaining to the opposing side why they would benefit from accepting your position. By explaining the advantages of your argument, you close on a positive note without completely dismissing the other side’s perspective.

Example of the Rogerian Method:

Introduction:  The issue of whether children should wear school uniforms is subject to some debate.

Opposing View:  Some parents think that requiring children to wear uniforms is best.

Statement of Validity (Understanding):  Those parents who support uniforms argue that, when all students wear the same uniform, the students can develop a unified sense of school pride and inclusiveness.

Statement of Your Position : Students should not be required to wear school uniforms. Mandatory uniforms would forbid choices that allow students to be creative and express themselves through clothing.

Statement of Contexts:  However, even if uniforms might hypothetically promote inclusivity, in most real-life contexts, administrators can use uniform policies to enforce conformity. Students should have the option to explore their identity through clothing without the fear of being ostracized.

Statement of Benefits:  Though both sides seek to promote students' best interests, students should not be required to wear school uniforms. By giving students freedom over their choice, students can explore their self-identity by choosing how to present themselves to their peers.

Classical Method

The Classical Method of structuring an argument is another common way to organize your points. Originally devised by the Greek philosopher Aristotle (and then later developed by Roman thinkers like Cicero and Quintilian), classical arguments tend to focus on issues of definition and the careful application of evidence. Thus, the underlying assumption of classical argumentation is that, when all parties understand the issue perfectly, the correct course of action will be clear.

The basic format of the Classical Method  is as follows:

Introduction (Exordium): Introduce the issue and explain its significance. You should also establish your credibility and the topic’s legitimacy.

Statement of Background (Narratio): Present vital contextual or historical information to the audience to further their understanding of the issue. By doing so, you provide the reader with a working knowledge about the topic independent of your own stance.

Proposition (Propositio): After you provide the reader with contextual knowledge, you are ready to state your claims which relate to the information you have provided previously. This section outlines your major points for the reader.

Proof (Confirmatio): You should explain your reasons and evidence to the reader. Be sure to thoroughly justify your reasons. In this section, if necessary, you can provide supplementary evidence and subpoints.

Refutation (Refuatio): In this section, you address anticipated counterarguments that disagree with your thesis. Though you acknowledge the other side’s perspective, it is important to prove why your stance is more logical.  

Conclusion (Peroratio): You should summarize your main points. The conclusion also caters to the reader’s emotions and values. The use of pathos here makes the reader more inclined to consider your argument.  

Example of the Classical Method:  

Introduction (Exordium): Millions of workers are paid a set hourly wage nationwide. The federal minimum wage is standardized to protect workers from being paid too little. Research points to many viewpoints on how much to pay these workers. Some families cannot afford to support their households on the current wages provided for performing a minimum wage job .

Statement of Background (Narratio): Currently, millions of American workers struggle to make ends meet on a minimum wage. This puts a strain on workers’ personal and professional lives. Some work multiple jobs to provide for their families.

Proposition (Propositio): The current federal minimum wage should be increased to better accommodate millions of overworked Americans. By raising the minimum wage, workers can spend more time cultivating their livelihoods.

Proof (Confirmatio): According to the United States Department of Labor, 80.4 million Americans work for an hourly wage, but nearly 1.3 million receive wages less than the federal minimum. The pay raise will alleviate the stress of these workers. Their lives would benefit from this raise because it affects multiple areas of their lives.

Refutation (Refuatio): There is some evidence that raising the federal wage might increase the cost of living. However, other evidence contradicts this or suggests that the increase would not be great. Additionally,   worries about a cost of living increase must be balanced with the benefits of providing necessary funds to millions of hardworking Americans.

Conclusion (Peroratio): If the federal minimum wage was raised, many workers could alleviate some of their financial burdens. As a result, their emotional wellbeing would improve overall. Though some argue that the cost of living could increase, the benefits outweigh the potential drawbacks.

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Identifying an argument

Ultimately, you are aiming to produce a series of propositions in relation to your material: usually a main proposition (thesis or argument) with some sub-propositions.

Asking yourself the following questions may help you think critically about your material and identify some potential arguments:

• How can I bring together the various different ideas that interest me about my topic?
• What difficulties am I experiencing in organising my material, comparing texts or coming to conclusions about them? Are these difficulties significant, i.e. do they tell me something interesting about the nature of the material I am dealing with?
• Did my reading and research throw up anything unexpected?
• What are the polemical aspects of this topic? How can I bring out those contradictions, account for them or investigate them further?
• How do my interpretations converge or diverge from analysis that has already been published on the topic?
• Does my analysis support one or more viewpoints in an existing critical or theoretical debate in the wider field?

Writing summary statements

You need to reach the stage at which you can reduce your argument(s) down to one or more full sentences. Imagine explaining the central idea of your dissertation to a supervisor or fellow student. Try to express your main argument in a couple of summary sentences, and then expand these into four or five sentences, giving greater detail or including sub-points. It is best to have a draft of your summary sentences ready before you start writing, as this will dictate how you should organize your material. But it is entirely normal (and very healthy!) for your ideas to change as you start writing. If that happens, simply go back to your summary and your plan and make sure they reflect your current thinking. It is also very common (and again, a good sign) for your argument to change or develop quite radically after you have composed your first draft. Think of it as a continual, circular process: of refining your summary argument(s), which leads to changes in your written draft, which lead to further refinements of your argument(s), which lead to more alterations to the draft, etc.

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10.5 Writing Process: Creating a Position Argument

Learning outcomes.

By the end of this section, you will be able to:

• Demonstrate brainstorming processes and tools as means to discover topics, ideas, positions, and details.
• Apply recursive strategies for organizing drafting, collaborating, peer reviewing, revising, rewriting, and editing.
• Compose a position argument that integrates the writer’s ideas with those from appropriate sources.
• Give and act on productive feedback to works in progress.
• Apply or challenge common conventions of language or grammar in composing and revising.

Now is the time to try your hand at writing a position argument. Your instructor may provide some possible topics or a singular topic. If your instructor allows you to choose your own topic, consider a general subject you feel strongly about and whether you can provide enough support to develop that subject into an essay. For instance, suppose you think about a general subject such as “adulting.” In looking back at what you have learned while becoming an adult, you think of what you wish you had known during your early teenage years. These thoughts might lead you to brainstorm about details of the effects of money in your life or your friends’ lives. In reviewing your brainstorming, you might zero in on one topic you feel strongly about and think it provides enough depth to develop into a position argument. Suppose your brainstorming leads you to think about negative financial concerns you or some of your friends have encountered. Thinking about what could have helped address those concerns, you decide that a mandated high school course in financial literacy would have been useful. This idea might lead you to formulate your working thesis statement —first draft of your thesis statement—like this: To help students learn how to make sensible financial decisions, a mandatory class in financial literacy should be offered in high schools throughout the country.

Once you decide on a topic and begin moving through the writing process, you may need to fine-tune or even change the topic and rework your initial idea. This fine-tuning may come as you brainstorm, later when you begin drafting, or after you have completed a draft and submitted it to your peers for constructive criticism. These possibilities occur because the writing process is recursive —that is, it moves back and forth almost simultaneously and maybe even haphazardly at times, from planning to revising to editing to drafting, back to planning, and so on.

Summary of Assignment

Write a position argument on a controversial issue that you choose or that your instructor assigns to you. If you are free to choose your own topic, consider one of the following:

• The legal system would be strengthened if ______________________.
• The growing use of technology in college classrooms is weakening _____________.
• For safety reasons, public signage should be _________________.
• For entrance into college, standardized testing _________________________.
• In relation to the cost of living, the current minimum wage _______________________.
• During a pandemic, America __________________________.
• As a requirement to graduate, college students __________________________.
• To guarantee truthfulness of their content, social media platforms have the right to _________________.
• To ensure inclusive and diverse representation of people of all races, learning via virtual classrooms _________________.
• Segments of American cultures have differing rules of acceptable grammar, so in a college classroom ___________________.

In addition, if you have the opportunity to choose your own topic and wish to search further, take the lead from trailblazer Charles Blow and look to media for newsworthy “trends.” Find a controversial issue that affects you or people you know, and take a position on it. As you craft your argument, identify a position opposing yours, and then refute it with reasoning and evidence. Be sure to gather information on the issue so that you can support your position sensibly with well-developed ideas and evidence.

Another Lens. To gain a different perspective on your issue, consider again the people affected by it. Your position probably affects different people in different ways. For example, if you are writing that the minimum wage should be raised, then you might easily view the issue through the lens of minimum-wage workers, especially those who struggle to make ends meet. However, if you look at the issue through the lens of those who employ minimum-wage workers, your viewpoint might change. Depending on your topic and thesis, you may need to use print or online sources to gain insight into different perspectives.

For additional information about minimum-wage workers, you could consult

• printed material available in your college library;
• databases in your college library; and
• pros and cons of raising the minimum wage;
• what happens after the minimum wage is raised;
• how to live on a minimum-wage salary;
• how a raise in minimum wage is funded; and
• minimum wage in various U.S. states.

To gain more insight about your topic, adopt a stance that opposes your original position and brainstorm ideas from that viewpoint. Begin by gathering evidence that would help you refute your previous stance and appeal to your audience.

Quick Launch: Working Thesis Frames and Organization of Ideas

After you have decided on your topic, the next step is to arrive at your working thesis. You probably have a good idea of the direction your working thesis will take. That is, you know where you stand on the issue or problem, but you are not quite sure of how to word your stance to share it with readers. At this point, then, use brainstorming to think critically about your position and to discover the best way to phrase your statement.

For example, after reading an article discussing different state-funded community college programs, one student thought that a similar program was needed in Alabama, her state. However, she was not sure how the program worked. To begin, she composed and answered “ reporters’ questions ” such as these:

• What does a state-funded community college program do? pays for part or all of the tuition of a two-year college student
• Who qualifies for the program? high school graduates and GED holders
• Who benefits from this? students needing financial assistance, employers, and Alabama residents
• Why is this needed? some can’t afford to go to college; tuition goes up every year; colleges would be more diverse if everyone who wanted to go could afford to go
• Where would the program be available? at all public community colleges
• When could someone apply for the program? any time
• How can the state fund this ? use lottery income, like other states

The student then reviewed her responses, altered her original idea to include funding through a lottery, and composed this working thesis:

student sample text To provide equal educational opportunities for all residents, the state of Alabama should create a lottery to completely fund tuition at community colleges. end student sample text

Remember that a strong thesis for a position should

• state your stance on a debatable issue;
• reflect your purpose of persuasion; and
• be based on your opinion or observation.

When you first consider your topic for an argumentative work, think about the reasoning for your position and the evidence you will need—that is, think about the “because” part of your argument. For instance, if you want to argue that your college should provide free Wi-Fi for every student, extend your stance to include “because” and then develop your reasoning and evidence. In that case, your argument might read like this: Ervin Community College should provide free Wi-Fi for all students because students may not have Internet access at home.

Note that the “because” part of your argument may come at the beginning or the end and may be implied in your wording.

As you develop your thesis, you may need help funneling all of your ideas. Return to the possibilities you have in mind, and select the ideas that you think are strongest, that recur most often, or that you have the most to say about. Then use those ideas to fill in one of the following sentence frames to develop your working thesis. Feel free to alter the frame as necessary to fit your position. While there is no limit to the frames that are possible, these may help get you started.

________________ is caused/is not caused by ________________, and _____________ should be done.

Example: A declining enrollment rate in college is caused by high tuition rates, and an immediate freeze on the cost of tuition should be applied.

______________ should/should not be allowed (to) ________________ for a number of reasons.

Example: People who do not wear masks during a pandemic should not be allowed to enter public buildings for a number of reasons.

Because (of) ________________, ___________________ will happen/continue to happen.

Example: Because of a lack of emphasis on STEAM (Science, Technology, Engineering, the Arts, and Mathematics) education in public schools, America will continue to lag behind many other countries.

_____________ is similar to/nothing like ________________ because ______________.

Example: College classes are nothing like high school classes because in college, more responsibility is on the student, the classes are less frequent but more intense, and the work outside class takes more time to complete.

______________ can be/cannot be thought of as __________________ because ______________.

Example: The Black Lives Matter movement can be thought of as an extension of the Civil Rights movement from the 1950s and 1960s because it shares the same mission of fighting racism and ending violence against Black people.

Next, consider the details you will need to support your thesis. The Aristotelian argument structure, named for the Greek philosopher Aristotle , is one that may help you frame the draft of your position argument. For this method, use something like the following chart. In Writing Process: Creating a Position Argument, you will find a similar organizer that you can copy and use for your assignment.

Drafting: Rhetorical Appeals and Types of Supporting Evidence

To persuade your audience to support your position or argument, consider various rhetorical appeals— ethos, logos, pathos, and kairos—and the types of evidence to support your sound reasoning. See Reasoning Strategies: Improving Critical Thinking for more information on reasoning strategies and types of evidence.

Rhetorical Appeals

To establish your credibility, to show readers you are trustworthy, to win over their hearts, and to set your issue in an appropriate time frame to influence readers, consider how you present and discuss your evidence throughout the paper.

• Appeal to ethos . To establish credibility in her paper arguing for expanded mental health services, a student writer used these reliable sources: a student survey on mental health issues, data from the International Association of Counseling Services (a professional organization), and information from an interview with a campus mental health counselor.
• Appeal to logos . To support her sound reasoning, the student writer approached the issue rationally, using data and credible evidence to explain the current situation and its effects.
• Appeal to pathos . To show compassion and arouse audience empathy, the student writer shared the experience of a student on her campus who struggled with anxiety and depression.
• Appeal to kairos . To appeal to kairos, the student emphasized the immediate need for these services, as more students are now aware of their particular mental health issues and trying to deal with them.

The way in which you present and discuss your evidence will reflect the appeals you use. Consider using sentence frames to reflect specific appeals. Remember, too, that sentence frames can be composed in countless ways. Here are a few frames to get you thinking critically about how to phrase your ideas while considering different types of appeals.

Appeal to ethos: According to __________________, an expert in ______________, __________________ should/should not happen because ________________________.

Appeal to ethos: Although ___________________is not an ideal situation for _________________, it does have its benefits.

Appeal to logos: If ____________________ is/is not done, then understandably, _________________ will happen.

Appeal to logos: This information suggests that ____________________ needs to be investigated further because ____________________________.

Appeal to pathos: The story of _____________________ is uplifting/heartbreaking/hopeful/tragic and illustrates the need for ____________________.

Appeal to pathos: ___________________ is/are suffering from ________________, and that is something no one wants.

Appeal to kairos: _________________ must be addressed now because ________________ .

Appeal to kairos: These are times when ______________ ; therefore, _____________ is appropriate/necessary.

Types of Supporting Evidence

Depending on the point you are making to support your position or argument, certain types of evidence may be more effective than others. Also, your instructor may require you to include a certain type of evidence. Choose the evidence that will be most effective to support the reasoning behind each point you make to support your thesis statement. Common types of evidence are these:

Renada G., a junior at Powell College South, worked as a waitress for 15 hours a week during her first three semesters of college. But in her sophomore year, when her parents were laid off during the pandemic, Renada had to increase her hours to 35 per week and sell her car to stay in school. Her grades started slipping, and she began experiencing symptoms of depression and anxiety. When she called the campus health center to make an appointment for counseling, Renada was told she would have to wait two weeks before she could be seen.

Here is part of how Lyndon B. Johnson defined the Great Society: “But most of all, the Great Society is not a safe harbor, a resting place, a final objective, a finished work. It is a challenge constantly renewed, beckoning us toward a destiny where the meaning of our lives matches the marvelous products of our labor.”

Bowen Lake is nestled in verdant foothills, lush with tall grasses speckled with wildflowers. Around the lake, the sweet scent of the purple and yellow flowers fills the air, and the fragrance of the hearty pines sweeps down the hillsides in a westerly breeze. Wood frogs’ and crickets’ songs suddenly stop, as the blowing of moose calling their calves echoes across the lake’s soundless surface. Or this was the scene before the deadly destruction of fires caused by climate change.

When elaborating on America’s beauty being in danger, Johnson says, “The water we drink, the food we eat, the very air that we breathe, are threatened with pollution. Our parks are overcrowded, our seashores overburdened. Green fields and dense forests are disappearing.”

Speaking about President Lyndon B. Johnson and the Vietnam War, noted historian and Johnson biographer Doris Kearns Goodwin said, “It seemed the hole in his heart from the loss of work was too big to fill.”

Charles Blow has worked at the Shreveport Times , The Detroit News , National Geographic , and The New York Times .

When interviewed by George Rorick and asked about the identities of his readers, Charles Blow said that readers’ emails do not elaborate on descriptions of who the people are. However, “the kinds of comments that they offer are very much on the thesis of the essay.”

In his speech, Lyndon B. Johnson says, “The Great Society is a place where every child can find knowledge to enrich his mind and to enlarge his talents.”

To support the need for change in classrooms, Johnson uses these statistics: “Each year more than 100,000 high school graduates, with proved ability, do not enter college because they cannot afford it. And if we cannot educate today’s youth, what will we do in 1970 when elementary school enrollment will be five million greater than 1960?”

• Visuals : graphs, photographs, charts, or maps used in addition to written or spoken information.

Brainstorm for Supporting Points

Use one or more brainstorming techniques, such as a web diagram as shown in Figure 10.8 or the details generated from “because” statements, to develop ideas or particular points in support of your thesis. Your goal is to get as many ideas as possible. At this time, do not be concerned about how ideas flow, whether you will ultimately use an idea (you want more ideas than will end up in your finished paper), spelling, or punctuation.

When you have finished, look over your brainstorming. Then circle three to five points to incorporate into your draft. Also, plan to answer “ reporters’ questions ” to provide readers with any needed background information. For example, the student writing about the need for more mental health counselors on her campus created and answered these questions:

What is needed? More mental health counseling is needed for Powell College South.

Who would benefit from this? The students and faculty would benefit.

• Why is this needed? The college does not have enough counselors to meet all students’ needs.
• Where are more counselors needed? More counselors are needed at the south campus.
• When are the counselors needed? Counselors need to be hired now and be available both day and night to accommodate students’ schedules.
• How can the college afford this ? Instead of hiring daycare workers, the college could use students and faculty from the Early Childhood Education program to run the program and use the extra money to pay the counselors.

Using Logic

In a position argument, the appropriate use of logic is especially important for readers to trust what you write. It is also important to look for logic in material you read and possibly cite in your paper so that you can determine whether writers’ claims are reasonable. Two main categories of logical thought are inductive reasoning and deductive reasoning .

• Inductive reasoning moves from specific to broad ideas. You begin by collecting details, observations, incidents, or facts; examining them; and drawing a conclusion from them. Suppose, for example, you are writing about attendance in college classes. For three weeks, you note the attendance numbers in all your Monday, Wednesday, and Friday classes (specific details), and you note that attendance is lower on Friday than on the other days (a specific detail). From these observations, you determine that many students prefer not to attend classes on Fridays (your conclusion).
• Deductive reasoning moves from general to specific ideas. You begin with a hypothesis or premise , a general concept, and then examine possibilities that would lead to a specific and logical conclusion. For instance, suppose you think that opportunities for foreign students at your college are inadequate (general concept). You examine the specific parts of that concept (e.g., whether your college provides multicultural clubs, help with language skills, or work-study opportunities) and determine that those opportunities are not available. You then determine that opportunities for foreign students are lacking at your college.

Logical Fallacies and Propaganda

Fallacies are mistakes in logic. Readers and writers should be aware of these when they creep into writing, indicating that the points the writers make may not be valid. Two common fallacies are hasty generalizations and circular arguments. See Glance at Genre: Rhetorical Strategies for more on logical fallacies.

• A hasty generalization is a conclusion based on either inadequate or biased evidence. Consider this statement: “Two students in Math 103 were nervous before their recent test; therefore, all students in that class must have text anxiety.” This is a hasty generalization because the second part of the statement (the generalization about all students in the class) is inadequate to support what the writer noted about only two students.
• A circular argument is one that merely restates what has already been said. Consider this statement: “ The Hate U Give is a well-written book because Angie Thomas, its author, is a good novelist.” The statement that Thomas is a good novelist does not explain why her book is well written.

In addition to checking work for fallacies, consider propaganda , information worded so that it endorses a particular viewpoint, often of a political nature. Two common types of propaganda are bandwagon and fear .

• In getting on the bandwagon , the writer encourages readers to conform to a popular trend and endorse an opinion, a movement, or a person because everyone else is doing so. Consider this statement: “Everyone is behind the idea that 7 a.m. classes are too early and should be changed to at least 8 a.m. Shouldn’t you endorse this sensible idea, too?”
• In using fear, the writer presents a dire situation, usually followed by what could be done to prevent it. Consider this statement: “Our country is at a turning point. Enemies threaten us with their power, and our democracy is at risk of being crushed. The government needs a change, and Paul Windhaus is just the man to see we get that change.” This quotation appeals to fear about the future of the country and implies that electing a certain individual will solve the predicted problems.

Organize the Paper

To begin, write your thesis at the top of a blank page. Then select points from your brainstorming and reporters’ questions to organize and develop support for your thesis. Keep in mind that you can revise your thesis whenever needed.

To begin organizing her paper on increased mental health services on her college campus, the student wrote this thesis at the top of a page:

student sample text Because mental health is a major concern at Powell College South, students could benefit from expanding the services offered . end student sample text

Next she decided the sequence in which to present the points. In a position or an argument essay, she could choose one of two methods: thesis-first organization or delayed-thesis organization.

Thesis-First Organization

Leading with a thesis tells readers from the beginning where you stand on the issue. In this organization, the thesis occupies both the first and last position in the essay, making it easy for readers to remember.

Introduce the issue and assert your thesis. Make sure the issue has at least two debatable sides. Your thesis establishes the position from which you will argue. Writers often state their thesis as the last sentence in the first paragraph, as the student writer has done:

student sample text The problem of mental health has become front-page news in the last two months. Hill’s Herald , Powell College South’s newspaper, reported 14 separate incidents of students who sought counseling but could not get appointments with college staff. Since mental health problems are widespread among the student population, the college should hire more health care workers to address this problem. end student sample text

Summarize the counterclaims . Before elaborating on your claims, explain the opposition’s claims. Including this information at the beginning gives your argument something to focus on—and refute—throughout the paper. If you ignore counterclaims, your argument may appear incomplete, and readers may think you have not researched your topic sufficiently. When addressing a counterclaim, state it clearly, show empathy for those who have that view, and then immediately refute it with support developed through reasoning and evidence. Squeezing the counterclaims between the thesis and the evidence reserves the strongest places—the opening and closing—for your position.

student sample text Counterclaim 1 : Powell College South already employs two counselors, and that number is sufficient to meet the needs of the student population. end student sample text

student sample text Counterclaim 2 : Students at Powell College South live in a metropolitan area large enough to handle their mental health needs. end student sample text

Refute the counterclaims. Look for weak spots in the opposition’s argument, and point them out. Use your opponent’s language to show you have read closely but still find problems with the claim. This is the way the writer refuted the first counterclaim:

student sample text While Powell College South does employ two counselors, those counselors are overworked and often have no time slots available for students who wish to make appointments. end student sample text

State and explain your points, and then support them with evidence. Present your points clearly and precisely, using Reasoning Strategies: Improving Critical Thinking to explain and cite your evidence. The writer plans to use a problem-solution reasoning strategy to elaborate on these three points using these pieces of evidence:

student sample text Point 1: Wait times are too long. end student sample text

student sample text Kay Payne, one of the campus counselors, states that the wait time for an appointment with her is approximately 10 days. end student sample text

student sample text Point 2: Mental health issues are widespread within the student community. end student sample text

student sample text In a recent on-campus student survey, 75 percent of 250 students say they have had some kind of mental health issues at some point in their life. end student sample text

student sample text Point 3: The staff-to-student ratio is too high. end student sample text

student sample text The International Accreditation of Counseling Services states that the recommended ratio is one full-time equivalent staff member for every 1,000 to 1,500 students. end student sample text

Restate your position as a conclusion. Near the end of your paper, synthesize your accumulated evidence into a broad general position, and restate your thesis in slightly different language.

student sample text The number of students who need mental health counseling is alarming. The recent news articles that attest to their not being able to schedule appointments add to the alarm. While Powell College South offers some mental health counseling, the current number of counselors and others who provide health care is insufficient to handle the well-being of all its students. Action must be taken to address this problem. end student sample text

Delayed-Thesis Organization

In this organizational pattern, introduce the issue and discuss the arguments for and against it, but wait to take a side until late in the essay. By delaying the stance, you show readers you are weighing the evidence, and you arouse their curiosity about your position. Near the end of the paper, you explain that after carefully considering both pros and cons, you have arrived at the most reasonable position.

Introduce the issue. Here, the writer begins with action that sets the scene of the problem.

student sample text Tapping her foot nervously, Serena looked at her watch again. She had been waiting three hours to see a mental health counselor at Powell College South, and she did not think she could wait much longer. She had to get to work. end student sample text

Summarize the claims for one position. Before stating which side you support, explain how the opposition views the issue. This body paragraph presents evidence about the topic of more counselors:

student sample text Powell College South has two mental health counselors on staff. If the college hires more counselors, more office space will have to be created. Currently Pennington Hall could accommodate those counselors. Additional counselors would allow more students to receive counseling. end student sample text

Refute the claims you just stated. Still not stating your position, point out the other side of the issue.

student sample text While office space is available in Pennington Hall, that location is far from ideal. It is in a wooded area of campus, six blocks from the nearest dorm. Students who would go there might be afraid to walk through the woods or might be afraid to walk that distance. The location might deter them from making appointments. end student sample text

Now give the best reasoning and evidence to support your position. Because this is a delayed-thesis organization, readers are still unsure of your stance. This section should be the longest and most carefully documented part of the paper. After summarizing and refuting claims, the writer then elaborates on these three points using problem-solution reasoning supported by this evidence as discussed in Reasoning Strategies: Improving Critical Thinking, implying her position before moving to the conclusion, where she states her thesis.

student sample text The International Association of Counseling Services states that one full-time equivalent staff member for every 1,000 to 1,500 students is the recommended ratio. end student sample text

State your thesis in your conclusion. Your rhetorical strategy is this: after giving each side a fair hearing, you have arrived at the most reasonable conclusion.

student sample text According to the American Psychological Association, more than 40 percent of all college students suffer from some form of anxiety. Powell College South students are no different from college students elsewhere: they deserve to have adequate mental health counseling. end student sample text

Drafting begins when you organize your evidence or research notes and then put them into some kind of written form. As you write, focus on building body paragraphs through the techniques presented in Reasoning Strategies: Improving Critical Thinking that show you how to support your position and then add evidence. Using a variety of evidence types builds credibility with readers. Remember that the recursiveness of the writing process allows you to move from composing to gathering evidence and back to brainstorming ideas or to organizing your draft at any time. Move around the writing process as needed.

Keep in mind that a first draft is just a beginning—you will revise it into a better work in later drafts. Your first draft is sometimes called a discovery draft because you are discovering how to shape your paper: which ideas to include and how to support those ideas. These suggestions and graphic organizer may be helpful for your first draft:

• Write your thesis at the top of the paper.
• Compose your body paragraphs: those that support your argument through reasoning strategies and those that address counterclaims.
• Leave your introduction, conclusion, and title for later drafts.

Use a graphic organizer like Table 10.1 to focus points, reasoning, and evidence for body paragraphs. You are free to reword your thesis, reasoning, counterclaim(s), refutation of counterclaim(s), concrete evidence, and explanation/elaboration/clarification at any time. You are also free to adjust the order in which you present your reasoning, counterclaim(s), and refuting of counterclaim(s).

Develop a Writing Project through Multiple Drafts

Your first draft is a kind of experiment in which you are concerned with ideas and with getting the direction and concept of the paper clear. Do not think that your first draft must be perfect; remind yourself that you are just honing your work. In most serious writing, every phase of the process can be considered recursive, helping you shape the best paper possible.

Peer Review: Critical Thinking and Counterclaims

After you have completed the first draft, begin peer review. Peer reviewers can use these sentence starters when thinking critically about overall strengths and developmental needs.

• One point about your position that I think is strong is ______ because ________.
• One point about your position that I think needs more development is _____ because _______.
• One area that I find confusing is _____________; I was confused about _______.
• One major point that I think needs more explanation or detail is _______.
• In my opinion, the purpose of your paper is to persuade readers _______.
• In my opinion, the audience for your paper is _______.
• One area of supporting evidence that I think could use more development is _______.
• One counterclaim you include is ________________.
• Your development of the counterclaim is __________________ because ________________.

Refuting Counterclaims

Peer reviewers are especially helpful with position and argument writing when it comes to refuting counterclaims. Have your peer reviewer read your paper again and look for supporting points and ideas to argue against , trying to break down your argument. Then ask your reviewer to discuss the counterclaims and corresponding points or ideas in your paper. This review will give you the opportunity to think critically about ways to refute the counterclaims your peer reviewer suggests.

As preparation for peer review, match each of the following arguments with their counterarguments.

Revising: Reviewing a Draft and Responding to Counterclaims

Revising means reseeing, rereading, and rethinking your thoughts on paper until they fully match your intention. Mentally, it is conceptual work focused on units of meaning larger than the sentence. Physically, it is cutting, pasting, deleting, and rewriting until the ideas are satisfying. Be ready to spend a great deal of time revising your drafts, adding new information and incorporating sources smoothly into your prose.

The Revising Process

To begin revising, return to the basic questions of topic ( What am I writing about? ), purpose ( Why am I writing about this topic? ), audience ( For whom am I writing? ), and culture ( What is the background of the people for whom I am writing? ).

• What is the general scope of my topic? __________________________________
• What is my thesis? __________________________________________________
• Does my thesis focus on my topic? ______________________________________
• Does my thesis clearly state my position? ______________________
• What do I hope to accomplish in writing about this topic? ____________________
• Do all parts of the paper advance this purpose? ____________________________
• Does my paper focus on my argument or position? _________________________
• What does my audience know about this subject? _______________________
• What does my audience need to know to understand the point of my paper? _______________________________________________________________

What questions or objections do I anticipate from my audience? ___________

________________________________________________________________

• What is the culture of the people for whom I am writing? Do all readers share the same culture? ________________________________________________________

How do my beliefs, values, and customs differ from those of my audience?

____________________________________________________________________

• How do the cultures of the authors of sources I cite differ from my culture or the culture(s) of my audience? ______________________________________________

Because of the recursivity of the writing process, returning to these questions will help you fine-tune the language and structure of your writing and target the support you develop for your audience.

Responding to Counterclaims

The more complex the issue, the more opposing sides it may have. For example, a writer whose position is that Powell College South Campus should offer daycare to its students with children might find opposition for different reasons. Someone may oppose the idea out of concern for cost; someone else may support the idea if the daycare is run on a volunteer basis; someone else may support the idea if the services are offered off campus.

As you revise, continue studying your peer reviewer’s comments about counterclaims. If you agree with any counterclaim, then say so in the paragraph in which you address counterclaims. This agreement will further establish your credibility by showing your fairness and concern for the issue. Look over your paper and peer review comments, and then consider these questions:

• In what ways do you address realistic counterclaims? What other counterclaims should you address? Should you add to or replace current counterclaims?
• In what ways do you successfully refute counterclaims? What other refutations might you include?
• Are there any counterclaims with which you agree? If so, how do you concede to them in your paper? In what ways does your discussion show fairness?

After completing your peer review and personal assessment, make necessary revisions based on these notes. See Annotated Student Sample an example of a student’s argumentative research essay. Note how the student

• presents the argument;
• supports the viewpoint with reasoning and evidence;
• includes support in the form of facts, opinions, paraphrases, and summaries;
• provides citations (correctly formatted) about material from other sources in the paper;
• uses ethos, pathos, and logos throughout the paper; and
• addresses counterclaims (dissenting opinions).

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Want to cite, share, or modify this book? This book uses the Creative Commons Attribution License and you must attribute OpenStax.

Access for free at https://openstax.org/books/writing-guide/pages/1-unit-introduction

• Authors: Michelle Bachelor Robinson, Maria Jerskey, featuring Toby Fulwiler
• Publisher/website: OpenStax
• Book title: Writing Guide with Handbook
• Publication date: Dec 21, 2021
• Location: Houston, Texas
• Book URL: https://openstax.org/books/writing-guide/pages/1-unit-introduction
• Section URL: https://openstax.org/books/writing-guide/pages/10-5-writing-process-creating-a-position-argument

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How to Plan a Dissertation: Step-by-Step Guide

Writing a dissertation can seem like a daunting task, but with the right plan and approach, it becomes a manageable and rewarding process. This step-by-step guide is designed to help you navigate through each phase of your dissertation journey, from identifying a research topic to finalizing your document. By following these structured steps, you can ensure that your dissertation is well-organized, thoroughly researched, and effectively presented.

Key Takeaways

• Start by identifying a research topic that aligns with your interests and academic goals.
• Conduct a thorough literature review to gather relevant sources and identify research gaps.
• Formulate clear and feasible research questions to guide your study.
• Design a robust research methodology, considering qualitative or quantitative methods and ethical considerations.
• Develop a detailed work plan and timeline to keep your dissertation on track and ensure timely completion.

Identifying a Research Topic

Choosing a research topic is a critical first step in your dissertation journey. It sets the stage for your entire project and can significantly influence your motivation and success. Establish your research topic by considering areas that are both relevant to your academic discipline and personally intriguing. This will ensure that you are passionate about your topic and have the necessary background knowledge to conduct meaningful research.

Conducting a Literature Review

The Literature Review is a comprehensive examination of existing scholarly work and research relevant to your dissertation topic. A literature review is not merely a summary of existing sources. Your literature review should have a coherent structure and argument that leads to a clear justification for your own research. It may aim to address a gap in the literature or build on existing knowledge, take a new theoretical or methodological approach to your topic, or propose a solution to an unresolved problem.

Gathering Relevant Sources

When gathering relevant sources, you should focus on finding books, journal articles, and other scholarly materials that are pertinent to your research question. Assess the credibility of each source and ensure it is peer-reviewed. Utilize databases and libraries to find the most relevant literature. Knowing how to find literature efficiently will save you time and ensure you have a robust foundation for your review.

Analyzing Existing Research

Analyzing existing research involves critically evaluating each source. Look for themes, patterns, conflicts, or gaps in the literature. This step is crucial for understanding the current state of research in your field and identifying where your work can contribute. Draw connections between different sources to strengthen your overall argument.

Identifying Research Gaps

Identifying research gaps is essential for justifying your own research. Highlight areas where further research is needed or where existing studies may have limitations. This will help you to position your research within the broader academic conversation and demonstrate its significance. By addressing these gaps, you can make a meaningful contribution to your field.

Formulating Research Questions

Formulating research questions is a critical step in your dissertation journey. Your questions should be designed to address the core of your research problem and guide your investigation effectively . Strong research kicks off with a solid research question , and dissertations are no exception to this.

Designing the Research Methodology

Designing an effective research methodology is crucial for the success of your dissertation. This section will guide you through the essential steps to ensure your research design aligns with your objectives and yields reliable data.

Creating a Research Proposal

A well-structured research proposal is essential for outlining your dissertation plan and securing approval from your academic advisors. Crafting an effective Ph.D. thesis proposal involves presenting your research intentions clearly and convincingly. This document serves as a compass for your research journey, guiding you through the complexities of your study.

Developing a Work Plan and Timeline

Whatever step you’re on, one of the key factors to success is time management. Every step requires considerable work. Breaking down each step is a good approach, as is diligently scheduling time every week to continue working. It may feel overwhelming to contemplate the entire process at once, but bundling it into smaller goals helps it become less daunting.

Collecting and Analyzing Data

Implementing data collection methods.

To ensure the integrity of your research, it is crucial to meticulously plan and implement your data collection methods. This involves selecting appropriate techniques such as surveys, interviews, experiments, or observations. Describe your hypothesis and research design clearly to align your data collection with your research objectives. Ensure that your methods are robust and can withstand scrutiny.

Utilizing Analytical Tools

Once data collection is complete, the next step is to analyze the data using suitable analytical tools. These tools can range from statistical software to qualitative analysis programs. The choice of tools should be guided by the nature of your data and your research questions. Summarize your findings and give a descriptive explanation to provide a clear understanding of the results.

Interpreting Results

Interpreting the results is a critical step in the research process. This involves testing your hypothesis and making sense of the data in the context of your research questions. Present your data using tables, charts, or graphs to highlight significant trends and findings. Be prepared to offer an interpretation of that data, ensuring that your conclusions are well-supported by the evidence collected.

Writing the Dissertation

By the time you sit down to write your dissertation, you've already accomplished a great deal. You've chosen a topic, defended your proposal, and conducted research. Now it's time to organize your work into chapters.

Organizing the Structure

The structure of your dissertation is crucial for presenting your research coherently. Typically, a dissertation includes the following sections:

• Introduction : Sets the stage for your research, outlining the problem and objectives.
• Literature Review: Summarizes existing research and identifies gaps your study addresses.
• Methodology: Describes the research design, data collection, and analysis methods.
• Results: Presents the findings of your research.
• Discussion: Interprets the results, linking them back to your research questions and literature review.
• Conclusion: Summarizes the key findings and suggests future research directions.

Drafting Each Chapter

Start writing your dissertation like you're telling a story. Make sure it all makes sense and flows nicely. It could take days, months, or even years to write a dissertation , so hunker down for the long haul. If you put a lot of thought into your outline, writing the first draft is just a matter of following along and fleshing out the ideas.

Revising and Editing

Revising and editing are critical steps in the writing process. After completing your first draft, take a break before revising to gain a fresh perspective. Focus on clarity, coherence, and consistency. Seek feedback from peers or advisors to identify areas for improvement. Remember, overcoming thesis anxiety often involves multiple rounds of revision to ensure your dissertation meets academic standards.

Preparing for the Defense

The dissertation defense is the final step in completing your doctoral journey . During this process, you will present your research findings to your committee and answer their questions. Defenses are usually just a formality , as most serious issues will have been resolved prior to this stage. However, thorough preparation is essential to ensure a smooth and successful defense.

Finalizing the Dissertation

Finalizing your dissertation is a crucial step that ensures your work is polished and ready for submission. This phase involves incorporating feedback, formatting the document according to your institution's guidelines, and submitting the final version for approval.

Finalizing the dissertation can be a daunting task, but it doesn't have to be. With our step-by-step Thesis Action Plan, you can overcome the common obstacles that many students face. Our guides and worksheets have been thoroughly tested and received phenomenal feedback from students worldwide. Don't let stress and anxiety hold you back any longer. Visit our website to claim your special offer now and take the first step towards a stress-free thesis journey.

In conclusion, planning a dissertation is a multifaceted process that requires careful consideration and methodical execution. By following a structured approach, from selecting a compelling research topic to developing a robust methodology and timeline, students can navigate the complexities of dissertation writing with greater confidence and clarity. This guide has outlined essential steps to help you systematically plan and execute your dissertation, ensuring that each phase is manageable and aligned with academic standards. Remember, the key to a successful dissertation lies in meticulous planning, consistent effort, and the ability to adapt to new insights and challenges. With these strategies in place, you are well-equipped to produce a scholarly work that contributes meaningfully to your field of study.

Frequently Asked Questions

What is the first step in planning a dissertation.

The first step in planning a dissertation is identifying a research topic. This involves exploring areas of interest, evaluating the scope of the topic, and aligning it with your academic goals.

How do I conduct a literature review for my dissertation?

To conduct a literature review, start by gathering relevant sources, analyzing existing research, and identifying research gaps that your dissertation can address.

What should I consider when formulating research questions?

When formulating research questions, you should define the research problem, develop hypotheses, and ensure that the questions are feasible to answer within the scope of your study.

How do I choose between qualitative and quantitative research methods?

Choosing between qualitative and quantitative methods depends on your research objectives. Qualitative methods are ideal for exploring complex phenomena, while quantitative methods are suitable for measuring and analyzing variables.

What are the key components of a research proposal?

A research proposal should include a clear structure, presentation of preliminary findings, and seek approval from your advisors. It outlines the research plan and methodology.

How do I develop a work plan and timeline for my dissertation?

Developing a work plan and timeline involves setting milestones, allocating time for each task, and being prepared to adjust the plan as needed to accommodate any changes or challenges.

What tools can I use for data analysis in my dissertation?

There are various analytical tools available for data analysis, including software like SPSS, NVivo, and Excel. The choice of tool depends on the type of data and analysis required.

How should I prepare for my dissertation defense?

To prepare for your dissertation defense, understand the defense format, anticipate potential questions, and practice your presentation multiple times to build confidence.

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Managing the Dissertation Writing Process

Materials from workshop.

• Slides:  https://z.umn.edu/dissworkshopslides
• Revision Memo:  https://z.umn.edu/revisionmemo
• Dissertation Analysis handout (PDF)
• "How to Read like a Writer" (PDF) by Mike Bunn (in  Writing spaces : readings on writing Vol 2 )

Finding Dissertations

• Dissertations and Theses Global This link opens in a new window Collection of dissertations and theses from around the world, offering millions of works from thousands of universities. Each year hundreds of thousands of works are added. Full-text coverage spans from 1743 to the present, with citation coverage dating back to 1637.
• Google Scholar (Setup connection to get to PDFs) Use Google Scholar to find articles from academic publishers, professional societies, research institutes, and scholarly repositories from colleges and universities. If you are using from off-campus access, change the "Library Settings" to University of Minnesota Twin Cities. Look for the "FindIt@U of M Twin Cities" links in your Google Scholar search results to access full text and PDFs. View this tutorial to learn how to go from a general idea to a very precise set of results of journal articles and scholarly materials.
• University Digital Conservancy at the University of Minnesota A digital archive of M.A. and PhD theses at the University of Minnesota. The collection in this institutional repository can also be searched by keyword, date, authors and majors.

Sample of project management tools

Tool considerations:

• Devices -- “apps” vs. Laptop 
• Collaboration
• Fewer features vs. lots of features
• Learning curve
• Security/privacy 

More Options

• Open Project:  https://www.openproject.org/
• Redbooth:  https://redbooth.com/
• Notion:  https://www.notion.so/
• Freedcamp:  https://freedcamp.com/
• Smartsheet:  https://www.smartsheet.com/
• Click up:  https://clickup.com/
• Kanboard:  https://kanboard.org/

Student Writing Support from the Center for Writing

Student Writing Support (SWS) offers collaborative one-to-one writing consultations to help student writers develop confidence and effective writing strategies. SWS offers three kinds of consultations:

• walk-in consultations in 15  Nicholson Hall
• appointments in  Zoom
• appointments in  SWS.online

Our writing consultants will listen to your goals and concerns, read and respond to your written work, pose questions that help you clarify and articulate your ideas, and affirm the experiences and abilities you bring to your writing. We value your life experiences and languages, and we seek to provide a supportive space for you to share and develop your voice.

Sample of online books

• Restarting stalled research by Paul C. Rosenblatt ISBN: 9781483393551 Publication Date: 2016 Written for researchers and graduate students writing dissertations, this unique book offers detailed advice and perspective on many issues that can stall a research project and reveals what can be done to successfully resume it. Using a direct yet conversational style, author Paul C. Rosenblatt draws on his decades of experience to cover many diverse topics. The text guides readers through challenges such as clarifying the end goal of a project; resolving common and not-so-common writing problems; dealing with rejection and revision decisions; handling difficulties involving dissertation advisers and committee members; coping with issues of researcher motivation or self-esteem; and much more.

Get materials we don't own or from our print collection (Interlibrary Loan & Document Delivery)

• InterLibrary Loan & Digital Delivery Interlibrary Loan (ILL) & Digital Delivery offers access to materials needed for courses and research, including materials not currently available within the University of Minnesota Libraries, AND digital copies of articles and book chapters from our print and microform collections. Free for currently-affiliated University students, faculty, and staff.

Citation managers

What is a citation manager?

A citation manager is a software tool used to create personalized databases of citation information and notes. They allow you to:

• import and organize citation information from article indexes and other sources,
• export your citations into Word documents or other types of publications,
• format citations for your papers and bibliographies using APA and many other styles, and
• include your own notes.

Choosing a citation manager

• Guide to Citation Managers at UMN
• Wikipedia's comparison of reference management software

Browse scholarly journals available from the UMN Libraries on your tablet device, iPhone, or via the web using BrowZine .

• Read journal articles on your preferred device. 
• Create personal libraries of your favorite journals. 
• Set up alerts for new issues of journals.

For a quick overview, see this one-minute video about BrowZine. For more information, see  the full BrowZine guide.

Dissertation Structure & Layout 101: How to structure your dissertation, thesis or research project.

By: Derek Jansen (MBA) Reviewed By: David Phair (PhD) | July 2019

So, you’ve got a decent understanding of what a dissertation is , you’ve chosen your topic and hopefully you’ve received approval for your research proposal . Awesome! Now its time to start the actual dissertation or thesis writing journey.

To craft a high-quality document, the very first thing you need to understand is dissertation structure . In this post, we’ll walk you through the generic dissertation structure and layout, step by step. We’ll start with the big picture, and then zoom into each chapter to briefly discuss the core contents. If you’re just starting out on your research journey, you should start with this post, which covers the big-picture process of how to write a dissertation or thesis .

*The Caveat *

In this post, we’ll be discussing a traditional dissertation/thesis structure and layout, which is generally used for social science research across universities, whether in the US, UK, Europe or Australia. However, some universities may have small variations on this structure (extra chapters, merged chapters, slightly different ordering, etc).

So, always check with your university if they have a prescribed structure or layout that they expect you to work with. If not, it’s safe to assume the structure we’ll discuss here is suitable. And even if they do have a prescribed structure, you’ll still get value from this post as we’ll explain the core contents of each section.  

Overview: S tructuring a dissertation or thesis

• Acknowledgements page
• Abstract (or executive summary)
• Table of contents , list of figures and tables
• Chapter 1: Introduction
• Chapter 2: Literature review
• Chapter 3: Methodology
• Chapter 4: Results
• Chapter 5: Discussion
• Chapter 6: Conclusion
• Reference list

As I mentioned, some universities will have slight variations on this structure. For example, they want an additional “personal reflection chapter”, or they might prefer the results and discussion chapter to be merged into one. Regardless, the overarching flow will always be the same, as this flow reflects the research process , which we discussed here – i.e.:

• The introduction chapter presents the core research question and aims .
• The literature review chapter assesses what the current research says about this question.
• The methodology, results and discussion chapters go about undertaking new research about this question.
• The conclusion chapter (attempts to) answer the core research question .

In other words, the dissertation structure and layout reflect the research process of asking a well-defined question(s), investigating, and then answering the question – see below.

To restate that – the structure and layout of a dissertation reflect the flow of the overall research process . This is essential to understand, as each chapter will make a lot more sense if you “get” this concept. If you’re not familiar with the research process, read this post before going further.

Right. Now that we’ve covered the big picture, let’s dive a little deeper into the details of each section and chapter. Oh and by the way, you can also grab our free dissertation/thesis template here to help speed things up.

The title page of your dissertation is the very first impression the marker will get of your work, so it pays to invest some time thinking about your title. But what makes for a good title? A strong title needs to be 3 things:

• Succinct (not overly lengthy or verbose)
• Specific (not vague or ambiguous)
• Representative of the research you’re undertaking (clearly linked to your research questions)

Typically, a good title includes mention of the following:

• The broader area of the research (i.e. the overarching topic)
• The specific focus of your research (i.e. your specific context)
• Indication of research design (e.g. quantitative , qualitative , or  mixed methods ).

For example:

A quantitative investigation [research design] into the antecedents of organisational trust [broader area] in the UK retail forex trading market [specific context/area of focus].

Again, some universities may have specific requirements regarding the format and structure of the title, so it’s worth double-checking expectations with your institution (if there’s no mention in the brief or study material).

Acknowledgements

This page provides you with an opportunity to say thank you to those who helped you along your research journey. Generally, it’s optional (and won’t count towards your marks), but it is academic best practice to include this.

So, who do you say thanks to? Well, there’s no prescribed requirements, but it’s common to mention the following people:

• Your dissertation supervisor or committee.
• Any professors, lecturers or academics that helped you understand the topic or methodologies.
• Any tutors, mentors or advisors.
• Your family and friends, especially spouse (for adult learners studying part-time).

There’s no need for lengthy rambling. Just state who you’re thankful to and for what (e.g. thank you to my supervisor, John Doe, for his endless patience and attentiveness) – be sincere. In terms of length, you should keep this to a page or less.

Abstract or executive summary

The dissertation abstract (or executive summary for some degrees) serves to provide the first-time reader (and marker or moderator) with a big-picture view of your research project. It should give them an understanding of the key insights and findings from the research, without them needing to read the rest of the report – in other words, it should be able to stand alone .

For it to stand alone, your abstract should cover the following key points (at a minimum):

• Your research questions and aims – what key question(s) did your research aim to answer?
• Your methodology – how did you go about investigating the topic and finding answers to your research question(s)?
• Your findings – following your own research, what did do you discover?
• Your conclusions – based on your findings, what conclusions did you draw? What answers did you find to your research question(s)?

So, in much the same way the dissertation structure mimics the research process, your abstract or executive summary should reflect the research process, from the initial stage of asking the original question to the final stage of answering that question.

In practical terms, it’s a good idea to write this section up last , once all your core chapters are complete. Otherwise, you’ll end up writing and rewriting this section multiple times (just wasting time). For a step by step guide on how to write a strong executive summary, check out this post .

Need a helping hand?

Table of contents

This section is straightforward. You’ll typically present your table of contents (TOC) first, followed by the two lists – figures and tables. I recommend that you use Microsoft Word’s automatic table of contents generator to generate your TOC. If you’re not familiar with this functionality, the video below explains it simply:

If you find that your table of contents is overly lengthy, consider removing one level of depth. Oftentimes, this can be done without detracting from the usefulness of the TOC.

Right, now that the “admin” sections are out of the way, its time to move on to your core chapters. These chapters are the heart of your dissertation and are where you’ll earn the marks. The first chapter is the introduction chapter – as you would expect, this is the time to introduce your research…

It’s important to understand that even though you’ve provided an overview of your research in your abstract, your introduction needs to be written as if the reader has not read that (remember, the abstract is essentially a standalone document). So, your introduction chapter needs to start from the very beginning, and should address the following questions:

• What will you be investigating (in plain-language, big picture-level)?
• Why is that worth investigating? How is it important to academia or business? How is it sufficiently original?
• What are your research aims and research question(s)? Note that the research questions can sometimes be presented at the end of the literature review (next chapter).
• What is the scope of your study? In other words, what will and won’t you cover ?
• How will you approach your research? In other words, what methodology will you adopt?
• How will you structure your dissertation? What are the core chapters and what will you do in each of them?

These are just the bare basic requirements for your intro chapter. Some universities will want additional bells and whistles in the intro chapter, so be sure to carefully read your brief or consult your research supervisor.

If done right, your introduction chapter will set a clear direction for the rest of your dissertation. Specifically, it will make it clear to the reader (and marker) exactly what you’ll be investigating, why that’s important, and how you’ll be going about the investigation. Conversely, if your introduction chapter leaves a first-time reader wondering what exactly you’ll be researching, you’ve still got some work to do.

Now that you’ve set a clear direction with your introduction chapter, the next step is the literature review . In this section, you will analyse the existing research (typically academic journal articles and high-quality industry publications), with a view to understanding the following questions:

• What does the literature currently say about the topic you’re investigating?
• Is the literature lacking or well established? Is it divided or in disagreement?
• How does your research fit into the bigger picture?
• How does your research contribute something original?
• How does the methodology of previous studies help you develop your own?

Depending on the nature of your study, you may also present a conceptual framework towards the end of your literature review, which you will then test in your actual research.

Again, some universities will want you to focus on some of these areas more than others, some will have additional or fewer requirements, and so on. Therefore, as always, its important to review your brief and/or discuss with your supervisor, so that you know exactly what’s expected of your literature review chapter.

Now that you’ve investigated the current state of knowledge in your literature review chapter and are familiar with the existing key theories, models and frameworks, its time to design your own research. Enter the methodology chapter – the most “science-ey” of the chapters…

In this chapter, you need to address two critical questions:

• Exactly HOW will you carry out your research (i.e. what is your intended research design)?
• Exactly WHY have you chosen to do things this way (i.e. how do you justify your design)?

Remember, the dissertation part of your degree is first and foremost about developing and demonstrating research skills . Therefore, the markers want to see that you know which methods to use, can clearly articulate why you’ve chosen then, and know how to deploy them effectively.

Importantly, this chapter requires detail – don’t hold back on the specifics. State exactly what you’ll be doing, with who, when, for how long, etc. Moreover, for every design choice you make, make sure you justify it.

In practice, you will likely end up coming back to this chapter once you’ve undertaken all your data collection and analysis, and revise it based on changes you made during the analysis phase. This is perfectly fine. Its natural for you to add an additional analysis technique, scrap an old one, etc based on where your data lead you. Of course, I’m talking about small changes here – not a fundamental switch from qualitative to quantitative, which will likely send your supervisor in a spin!

You’ve now collected your data and undertaken your analysis, whether qualitative, quantitative or mixed methods. In this chapter, you’ll present the raw results of your analysis . For example, in the case of a quant study, you’ll present the demographic data, descriptive statistics, inferential statistics , etc.

Typically, Chapter 4 is simply a presentation and description of the data, not a discussion of the meaning of the data. In other words, it’s descriptive, rather than analytical – the meaning is discussed in Chapter 5. However, some universities will want you to combine chapters 4 and 5, so that you both present and interpret the meaning of the data at the same time. Check with your institution what their preference is.

Now that you’ve presented the data analysis results, its time to interpret and analyse them. In other words, its time to discuss what they mean, especially in relation to your research question(s).

What you discuss here will depend largely on your chosen methodology. For example, if you’ve gone the quantitative route, you might discuss the relationships between variables . If you’ve gone the qualitative route, you might discuss key themes and the meanings thereof. It all depends on what your research design choices were.

Most importantly, you need to discuss your results in relation to your research questions and aims, as well as the existing literature. What do the results tell you about your research questions? Are they aligned with the existing research or at odds? If so, why might this be? Dig deep into your findings and explain what the findings suggest, in plain English.

The final chapter – you’ve made it! Now that you’ve discussed your interpretation of the results, its time to bring it back to the beginning with the conclusion chapter . In other words, its time to (attempt to) answer your original research question s (from way back in chapter 1). Clearly state what your conclusions are in terms of your research questions. This might feel a bit repetitive, as you would have touched on this in the previous chapter, but its important to bring the discussion full circle and explicitly state your answer(s) to the research question(s).

Next, you’ll typically discuss the implications of your findings . In other words, you’ve answered your research questions – but what does this mean for the real world (or even for academia)? What should now be done differently, given the new insight you’ve generated?

Lastly, you should discuss the limitations of your research, as well as what this means for future research in the area. No study is perfect, especially not a Masters-level. Discuss the shortcomings of your research. Perhaps your methodology was limited, perhaps your sample size was small or not representative, etc, etc. Don’t be afraid to critique your work – the markers want to see that you can identify the limitations of your work. This is a strength, not a weakness. Be brutal!

This marks the end of your core chapters – woohoo! From here on out, it’s pretty smooth sailing.

The reference list is straightforward. It should contain a list of all resources cited in your dissertation, in the required format, e.g. APA , Harvard, etc.

It’s essential that you use reference management software for your dissertation. Do NOT try handle your referencing manually – its far too error prone. On a reference list of multiple pages, you’re going to make mistake. To this end, I suggest considering either Mendeley or Zotero. Both are free and provide a very straightforward interface to ensure that your referencing is 100% on point. I’ve included a simple how-to video for the Mendeley software (my personal favourite) below:

Some universities may ask you to include a bibliography, as opposed to a reference list. These two things are not the same . A bibliography is similar to a reference list, except that it also includes resources which informed your thinking but were not directly cited in your dissertation. So, double-check your brief and make sure you use the right one.

The very last piece of the puzzle is the appendix or set of appendices. This is where you’ll include any supporting data and evidence. Importantly, supporting is the keyword here.

Your appendices should provide additional “nice to know”, depth-adding information, which is not critical to the core analysis. Appendices should not be used as a way to cut down word count (see this post which covers how to reduce word count ). In other words, don’t place content that is critical to the core analysis here, just to save word count. You will not earn marks on any content in the appendices, so don’t try to play the system!

Time to recap…

And there you have it – the traditional dissertation structure and layout, from A-Z. To recap, the core structure for a dissertation or thesis is (typically) as follows:

• Acknowledgments page

Most importantly, the core chapters should reflect the research process (asking, investigating and answering your research question). Moreover, the research question(s) should form the golden thread throughout your dissertation structure. Everything should revolve around the research questions, and as you’ve seen, they should form both the start point (i.e. introduction chapter) and the endpoint (i.e. conclusion chapter).

I hope this post has provided you with clarity about the traditional dissertation/thesis structure and layout. If you have any questions or comments, please leave a comment below, or feel free to get in touch with us. Also, be sure to check out the rest of the  Grad Coach Blog .

Psst... there’s more!

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

36 Comments

many thanks i found it very useful

Glad to hear that, Arun. Good luck writing your dissertation.

Such clear practical logical advice. I very much needed to read this to keep me focused in stead of fretting.. Perfect now ready to start my research!

what about scientific fields like computer or engineering thesis what is the difference in the structure? thank you very much

Thanks so much this helped me a lot!

Very helpful and accessible. What I like most is how practical the advice is along with helpful tools/ links.

Thanks Ade!

Thank you so much sir.. It was really helpful..

You’re welcome!

Hi! How many words maximum should contain the abstract?

Thank you so much 😊 Find this at the right moment

You’re most welcome. Good luck with your dissertation.

best ever benefit i got on right time thank you

Many times Clarity and vision of destination of dissertation is what makes the difference between good ,average and great researchers the same way a great automobile driver is fast with clarity of address and Clear weather conditions .

I guess Great researcher = great ideas + knowledge + great and fast data collection and modeling + great writing + high clarity on all these

You have given immense clarity from start to end.

Morning. Where will I write the definitions of what I’m referring to in my report?

Thank you so much Derek, I was almost lost! Thanks a tonnnn! Have a great day!

Thanks ! so concise and valuable

This was very helpful. Clear and concise. I know exactly what to do now.

Thank you for allowing me to go through briefly. I hope to find time to continue.

Really useful to me. Thanks a thousand times

Very interesting! It will definitely set me and many more for success. highly recommended.

Thank you soo much sir, for the opportunity to express my skills

Usefull, thanks a lot. Really clear

Very nice and easy to understand. Thank you .

That was incredibly useful. Thanks Grad Coach Crew!

My stress level just dropped at least 15 points after watching this. Just starting my thesis for my grad program and I feel a lot more capable now! Thanks for such a clear and helpful video, Emma and the GradCoach team!

Do we need to mention the number of words the dissertation contains in the main document?

It depends on your university’s requirements, so it would be best to check with them 🙂

Such a helpful post to help me get started with structuring my masters dissertation, thank you!

Great video; I appreciate that helpful information

It is so necessary or avital course

This blog is very informative for my research. Thank you

Doctoral students are required to fill out the National Research Council’s Survey of Earned Doctorates

wow this is an amazing gain in my life

This is so good

How can i arrange my specific objectives in my dissertation?

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Written opposition.

Opposition of a degree project tends to be an oral review of the whole report with a focus on the content, and it usually occurs after the presentation of the project. Content should be discussed, questions asked and clarification sought. Objective and constructive critique is expected where both positive and negative views are lifted. It is of course important not to get stuck on any unnecessary details.

Sometimes a written opposition is also expected. The written version tends to be an individual task and must review the strengths and weaknesses of the project and report while highlighting and discussing relevant content.  Focus areas  of the written version can be:

• aim, delimitations
• method, connections to theory
• result and analysis (discussion)
• technical delivery ( prototype, solution, etc .)
• structure and logic ( relation between the report’s parts )
• general impression

Therefore, your text can  deal with :

• the report’s setup and structure
• the problem definition
• method/implementation
• delimitation
• result and implementation result
• framing and other text requirements

When preparing , ask yourselves some of the following questions to help you select relevant information:

• Are the aims and goals clear?
• Is any clarification required in regards to method and analysis?
• Are any results dubious and therefore require further support?
• Are the conclusions understandable based on the limited understanding you had from the beginning?
• Can any flaws you may find lead into an interesting discussion rather than focus on the negative?

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Doctoral handbook

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• Dissertation Proposal

On this page:

Proposal Overview and Format

Proposal committee, proposal hearing or meeting.

• Printing Credit for Use in School of Education Labs

Students are urged to begin thinking about a dissertation topic early in their degree program. Concentrated work on a dissertation proposal normally begins after successful completion of the Second-Year Review, which often includes a “mini” proposal, an extended literature review, or a theoretical essay, plus advancement to doctoral candidacy. In defining a dissertation topic, the student collaborates with their faculty advisor or dissertation advisor (if one is selected) in the choice of a topic for the dissertation.

The dissertation proposal is a comprehensive statement on the extent and nature of the student’s dissertation research interests. Students submit a draft of the proposal to their dissertation advisor between the end of the seventh and middle of the ninth quarters. The student must provide a written copy of the proposal to the faculty committee no later than two weeks prior to the date of the proposal hearing. Committee members could require an earlier deadline (e.g., four weeks before the hearing).

The major components of the proposal are as follows, with some variations across Areas and disciplines:

• A detailed statement of the problem that is to be studied and the context within which it is to be seen. This should include a justification of the importance of the problem on both theoretical and educational grounds.
• A thorough review of the literature pertinent to the research problem. This review should provide proof that the relevant literature in the field has been thoroughly researched. Good research is cumulative; it builds on the thoughts, findings, and mistakes of others.
• its general explanatory interest
• the overall theoretical framework within which this interest is to be pursued
• the model or hypotheses to be tested or the research questions to be answered
• a discussion of the conceptual and operational properties of the variables
• an overview of strategies for collecting appropriate evidence (sampling, instrumentation, data collection, data reduction, data analysis)
• a discussion of how the evidence is to be interpreted (This aspect of the proposal will be somewhat different in fields such as history and philosophy of education.)
• If applicable, students should complete a request for approval of research with human subjects, using the Human Subjects Review Form ( http://humansubjects.stanford.edu/ ). Except for pilot work, the University requires the approval of the Administrative Panel on Human Subjects in Behavioral Science Research before any data can be collected from human subjects.

Registration (i.e., enrollment) is required for any quarter during which a degree requirement is completed, including the dissertation proposal. Refer to the Registration or Enrollment for Milestone Completion section for more details.

As students progress through the program, their interests may change. There is no commitment on the part of the student’s advisor to automatically serve as the dissertation chair. Based on the student’s interests and the dissertation topic, many students approach other GSE professors to serve as the dissertation advisor, if appropriate.

A dissertation proposal committee is comprised of three academic council faculty members, one of whom will serve as the major dissertation advisor. Whether or not the student’s general program advisor serves on the dissertation proposal committee and later the reading committee will depend on the relevance of that faculty member’s expertise to the topic of the dissertation, and their availability. There is no requirement that a program advisor serve, although very often they do. Members of the dissertation proposal committee may be drawn from other area committees within the GSE, from other departments in the University, or from emeriti faculty. At least one person serving on the proposal committee must be from the student’s area committee (CTE, DAPS, SHIPS). All three members must be on the Academic Council; if the student desires the expertise of a non-Academic Council member, it may be possible to petition. After the hearing, a memorandum listing the changes to be made will be written and submitted with the signed proposal cover sheet and a copy of the proposal itself to the Doctoral Programs Officer.

Review and approval of the dissertation proposal occurs normally during the third year. The proposal hearing seeks to review the quality and feasibility of the proposal. The Second-Year Review and the Proposal Hearing are separate milestones and may not occur as part of the same hearing or meeting.

The student and the dissertation advisor are responsible for scheduling a formal meeting or hearing to review the proposal; the student and proposal committee convene for this evaluative period. Normally, all must be present at the meeting either in person or via conference phone call.

At the end of this meeting, the dissertation proposal committee members should sign the Cover Sheet for Dissertation Proposal and indicate their approval or rejection of the proposal. This signed form should be submitted to the Doctoral Programs Officer. If the student is required to make revisions, an addendum is required with the written approval of each member of the committee stating that the proposal has been revised to their satisfaction.

After submitting the Proposal Hearing material to the Doctoral Programs Officer, the student should make arrangements with three faculty members to serve on their Dissertation Reading Committee. The Doctoral Dissertation Reading Committee form should be completed and given to the Doctoral Programs Officer to enter in the University student records system. Note: The proposal hearing committee and the reading committee do not have to be the same three faculty members. Normally, the proposal hearing precedes the designation of a Dissertation Reading Committee, and faculty on either committee may differ (except for the primary dissertation advisor). However, some students may advance to Terminal Graduate Registration (TGR) status before completing their dissertation proposal hearing if they have established a dissertation reading committee. In these cases, it is acceptable for the student to form a reading committee prior to the dissertation proposal hearing. The reading committee then serves as the proposal committee.

The proposal and reading committee forms and related instructions are on the GSE website, under current students>forms.

Printing Credit for Use in GSE Labs

Upon completion of their doctoral dissertation proposal, GSE students are eligible for a $300 printing credit redeemable in any of the GSE computer labs where students are normally charged for print jobs. Only one $300 credit per student will be issued, but it is usable throughout the remainder of her or his doctoral program until the balance is exhausted. The print credit can be used only at the printers in Cubberley basement and CERAS, and cannot be used toward copying.

After submitting the signed dissertation proposal cover sheet to the Doctoral Programs Officer indicating approval (see above), students can submit a HELP SU ticket online at helpsu.stanford.edu to request the credit. When submitting the help ticket, the following should be selected from the drop-down menus for HELP SU:

Request Category :  Computer, Handhelds (PDAs), Printers, Servers Request Type :  Printer Operating System : (whatever system is used by the student, e.g., Windows XP.)

The help ticket will be routed to the GSE's IT Group for processing; they will in turn notify the student via email when the credit is available.

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Handbook Contents

• Timetable for the Doctoral Degree
• Degree Requirements
• Registration or Enrollment for Milestone Completion
• The Graduate Study Program
• Student Virtual and Teleconference Participation in Hearings
• First Year (3rd Quarter) Review
• Second Year (6th Quarter) Review
• Committee Composition for First- and Second-Year Reviews
• Advancement to Candidacy
• Academic Program Revision
• Dissertation Content
• Dissertation Reading Committee
• University Oral Examination
• Submitting the Dissertation
• Registration and Student Statuses
• Graduate Financial Support
• GSE Courses
• Curriculum Studies and Teacher Education (CTE)
• Developmental and Psychological Sciences (DAPS)
• Learning Sciences and Technology Design (LSTD)
• Race, Inequality, and Language in Education (RILE)
• Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS)
• Contact Information
• Stanford University Honor Code
• Stanford University Fundamental Standard
• Doctoral Programs Degree Progress Checklist
• GSE Open Access Policies

PhD students, please contact

MA POLS and MA/PP students, please contact

EDS, ICE/IEPA, Individually Designed, LDT, MA/JD, MA/MBA students, please contact

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• Knowledge Base
• Dissertation

What Is a Dissertation? | Guide, Examples, & Template

A dissertation is a long-form piece of academic writing based on original research conducted by you. It is usually submitted as the final step in order to finish a PhD program.

Your dissertation is probably the longest piece of writing you’ve ever completed. It requires solid research, writing, and analysis skills, and it can be intimidating to know where to begin.

Your department likely has guidelines related to how your dissertation should be structured. When in doubt, consult with your supervisor.

You can also download our full dissertation template in the format of your choice below. The template includes a ready-made table of contents with notes on what to include in each chapter, easily adaptable to your department’s requirements.

Download Word template Download Google Docs template

• In the US, a dissertation generally refers to the collection of research you conducted to obtain a PhD.
• In other countries (such as the UK), a dissertation often refers to the research you conduct to obtain your bachelor’s or master’s degree.

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Table of contents

Dissertation committee and prospectus process, how to write and structure a dissertation, acknowledgements or preface, list of figures and tables, list of abbreviations, introduction, literature review, methodology, reference list, proofreading and editing, defending your dissertation, free checklist and lecture slides.

When you’ve finished your coursework, as well as any comprehensive exams or other requirements, you advance to “ABD” (All But Dissertation) status. This means you’ve completed everything except your dissertation.

Prior to starting to write, you must form your committee and write your prospectus or proposal . Your committee comprises your adviser and a few other faculty members. They can be from your own department, or, if your work is more interdisciplinary, from other departments. Your committee will guide you through the dissertation process, and ultimately decide whether you pass your dissertation defense and receive your PhD.

Your prospectus is a formal document presented to your committee, usually orally in a defense, outlining your research aims and objectives and showing why your topic is relevant . After passing your prospectus defense, you’re ready to start your research and writing.

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The structure of your dissertation depends on a variety of factors, such as your discipline, topic, and approach. Dissertations in the humanities are often structured more like a long essay , building an overall argument to support a central thesis , with chapters organized around different themes or case studies.

However, hard science and social science dissertations typically include a review of existing works, a methodology section, an analysis of your original research, and a presentation of your results , presented in different chapters.

Dissertation examples

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

• Example dissertation #1: Heat, Wildfire and Energy Demand: An Examination of Residential Buildings and Community Equity (a dissertation by C. A. Antonopoulos about the impact of extreme heat and wildfire on residential buildings and occupant exposure risks).
• Example dissertation #2: Exploring Income Volatility and Financial Health Among Middle-Income Households (a dissertation by M. Addo about income volatility and declining economic security among middle-income households).
• Example dissertation #3: The Use of Mindfulness Meditation to Increase the Efficacy of Mirror Visual Feedback for Reducing Phantom Limb Pain in Amputees (a dissertation by N. S. Mills about the effect of mindfulness-based interventions on the relationship between mirror visual feedback and the pain level in amputees with phantom limb pain).

The very first page of your document contains your dissertation title, your name, department, institution, degree program, and submission date. Sometimes it also includes your student number, your supervisor’s name, and the university’s logo.

Read more about title pages

The acknowledgements section is usually optional and gives space for you to thank everyone who helped you in writing your dissertation. This might include your supervisors, participants in your research, and friends or family who supported you. In some cases, your acknowledgements are part of a preface.

Read more about acknowledgements Read more about prefaces

The abstract is a short summary of your dissertation, usually about 150 to 300 words long. Though this may seem very short, it’s one of the most important parts of your dissertation, because it introduces your work to your audience.

Your abstract should:

• State your main topic and the aims of your research
• Describe your methods
• Summarize your main results
• State your conclusions

Read more about abstracts

The table of contents lists all of your chapters, along with corresponding subheadings and page numbers. This gives your reader an overview of your structure and helps them easily navigate your document.

Remember to include all main parts of your dissertation in your table of contents, even the appendices. It’s easy to generate a table automatically in Word if you used heading styles. Generally speaking, you only include level 2 and level 3 headings, not every subheading you included in your finished work.

Read more about tables of contents

While not usually mandatory, it’s nice to include a list of figures and tables to help guide your reader if you have used a lot of these in your dissertation. It’s easy to generate one of these in Word using the Insert Caption feature.

Read more about lists of figures and tables

Similarly, if you have used a lot of abbreviations (especially industry-specific ones) in your dissertation, you can include them in an alphabetized list of abbreviations so that the reader can easily look up their meanings.

Read more about lists of abbreviations

In addition to the list of abbreviations, if you find yourself using a lot of highly specialized terms that you worry will not be familiar to your reader, consider including a glossary. Here, alphabetize the terms and include a brief description or definition.

Read more about glossaries

The introduction serves to set up your dissertation’s topic, purpose, and relevance. It tells the reader what to expect in the rest of your dissertation. The introduction should:

• Establish your research topic , giving the background information needed to contextualize your work
• Narrow down the focus and define the scope of your research
• Discuss the state of existing research on the topic, showing your work’s relevance to a broader problem or debate
• Clearly state your research questions and objectives
• Outline the flow of the rest of your work

Everything in the introduction should be clear, engaging, and relevant. By the end, the reader should understand the what, why, and how of your research.

Read more about introductions

A formative part of your research is your literature review . This helps you gain a thorough understanding of the academic work that already exists on your topic.

Literature reviews encompass:

• Finding relevant sources (e.g., books and journal articles)
• Assessing the credibility of your sources
• Critically analyzing and evaluating each source
• Drawing connections between them (e.g., themes, patterns, conflicts, or gaps) to strengthen your overall point

A literature review is not merely a summary of existing sources. Your literature review should have a coherent structure and argument that leads to a clear justification for your own research. It may aim to:

• Address a gap in the literature or build on existing knowledge
• Take a new theoretical or methodological approach to your topic
• Propose a solution to an unresolved problem or advance one side of a theoretical debate

Read more about literature reviews

Theoretical framework

Your literature review can often form the basis for your theoretical framework. Here, you define and analyze the key theories, concepts, and models that frame your research.

Read more about theoretical frameworks

Your methodology chapter describes how you conducted your research, allowing your reader to critically assess its credibility. Your methodology section should accurately report what you did, as well as convince your reader that this was the best way to answer your research question.

A methodology section should generally include:

• The overall research approach ( quantitative vs. qualitative ) and research methods (e.g., a longitudinal study )
• Your data collection methods (e.g., interviews or a controlled experiment )
• Details of where, when, and with whom the research took place
• Any tools and materials you used (e.g., computer programs, lab equipment)
• Your data analysis methods (e.g., statistical analysis , discourse analysis )
• An evaluation or justification of your methods

Read more about methodology sections

Your results section should highlight what your methodology discovered. You can structure this section around sub-questions, hypotheses , or themes, but avoid including any subjective or speculative interpretation here.

Your results section should:

• Concisely state each relevant result together with relevant descriptive statistics (e.g., mean , standard deviation ) and inferential statistics (e.g., test statistics , p values )
• Briefly state how the result relates to the question or whether the hypothesis was supported
• Report all results that are relevant to your research questions , including any that did not meet your expectations.

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

Your discussion section is your opportunity to explore the meaning and implications of your results in relation to your research question. Here, interpret your results in detail, discussing whether they met your expectations and how well they fit with the framework that you built in earlier chapters. Refer back to relevant source material to show how your results fit within existing research in your field.

Some guiding questions include:

• What do your results mean?
• Why do your results matter?
• What limitations do the results have?

If any of the results were unexpected, offer explanations for why this might be. It’s a good idea to consider alternative interpretations of your data.

Read more about discussion sections

Your dissertation’s conclusion should concisely answer your main research question, leaving your reader with a clear understanding of your central argument and emphasizing what your research has contributed to the field.

In some disciplines, the conclusion is just a short section preceding the discussion section, but in other contexts, it is the final chapter of your work. Here, you wrap up your dissertation with a final reflection on what you found, with recommendations for future research and concluding remarks.

It’s important to leave the reader with a clear impression of why your research matters. What have you added to what was already known? Why is your research necessary for the future of your field?

Read more about conclusions

It is crucial to include a reference list or list of works cited with the full details of all the sources that you used, in order to avoid plagiarism. Be sure to choose one citation style and follow it consistently throughout your dissertation. Each style has strict and specific formatting requirements.

Common styles include MLA , Chicago , and APA , but which style you use is often set by your department or your field.

Create APA citations Create MLA citations

Your dissertation should contain only essential information that directly contributes to answering your research question. Documents such as interview transcripts or survey questions can be added as appendices, rather than adding them to the main body.

Read more about appendices

Making sure that all of your sections are in the right place is only the first step to a well-written dissertation. Don’t forget to leave plenty of time for editing and proofreading, as grammar mistakes and sloppy spelling errors can really negatively impact your work.

Dissertations can take up to five years to write, so you will definitely want to make sure that everything is perfect before submitting. You may want to consider using a professional dissertation editing service , AI proofreader or grammar checker to make sure your final project is perfect prior to submitting.

After your written dissertation is approved, your committee will schedule a defense. Similarly to defending your prospectus, dissertation defenses are oral presentations of your work. You’ll present your dissertation, and your committee will ask you questions. Many departments allow family members, friends, and other people who are interested to join as well.

After your defense, your committee will meet, and then inform you whether you have passed. Keep in mind that defenses are usually just a formality; most committees will have resolved any serious issues with your work with you far prior to your defense, giving you ample time to fix any problems.

As you write your dissertation, you can use this simple checklist to make sure you’ve included all the essentials.

Checklist: Dissertation

My title page includes all information required by my university.

I have included acknowledgements thanking those who helped me.

My abstract provides a concise summary of the dissertation, giving the reader a clear idea of my key results or arguments.

I have created a table of contents to help the reader navigate my dissertation. It includes all chapter titles, but excludes the title page, acknowledgements, and abstract.

My introduction leads into my topic in an engaging way and shows the relevance of my research.

My introduction clearly defines the focus of my research, stating my research questions and research objectives .

My introduction includes an overview of the dissertation’s structure (reading guide).

I have conducted a literature review in which I (1) critically engage with sources, evaluating the strengths and weaknesses of existing research, (2) discuss patterns, themes, and debates in the literature, and (3) address a gap or show how my research contributes to existing research.

I have clearly outlined the theoretical framework of my research, explaining the theories and models that support my approach.

I have thoroughly described my methodology , explaining how I collected data and analyzed data.

I have concisely and objectively reported all relevant results .

I have (1) evaluated and interpreted the meaning of the results and (2) acknowledged any important limitations of the results in my discussion .

I have clearly stated the answer to my main research question in the conclusion .

I have clearly explained the implications of my conclusion, emphasizing what new insight my research has contributed.

I have provided relevant recommendations for further research or practice.

If relevant, I have included appendices with supplemental information.

I have included an in-text citation every time I use words, ideas, or information from a source.

I have listed every source in a reference list at the end of my dissertation.

I have consistently followed the rules of my chosen citation style .

I have followed all formatting guidelines provided by my university.

Congratulations!

The end is in sight—your dissertation is nearly ready to submit! Make sure it's perfectly polished with the help of a Scribbr editor.

If you’re an educator, feel free to download and adapt these slides to teach your students about structuring a dissertation.

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Planning a dissertation: the dos and don’ts

(Last updated: 20 December 2023)

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Your professor has told you that you must write a dissertation to complete your degree. At this point, you may begin to panic. What is a dissertation? It sounds difficult, or like a massive project that is going to require considerable organisation. For the typical undergraduate, who may be prone to procrastination, a dissertation requires not only the creation of a large piece of writing, but it also may require research to be conducted, data to be analysed, and an extensive bibliography to be compiled. That's why being thorough with your dissertation plan is essential. Starting with the initial phases of the dissertation and working through to the final stages of proofreading, this post should offer you a few tips and tricks for success along with some common mistakes to avoid.

Why do I need to do a dissertation?

The whole point of a dissertation is to convince your professor that you are a competent researcher. This can be challenging, because it is likely that this is your first real experience with research and the first time you will have to attempt a piece of research to this scale of magnitude. Becoming a competent researcher means you have to demonstrate proficiency in each of the phases of your dissertation. The following tale represents the typical path of the "Dissertation Life Cycle."

To complete the various stages of the Dissertation Life Cycle you are going to need to demonstrate a certain level of proficiency in all of these skills. You should know that while on paper, this life cycle follows a straightforward path; such is rarely the case in real life. Although you may think your dissertation plan is thorough and comprehensive, you should be prepared to modify and change your plans as challenges arise. There will also be the need to go back and modify previous parts. For example, while you might write the literature review first, this will likely require modification after you complete the data analysis for your study.

Managing your time and staying organised

An essential component of producing a great dissertation plan is good time management. You must be able to manage your time effectively. This can be done through the adoption of two specific time management strategies: the macro-management of time, and the micro-management of time. Macro-management equates to the bigger picture; you should be able to make well-informed estimates about how long it is going to take you to complete each section. Basically, to do this, you need to work backwards from the final submission date, creating a time framework. No dissertation is the same, so the amount of time that you spend on each section will vary from that of your peers. This is contrasted with micro-management, which examines the finer details of the dissertation, for example through the division of a chapter into subsections. As an example, you might allow yourself four weeks to write the literature review using the macro approach to time management. The micro approach would mean that your literature review might be divided into four subsections, a week devoted to each of those.

Time management goes hand in hand with organisation and you are going to require excellent organisational skills as you work to complete your dissertation. Organisation is not just about the writing. You are initially going to need to organise a number of meetings with your supervisor as you begin the dissertation process. As your dissertation is going to be different than that of your peers, it is your responsibility to come to the meeting with a plan in mind so that you can use the time you have effectively and efficiently.

"You must be able to manage your time effectively. But if you do fall behind schedule, do not despair. At the undergraduate level there are usually ample opportunities for you to make up time."

In addition to meetings with your supervisor, you are also going to have to arrange meetings and/or other activities with your participants. This might include the scheduling of interviews , the arrangement of observations, etc. You may also need to account for time that you will spend attending the library, searching for sources, and reading key materials. All of this requires you to be organised and to act in a methodical way.

If you do fall behind schedule, do not despair. At the undergraduate level there are usually ample opportunities for you to make up time. The project is rarely long enough for you to go completely off the rails. If you know that you are not a particularly organised person or that you struggle with time management skills, you may benefit from the use of a professional project management tool such as Trello or Asana.

Listen up: be social

To produce the best dissertation plan possible, there are other key skills that you are going to need to employ. Two that are going to be essential at the start are your listening and social skills. Listening skills come into play as you begin to work with your supervisor. At the undergraduate level, they are likely going to be somehow involved in the assessment of your written work, so if you can identify what exactly they are expecting of you, you are going to be in a better position to succeed. This includes making sure that you not only understand the directions, but that you take into consideration any feedback they are providing you as you progress throughout your project.

When your professor makes a suggestion about your work, they are typically expecting you to change it to align with their requests. You should attempt to do this in all possible cases, and if you want to disagree, you must have an appropriate justification as to why you wish to do so. In addition to listening, you need to be able to get on well with others. This means that you will need to employ appropriate strategies during both email and oral communication. This is a skill that is not only necessary when speaking with your professor, but also relates to working with other students, with your participants, and with administrators.

What other skills will I need?

Below is a list of skills and qualities that you might need to adopt in order to complete your dissertation well:

Meetings with your supervisor

Now that you have a basic understanding of the skills you need, we can consider the finer points of your dissertation. One of these is understanding how to take advantage of the meetings you have with your supervisor.

Preparing for the meetings

Meetings that are well crafted generally offer better opportunities for you to advance with your dissertation. It is very common (and something you want to avoid) for students to arrive at the first meeting with the supervisor with no real idea about what they want to study. Instead, they ask the supervisor for ideas or inspiration on what they might do. This generally sets a bad impression; your supervisor can help you shape your initial ideas, but ultimately you want the ideas to be yours. In some instances, your supervisor may provide you with a topic or title, but this approach (which you may like in the beginning) can be difficult at later stages when you realise that your understanding of the topic is limited. Going back to the skills and qualities described above, if you fail to understand the topic, you are less likely to be motivated and confident when completing the work.

"Take advantage of the meetings you have with your supervisor. Meetings that are well crafted generally offer better opportunities for you to advance with your dissertation."

After you have scheduled your first meeting with your supervisor, ensure that you attend the meeting well equipped with both questions and a means to record the responses (e.g. laptop or pen & paper). In this initial meeting, you should be able to clearly state your area of study, overall aim, your objectives (related to the aim), and a rationale for the topic you have selected. You may also wish to call up some preliminary research studies related to your topic in order to demonstrate that you have taken the notion of this research project seriously and truly understand what it is you want to do.

During this first meeting, your supervisor is looking for the intended focus of your research, clarity of your objectives and that the objectives are achievable within the timescale. You should be posing these questions to your supervisor (e.g. are my objectives clear?).

This is also true for future meetings. It is important that you send your supervisor your work in progress prior to the meeting that you have scheduled. You can do this by email. Ensure that your email is properly formatted with detailed information and instructions that you would like your supervisor to consider. Make sure that you identify who you are, what the new work is that you are submitting, and what you would like the supervisor to do with it. Avoid sending the work at the last minute. Your supervisor is likely to have many different things on the go and so sending them work only 24 hours in advance is not appropriate. If you are unsure about how much in advance to send the information, you should clarify this with your supervisor.

Maximising the benefits of the meetings

A supervisory session should be more than just a question and answer session where your supervisor asks you questions and you answer them. This would constitute two monologues, but does not achieve the dialogue that is needed for effective communication. Your supervisor is looking to determine how your work is moving forward and to address any issues that s/he thinks are arising as a result of your project. It may be helpful for you to begin with a summary of what you have achieved followed by any issues that are currently concerning you. These meetings should be seen as opportunities to gauge how your supervisor is feeling about your work and as a way to seek corrective action when necessary. Any feedback that you get from your supervisor can be turned into additional marks and grades. Building a rapport with your supervisor is essential and is best achieved when you arrive prepared.

What to avoid

There are a few things that you are going to want to avoid during supervisions. The first is missing the meeting entirely. If you cannot make a meeting with your supervisor, make sure that you email them as soon as you can. In that email make sure that you include a reason and request to make another appointment immediately. Your reasoning for cancelling a meeting should not be due to the fact that you are considerably behind. Putting off the inevitable is never a good thing and you are better off facing the music. Obviously all of this is just considered good manners, so keep this in mind.

Finally, you are going to want to avoid walking into a meeting and uttering the phrase “I can’t find anything on this subject!” The first thing that your professor is likely to do is to plug your topic into Google and come back with thousands of hits on what you just said did not exist. Professors hear this phrase every year, and generally they tend to equate it with laziness on the part of the student and a lack of serious commitment.

"You become the content expert, while your supervisor becomes a guide to keep you on the right track. It requires effort on both parties, but it puts you in the driving seat."

Most students, at least upon first encounter with their supervisor, lack the ability to focus and to ‘run’ the meeting. Remember that your supervisor may not be as passionate about the topic as you are and thus, you may have done more reading than they have on your topic. Through this, you become the content expert, while your supervisor becomes a guide to keep you on the right track. It requires effort on both parties, but it puts you in the driving seat. This might be a new feeling for you, as you may have always felt like the supervisor is the one in charge. Making this transition will better prepare you for graduate school or any future research work that you may wish to undertake.

Where do I find resources and what is considered scholarly?

Finding the literature to become that content expert can be a challenge, especially if you don’t know where to look. It is in your best interest to use your school library to its full advantage. This includes not only borrowing books, but also using the ample online resources that are provided to you through your institution. The material you require is not simply going to appear in front of you. You are going to have to look for it . It may be easier for you to begin with a more random or general search. This can be done using sites such as Google Scholar (scholar.google.com). Remember, however that not everything that Google Scholar finds is of the same quality and if you choose to use this site, you must consider what is scholarly and what is not.

Defining scholarly is, perhaps, a somewhat challenging thing to do, as it is a sort of grey area. Generally, in an academic sense, if an article is published in a peer-reviewed journal, it is typically considered to be scholarly. That does not mean that anything else is ‘not scholarly’, but you must use your own judgement to make that determination. In addition, you must be able to differentiate between primary and secondary sources. While both types of sources are likely to be appropriate at the undergraduate level, you are better off to use more primary than secondary sources. Primary sources are classified as original documents with first hand evidence about an event, object, person, or work of art. Things you read in a scholarly book or journal article directly would be primary, as are interviews, fieldwork, communications by email, and empirical studies. Secondary sources describe or discuss the primary sources. Typically, these include things like newspaper articles, popular magazines, book reviews, or articles in journals that discuss someone else’s work. While both are useful, it is up to you to decide which are most appropriate.

Think critically and consider all your options

Finding sources is sort of like being a detective. In this case, you begin with some questions (in this case research questions or research objectives) that you want answered. You then search for clues as to how to answer these questions within the literature. You then get rid of any information that is irrelevant and use the information that you do find to lead you to other sources. This can be done by using the references of one article to lead you to the next one. Once you have enough ‘clues’ you can then construct a case based on evidence and explain the points as you see them. One way that you can get help with this whole process is by utilising your school librarian. Often there are librarians within the institution that specialise in the subject matter that you are studying. By approaching these librarians, you can often find better ways to search or strategies to locate sources that end up being key components in your research. Check out what your library has to offer and what resources are available.

How many sources should I use?

There is no corresponding number of sources that should appear in your dissertation. Obviously, your list will be extensive, but it also must be balanced. If you use too few sources, your argument may not appear convincing; if you use too many, your argument may be lost because there is no room for you to insert any of your own thoughts or demonstration of criticality. It is up to you to find that balance. In addition, the quality of the sources that you use matters. Using research from decades ago may not be beneficial in the current times, especially if you are focusing on an area that has rapidly changed (e.g. technology, education, etc.).

The literature review

It’s important to consider your reader as you craft your literature review . It may be beneficial for you to start by reminding the audience of your research objectives. That way, the reader is then better able to understand how it relates to your project. One common mistake that students often make is just jumping from one study they have read to the next - without warning. Providing your reader with an outline at the beginning of the chapter and including your own critical thought shows the reader that you are on the right track and gives them an idea about what to expect.

The common mistake described above often occurs because there has been a lack of planning. Students typically just sit down to write the literature review and find the material as they go. This then offers a very fragmented chapter. While creating a detailed outline is essential, so is the organisation of the literature. As suggested above, perhaps you have a literature review with four sections. You may, in a separate document want to collate and keep track of the useful sources you have found for each section. In these notes, you should maintain the citation of the source, a few notes on the summary, and how it might be useful.

It may also be beneficial to colour code these citations to the section to which they pertain. An example might look like:

Organising your notes and research

How you organise your notes is completely up to you. It really depends on what type of person you are. Some people like to organise their notes in a linear way; others want to organise by colour. Some people write detailed notes, others write very scarce notes and go back to the original article. Regardless of the type of person you are, some sort of organisation is going to be essential. Try a few different strategies to begin and see what works best for you.

Organisation of your sources and good citation is going to be important in the note taking process because you will need to cite these sources within your paper. Learn (if you do not know already) which referencing style is expected within your academic discipline. The above example uses APA, but there are many other referencing styles. You should apply this style throughout your paper. In the actual paper, you are usually going to require page numbers when you employ direct quotes, and sometimes when you paraphrase/summarize. Keep this in mind as you are taking your notes. For example, you could write ‘particularly useful quote on p. 166 about student mistakes in the dissertation.’ Then, you would know where to look in the original article to find the quote. Remember that quotes are only useful in moderation - you don’t want a dissertation filled with them. It is also essential that you provide critical insight into the quote you are using, so quotes should never appear at the end of a paragraph.

Research Strategy

At the same time that you are writing about your literature, or possibly just after you have finished, you are going to need to consider planning for your primary research . The dissertation is usually under a fairly tight timeline and so getting these aspects organised early on can save you some struggles as you progress through the dissertation.

You are initially going to need to come up with a research strategy. This strategy is a description of how you are going to implement the research within your own study. It's an essential component of your project, but not something that is going to require a detailed review of general research strategies. This is a common mistake by students who often spend a lot of time discussing all research strategies, rather than focusing on the one that they have chosen and the justification for this choice.

Research instruments

Once you have established a research strategy, you are going to need to consider what types of research instruments you are going to need to use - and how those research instruments are going to come about (i.e. are you going to create one, or are you going to use one that has been used in previous research). If you are creating a questionnaire for example, and you decide to create your own, you are likely going to need to pilot the questionnaire to determine whether or not your questions make sense. This can add additional time to the dissertation process, and so should be factored into your plan. Questionnaires, while a common tool among students, are generally not enough to stand alone as a research instrument. Quite commonly, students will use two or more research instruments.

Another common instrument is the interview. Planning for interviews has several challenges:

First, you must find a time and a location to hold the interview. Generally, this space is a quiet one, like an office or library study room. As an undergraduate student, you may not have access to these spaces at all times and so coordinating your interview participant with time available can be logistically challenging. Once you have secured a location and time for your interview, you must also be aware that other challenges may arise. Interviewees may cancel at the last minute or they may run late. It is your job, as a researcher, to try your best to accommodate their situations, as it is likely they are volunteering to participate in your study. You want to set your interviews up well in advance, but perhaps not too far in advance that people will forget. A reminder email or phone call to your interview subjects can be particularly beneficial in getting them there on time and to the correct location.

The home straight: editing and proofreading

The logistics of planning your research can be challenging; from finding the right sources to scheduling interviews, there are many things to consider. One aspect of the writing process that students often fail to consider is the editing and proofreading process. Editing occurs when you need to make considerable changes to parts of your dissertation because they are no longer relevant, or because you need to add/remove words. Sometimes, when students write, the editing process can be a real challenge because it is difficult to cut out words that you have spent considerable time writing. Remember, however, that it is the final mark that counts and having irrelevant information in the dissertation is going to harm you more than it is going to benefit you.

Proofreading is also essential. This is the final stage in your dissertation and considers aspects of grammar, spelling and punctuation. It often takes much longer than you initially anticipate because it is best to do it in short chunks, so you don’t get distracted. There are also additional difficulties with the proofreading process; often because you are so familiar with the work itself, you skip over errors. For example, errors such as using ‘form’ instead of ‘from’ or using the wrong version of ‘there/their/they’re’ can make your work seem unpolished, but it is easy to do.

For some students, it is better to get someone else to proofread your work . Not only can a third party comment on spelling, grammar, and punctuation, but they can also identify areas that come across as unclear. You may need to pay for a proofreading service - that is unless you have a parent or friend who is willing and able to help you out. When selecting a proofreading service, ensure that you pick one that is reputable - this is your final opportunity to make changes and you want the best possible outcome.

To summarise

Remember that dissertation writing is a challenging part of your undergraduate degree but with the right planning and strategies, you can be very successful. It is essential that you select a topic that is interesting to you from the outset, as long as it is related to your academic discipline. Further, you must ensure that you make a good first impression with your supervisor and that you utilize all the resources that you have available to you.

By reading this post, you are starting out well. Learn to develop the time-management, organisational and confidence-based skills for dissertation writing in your quest for success!

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Preparing for your Thesis or Dissertation Defense

The Graduate College requires a final oral examination (also called a defense) for all master’s and doctoral students who are completing a thesis or dissertation as a culminating activity. Please consult the Graduate Catalog for a complete reference of regulations pertaining to the defense. This checklist is designed to be a helpful guide as you plan for your defense.

• Members of the Defense Committee – Ensure that your Defense Committee is identical to your Supervisory Committee as listed on your Appointment of Supervisory Committee Form .
• Set Time and Place –   Work with your advisor or program coordinator to set a time and place for your defense. Schedule your defense as soon as reasonable to ensure you are able to provide your committee enough time to review your work and to ensure you will be able to meet all deadlines from your department and the Graduate College.
• Defense Notice –  Complete and submit the Graduate Defense Notification Form .  Announcement of the public presentation to the university community is required and should precede the presentation by at least two weeks.
• Remote Link – It is becoming more common for faculty members and external examiners serving on defense committees to participate using a remote link, such as via Skype.
• Distribute Copies –  Provide copies of your completed thesis/dissertation to the members of your committee as required by your department, typically at least two weeks prior to your defense. (Consult with your department for exact requirements regarding the time needed for review by the committee and advisor prior to the defense date.)
• Approval Pages –  Prepare the Defense Committee Approval to bring with you to your defense.  Use the appropriate template ( Defense Committee Approval – THESIS OR Defense Committee Approval – DISSERTATION ) to prepare the Defense Committee Approval page to exact specifications.  Print one copy on standard white paper and bring to your defense. Your committee must sign in blue or black ink.

Bayside community ramps up opposition to City of Yes housing plan as city council vote nears

A residential street in Bayside was closed on Monday evening to accommodate the substantial crowd of residents who showed up in opposition to the City of Yes initiative. 

In northeast Queens, elected officials and residents gathered once again to make a strong statement in opposition to the plan’s housing component, which seeks to build “a little more housing in every neighborhood” by reducing zoning restrictions. The residents say the planned changes are anything but modest—despite city officials claiming otherwise.

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The mayor’s administration argues that increasing each neighborhood’s density is necessary to respond to the current housing crisis and will not change the character of each area. However, critics of the proposal, particularly homeowners who reside in more suburban areas, say the broad-stroke approach attacks their way of life and would adversely alter their neighborhoods. 

“We’ve chosen this neighborhood to illustrate the problem. We know that our neighborhoods can’t handle this increase in density,” said Assembly Member Ed Braunstein . “Can you imagine on every corner, we’re going to have a 3-story apartment building. And then every single house here will have an 800-square-unit mini house built in their yard. Can you imagine what the parking would be like in this community if we more than doubled the amount of people living on every block.”

Over 100 local homeowners rallied with signs on 212th Street and 38th Avenue in the Bellcourt section of Bayside. The area falls within one of the proposed Transit-Oriented Development zones , regions within a half-mile of public transportation where 3-5 story apartment buildings would be “re-legalized.” The change also aims to limit the need for car ownership. 

The City Planning Commission is scheduled to vote on the plan on Sept. 25. Then, there will be a 50-day modification period before the full city council puts the proposal up for a vote.

“This is a sledgehammer solution which really requires a scalpel. Every neighborhood is different, and you cannot treat this like a one-size-fits-all solution,” said Council Member Linda Lee . 

Lee and Bayside Council Member Vickie Paladino were early critics of the plan and have said they will not vote for the City of Yes. 

“They are ramming this through like a freight train. This is a calculated effort to destroy the character of our districts. No one is immune,” said Paladino. 

When the City Planning Commission presented the plan to every community board earlier in the year, 12 out of 14 boards in Queens voted against it. The communities supporting the plan reside in the more urban areas of western Queens, where significant housing growth is already underway. 

“We have apartments in downtown Jamaica that aren’t even filled yet, and we’re still pushing the City of Yes. Fill those apartments first,” said Rev. Carlene O. Thorbs, Chairperson of Community Board 12 in southeast Queens. 

In addition to building apartment buildings among single-family homes, a major component of the plan will allow Accessory Dwelling Units (ADUs) , which could be basement, attic or garage apartments, to be added to existing properties. The plan also eliminates parking mandates for new construction and prioritizes building around train stations. 

Several elected officials pointed out that they thought the fight against rezoning was over after successfully defeating a similar housing proposal introduced by Gov. Kathy Hochul last year. And longtime residents of eastern Queens said this plan reminded them of another citywide rezoning plan almost two decades ago. 

In 2005, Bellcourt was zoned R2A, which limits new construction to single-family homes of a specific size. Commercial areas like Bell Boulevard and Northern Boulevard were rezoned to R6B, permitting apartment buildings up to six stories to be built.

“When they said we’re going to upzone certain parts and we’re going to protect your neighborhood, we accepted that because they protected our homes with R2A,” said Community Board 11 Chairperson Paul DiBenedetto. “Now they came back and they’re gonna tear it all down.” 

A Fresh Meadows resident and member of Community Board 8 evoked a similar sentiment to QNS after the rally when recalling past rezoning: “We were guaranteed that we would be protected.” 

“I’ve been living in my house for 46 years, and it’s at risk of being destroyed,” said Maria DeInnocentiis. “Why should I have to leave for a developer to make money.” 

Paul Graziano, a city planner who has been attending community board and civic group meetings to inform residents of the plan’s potential impact, also spoke at the rally. 

“There’s at least 1,500 units that can be built on Northern Boulevard tomorrow. We built in those areas for growth to protect what we have outside of that,” said Graziano. 

He says that the population density would almost double if the current R2A zoning of a neighborhood like Bellcourt were thrown out. Bellcourt has 420 homes, only 50 of which are two-family. Graziano said the number would rise to 900 units, generated with just the transit-oriented development component and not including potential ADUs. 

Some officials point out that the Uniform Land Use Review Procedure , known as ULURP, would cease to exist under the plan. Rezoning decisions currently fall to the community boards and city council members. 

“There will be no ULURP. There will be no community input. Everything will be done behind closed doors. But they will meet with the developers because this is a gift to the developers,” said Warren Schreiber , who heads the Queens Civic Congress . 

He added in a statement, “ Residents should have a meaningful say in the developments that affect their neighborhoods, and sidelining their voices erodes public trust in our government.”

Even the area’s congressional representatives have expressed opposition to the plan. Rep. Tom Suozzi sent a representative in person to deliver a statement opposing the plan, and Rep. Grace Meng shared a written statement. 

“While I agree that there is an urgent need to expand affordable housing, we cannot do this without the input of Queens residents,” shared Meng . “There is no one-size-fits-all approach to managing the housing crisis across our city and we need solutions that will allow input from City Council Members and local elected officials to address the unique needs of each community.”

About the Author

Iryna Shkurhan

Iryna is a staff reporter primarily covering eastern Queens.

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Not Pragmatic Or Practical: 15 Opposition Parties Rubbish 'One Nation, One Election' Plan

The Congress has said the plan is not pragmatic or practical. Party chief Mallikarjun Kharge has called it "an attempt to divert the attention of the public".

Fifteen Opposition parties, spearheaded by the Congress, have opposed the "One Nation One Election" proposal, which was green-lighted by the Union cabinet today. The proposal, part of the report of a panel headed by former President Ram Nath Kovind, has been adopted, Union Minister Ashwini Vaishnaw told the media after the cabinet meeting.

"When elections come, they (the BJP) are not getting any issues to raise. So they divert attention from real issues." Mr Kharge said while releasing its manifesto for next month's assembly elections in Haryana.

Later, in a post in Hindi on X, the Congress chief said "One nation, one election" is just BJP tactics to divert attention. "This is against the Constitution, this is contrary to democracy, this is against federalism. The country will never accept this," he said.

"We oppose the idea of One Nation One Election,"said Rashtriya Janata Dal's Manoj Jha. "Ashwini Vaishnaw has said that 80 per cent people supported it during the consultation. We want to know who the 80 per cent people are. Did anyone ask us anything or talk to us?" he added.

"This is a joke. The Election Commission which cannot hold simultaneous elections in four states, is talking about one nation, one election," said Shiv Sena's Thackeray faction leader Aaditya Thackeray

The idea of "One nation one election", which proposes simultaneous Lok Sabha and Assembly elections, is backed by the NDA and many judges of the Supreme Court. Under it, urban body and panchayat polls have to be held within 100 days of the general and state election.

But implementing it would require two-third majority in parliament, since it involves amendment of the constitution. At least six amendments would be required to bring it into effect. After this, it has to be ratified by all states and Union Territories.

While the NDA has a simple majority in both houses of parliament, getting two-thirds majority in either house could prove a challenge. Of the 245 seats in Rajya Sabha, the NDA has 112, the Opposition parties 85. For a two-thirds majority, the government needs at least 164 votes.

Even in the Lok Sabha, the NDA has 292 of 545 seats. The two-thirds majority mark stands at 364.  But the situation could be dynamic, since the majority would be counted only in terms of the members present and voting.

The parties that have traditionally given issue-based support have a handful of MPs too, but it is not yet known which side they will be on now. Earlier, the BJD and the AIADMK had supported the ides.

Naveen Patnaik's Biju Janata Dal and YS Jaganmohan Reddy have been routed in the elections in Odisha and Andhra Prsdeh -- one by the BJP and the other by BJP ally Chandrababu Naidu's Telugu Desam Party.

The BJD has 7 MPs in Rajya Sabha, the YSRCP 9 in the Rajya Sabha and the four in the Lok Sabha. The AIADMK has only four MPs in the Upper House.

After clearing all the hurdles, the law can be put in place. But the government, in the meantime also has to create bipartisan support and a  countrywide narrative. Its implementation can only be done after 2029, the Kovind report has recommended.

Several earlier pitches for "One Nation One Election" have fallen through after the opposition refused to back the idea, contending that it was anti-democratic, against the Constitution and impractical. The CPM has alleged that the government is trying to replace parliamentary democracy by slipping in a Presidential form of government "through the back-door".

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Prime Minister Narendra Modi, an enthusiastic votary of the One Nation One Election idea, had said this was not a matter of debate, but a "need for India".

"Elections are held at different places every few months. The effect it has on development work is known to all. This issue needs to be studied and presiding officers can be guiding force for it," he said earlier.

Track Budget 2023 and get Latest News Live on NDTV.com.

Track Latest News Live on NDTV.com and get news updates from India and around the world .

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The Conflict Thesis Reimagined: From Theological Reform to Secular Weapon

by James Ungureanu September 17, 2024

R ecent scholarship on the so-called conflict between science and religion has revisited the reception of John William Draper’s History of the Conflict Between Religion and Science (1875) and Andrew Dickson White’s A History of the Warfare of Science with Theology in Christendom (1896). [1] Indeed, contrary to common perception, Draper and White did not frame science and religion as inherently antagonistic; their positions were far more complex and nuanced.

This complexity is reflected in the diverse public responses to their works, where three predominant patterns emerge. [2] First, the more liberal press heralded Draper and White’s narratives as facilitating a “new Reformation.” They viewed the conflict rhetoric as instrumental in advocating for a distinction between religion and theology, and as a necessary step towards aligning faith with modernity.

In contrast, orthodox religious critics found such separation untenable. For them, faith was inseparable from doctrinal foundations, and they regarded Draper and White’s approach as a direct threat to Christianity, condemning their works as historically inaccurate and ideologically dangerous.

Meanwhile, secularists and atheists appropriated Draper and White’s conflict thesis to advance their own agendas. They interpreted it as an indictment of all religious belief, deploying the language of conflict to erode faith entirely, while finding it paradoxical that Draper and White themselves retained religious convictions.

In retrospect, the anxieties of conservative critics were not entirely misplaced. Here I will investigate how early twentieth-century skeptics appropriated and transformed the conflict thesis into a more secular narrative, significantly broadening its influence.

Organized Freethought in Victorian England

Liberal Protestantism, emerging from the Enlightenment and Romanticism, sought to align religion with contemporary values and scientific understanding. However, this modernization often led to a deeper questioning of religion’s relevance. As James Turner noted, religion was increasingly humanized, making it feasible “to abandon God, to believe simply in man.” [3]

While liberal Protestants adapted their faith, skeptics doubted whether religion retained any substantive value. Leslie Stephen, for instance, critiqued Matthew Arnold’s idea of preserving a “sublimated essence of theology,” questioning whether aesthetic judgments could sustain religious belief in the absence of doctrinal foundations. [4] By the late nineteenth century, these theological concessions helped pave the way for organized secularism to gain societal respectability.

Victorian freethought inherited diverse traditions, particularly the Enlightenment’s commitment to reason and Deist principles. In mid-nineteenth-century England, “secularism” emerged as a philosophical movement, deeply influenced by Thomas Paine’s The Age of Reason (1793). Paine denounced the church as enslaving humanity, advocating for faith in reason and a “Religion of Humanity.” His critique of the Bible as inconsistent and mythological laid the groundwork for radical freethought.

Freethought, tracing its roots to English Deists, found resonance with the Protestant Reformation’s spirit of liberating religious thought from clerical authority. [5] Figures like Richard Carlile, Robert Taylor, Robert Owen, and Charles Southwell were key advocates of freethought, pushing for self-improvement, education, and reform. Carlile, imprisoned for reprinting Paine’s The Age of Reason , saw the printing press as a tool to dismantle the “double yoke” of “Kingcraft and Priestcraft,” using publications to rally against religious and political institutions.

As public opinion grew more tolerant and English society became more stable, freethinkers adopted a less combative stance. By mid-century, leading figures institutionalized irreligion on an unprecedented scale, shifting from radical opposition to a broader, more accepted promotion of secularism.

The Rise of Radical Freethought in the Late Nineteenth Century

The late nineteenth century marked a golden age for radical freethought, during which freethinkers celebrated the liberation of humanity from religious constraints. This movement, led by figures such as George Jacob Holyoake, Charles Bradlaugh, Robert G. Ingersoll, and Joseph M. McCabe, extended its influence across both urban and rural areas through tracts, pamphlets, and magazines.

Interestingly, many freethinkers came from liberal Protestant backgrounds. Scholars like Leigh Eric Schmidt and Christopher Grasso have highlighted the complex relationship between American Protestantism and secularism. [6] For instance, Robert Ingersoll, raised by a liberal Presbyterian minister, eventually favored science over religious belief. Similarly, Samuel P. Putnam’s rejection of theism was shaped by liberal religious ideas from figures like Channing and Emerson. Many American Protestants, navigating from liberalism to infidelity, demonstrated the intersection of Protestantism and secularism, revealing a matrix of rivalry, alliance, and opposition.

In Britain, secularism advanced through both secularists and agnostics. As Bernie Lightman observed, while Thomas H. Huxley used agnosticism to distance himself from atheism, secularists increasingly employed the term to articulate atheistic views. Yet secularists recognized the influence of thinkers like Spencer, Huxley, and Tyndall, even as they criticized agnostics and religious liberals for compromising with religion.

Foote’s Freethinker magazine ridiculed agnostics who attended church, and Bradlaugh condemned figures like Huxley and Spencer for “intellectual vacillation” in failing to promote materialism fully. [7] Darwin, too, faced Bradlaugh’s criticism for what was seen as pandering to religious norms, especially in securing his place in Westminster Abbey. [8]

Ultimately, figures like Bradlaugh were perplexed by agnostics who, in their view, remained too closely tied to religious traditions.

Responses from Agnostics and the Evolving Secularist Landscape

Agnostics often responded to critiques with sharp rebuttals. Thomas Huxley, a leading figure in the agnostic movement, expressed disdain for certain elements within the freethought community. He criticized much of its literature, dismissing what he saw as “heterodox ribaldry,” which he found more distasteful than orthodox fanaticism. Huxley argued that attacking Christianity with scurrilous rhetoric was counterproductive, particularly in England, where such methods were outdated. He harbored a “peculiar abhorrence” for Charles Bradlaugh and his associates.

Bernie Lightman has demonstrated that Huxley and his scientific naturalist peers were repelled by Bradlaugh’s coarse atheism. [9] In correspondence with agnostic Richard Bithell, Huxley declined to support Charles Watts, criticizing freethought literature as repetitive and tiresome. He lamented how such works alienated thoughtful readers, noting: “It is monstrous that I cannot let one of these professed organs of Freethought lie upon my table without someone asking if I approve of this réchauffé of Voltaire or Paine.” [10]

Even moderate freethinkers like George Jacob Holyoake faced discrimination from agnostics. Although Holyoake and Herbert Spencer were longtime friends, Spencer refused Holyoake’s proposal to travel together to America in 1882, fearing it would be seen as an endorsement of Holyoake’s ideas.

Despite this, Holyoake remained a central figure among secularists. Raised in a religious household, his path led him through Christian denominations and eventually to freethought and naturalism. Holyoake often referenced his Christian upbringing to bolster his credibility as a freethinker, using his religious past to enhance his standing as a critic of religion. [11]

Holyoake’s Secularism and Its Impact

During his studies, George Jacob Holyoake encountered Robert Owen’s teachings and joined the Owenite movement as a “social missionary.” By 1843, he had taken over The Oracle of Reason and later founded The Reasoner and Herald of Progress , which became one of the longest-running freethought publications. Throughout the 1850s, Holyoake traveled widely, advocating for social reform and engaging in debates with religious opponents.

In 1849, Holyoake designated The Reasoner as “secular,” and in 1851, coined the term “secularism” to describe his freethought philosophy. He saw secularism as focused on this life, differentiating it from atheism by attracting theists and deists while avoiding the negative connotations of atheism. Holyoake’s secularism centered on social reform rather than religious critique, arguing that salvation, if it existed, was achieved through works, not faith. By promoting secularism, Holyoake sought collaboration with Christian liberals to advance rational morality.

In 1855, Holyoake and his brother Austin established a printing house on Fleet Street to distribute secularist literature. As president of the London Secular Society, Holyoake first met Charles Bradlaugh. Unlike Bradlaugh, Holyoake advocated cooperation among unbelievers, deists, and liberal theists to promote social reform, encouraging atheists to collaborate with liberal clergy to bridge the gap between secularists and Christian liberals.

The Watts Legacy and Secular Propaganda

Most importantly, George Jacob Holyoake’s conciliatory approach to secularism was embraced by Charles Watts and his son, Charles Albert Watts. In 1884, Charles Albert took a significant step toward consolidating secularist efforts by publishing the Agnostic Annual , marking a shift toward greater coordination within the secular movement.

The story of the Watts family’s contribution to freethought is well-documented. [12] Charles Watts, originally a Wesleyan minister’s son, became involved with Bradlaugh’s National Reformer before distancing himself after the “Knowlton affair” and aligning with Holyoake’s ethical humanism. By the 1880s, he took over Austin Holyoake’s printing firm and became a leading rationalist publisher. He eventually left the business to his son, Charles Albert, who sought to attract middle-class unbelievers by promoting agnosticism through the Agnostic Annual . Despite an incident where Huxley publicly disavowed any connection to the Annual, Charles Albert’s relationships with scientific naturalists remained intact.

Charles Albert expanded his efforts by publishing The Agnostic and establishing the “Agnostic Temple” in 1885, offering literature and holding meetings grounded in Spencer’s ideas. That same year, he launched Watts’s Literary Guide , a monthly publication catering to working-class and lower-middle-class audiences. The Guide , which eventually became the New Humanist , featured works from notable figures like Spencer, Huxley, Darwin, and Draper, often depicting the conflict between theology and science in dramatic terms.

Charles Albert also established the Propagandist Press Committee to further the distribution of rationalist literature, successfully expanding both the subscriber base and the visibility of secular publications.

Charles Albert Watts and the Rationalist Press Association

By the late nineteenth century, Charles Albert Watts had founded Watts & Co., and in 1899, his group of rationalists formed the Rationalist Press Association (RPA). Evolving from the Propagandist Press Committee, the RPA sought to promote freedom of thought in ethics, theology, and philosophy while advocating secular education and challenging traditional religious creeds. The RPA published books on religion, biblical criticism, and intellectual progress, emphasizing the perceived conflict between science and religion and advocating secular moral instruction.

The RPA featured works from key figures like Joseph McCabe and John M. Robertson. McCabe, a former Jesuit and prolific author, predicted the downfall of Christianity through scientific naturalism and biblical criticism. His Biographical Dictionary of Modern Rationalists celebrated Draper and White, though he acknowledged that both were theists. McCabe viewed Draper’s work as rationalist literature and praised White’s contribution to rationalism while noting his aim to purify, rather than destroy, Christianity. [13]

John M. Robertson, in his History of Freethought in the Nineteenth Century (1929), referred to Draper’s Intellectual Development as a key contribution to rationalist culture. He argued that Draper’s theism was likely a result of social pressure but acknowledged the naturalistic approach in his work. [14] Other secularists like Joseph Mazzini Wheeler and Samuel P. Putnam similarly recognized Draper and White as freethinkers, with Putnam seeing the Reformation as a precursor to the eventual decline of Protestantism and Roman Catholicism. [15]

In the early twentieth century, the RPA expanded its influence by reprinting “Rationalist classics” using mass-production techniques. Charles Albert Watts collaborated with publishers like Macmillan to produce affordable editions of influential works, distributing six-penny editions of texts by authors such as Darwin, Huxley, Spencer, Paine, and notably Draper and White. Draper’s work, which he saw as a preface to a broader departure from “the faith of the fathers,” was integral to the RPA’s mission to reach a wider audience with rationalist ideas.

Origins of American Freethought

The roots of American freethought trace back to Thomas Paine, whose influence remains foundational. Freethought, as a movement, challenges established beliefs and seeks knowledge, empowering citizens to discern truth and strengthen democracy. Freethinkers advocate reason over passion or outdated customs, overlapping with rationalism, secularism, and skepticism.

Paine’s Common Sense (1776) electrified America and became a rallying cry for revolution. His later works, The Rights of Man (1791) and The Age of Reason (1794), more directly engaged with freethought, with The Age of Reason launching a bold attack on organized religion. Declaring himself a deist, Paine famously stated, “my own mind is my own church.” For his views, he was censored, ridiculed, and ostracized upon his return to America. Even Thomas Jefferson distanced himself. Paine died in 1809, nearly forgotten, his funeral attended by only a few. It was only after the Civil War that freethought gained new life in the U.S.

Secularism, though less organized than in Britain, grew in prominence after the Civil War. James Turner notes that agnosticism emerged as a self-sustaining phenomenon within twenty years. [16] Robert G. Ingersoll, known as the “Great Agnostic,” became the chief exponent of this movement, leading the “Golden Age of Freethought” (1875–1914). Ingersoll’s oratory revived Paine’s tarnished reputation, defending his legacy in essays like Vindication of Thomas Paine (1877). Ingersoll himself opposed religion, which cost him his political career, though he diverged from Paine on issues like socialism. [17]

Ingersoll’s freethought views were complex. Though the son of a minister, he grew to abhor religion, and this stance cost him his political career, which ended while he was still in his twenties. His story reflects the broader challenge faced by the freethought movement, which struggled to gain mainstream acceptance. A mere accusation of being anti-religious could destroy a political candidate’s chances. Ingersoll himself opposed socialism, diverging from some of Paine’s more progressive ideas.

Ingersoll’s death in 1899 marked the end of an era. Unlike Paine, he was neither poor nor forgotten, and even his critics admired his eloquence and ability to connect with audiences across the social spectrum.

Freethinkers Respond to Draper

Freethinkers like Joseph Treat and T. D. Hall seized upon Draper’s History of the Conflict Between Religion and Science as a powerful tool in their efforts to promote secularism and challenge Christianity. Treat, in correspondence with Draper, argued that Christianity had consistently hindered genuine scientific inquiry. He praised Draper’s work for exposing this historical antagonism, asserting that Draper had liberated science from the “bondage” of Christian influence.

Hall, in his pamphlet Can Christianity Be Made to Harmonize with Science? , echoed Treat’s appreciation of Draper’s clarity but critiqued him for stopping short of declaring an outright incompatibility between science and Christianity. Hall insisted that Draper lacked the boldness to acknowledge Christianity’s inevitable collapse in the face of scientific progress. Once Christianity’s central doctrines—such as the Fall, Atonement, and Resurrection—were stripped away, Hall believed, the religion would unravel entirely.

These voices were part of a broader American freethought movement, led by publications like Truth Seeker , founded by D. M. Bennett in 1876. Truth Seeker and groups like the National Liberal League united freethinkers, rationalists, and religious skeptics in advocating for the complete secularization of society.

Across the Atlantic, Draper’s narrative also resonated with British freethinkers, particularly through Charles Albert Watts and the Rationalist Press Association. Watts, via his Watts’s Literary Guide (later New Humanist ), treated Draper’s work as a cornerstone for promoting secularism and rationalism. The Rationalist Press Association published works that undermined traditional religious views, with prominent figures like John M. Robertson and Joseph M. Wheeler consistently citing Draper’s analysis to support their campaigns for secular education and religious criticism.

For Robertson, Draper’s naturalistic outlook made his work indispensable to the freethought movement, despite Draper’s own theological leanings. Similarly, Wheeler and Samuel P. Putnam integrated Draper’s arguments into their broader critiques of religion, using his historical analysis not merely as a chronicle of science but as a potent tool in the battle to free society from religious dominance.

Freethinkers on both sides of the Atlantic adopted Draper’s narrative to legitimize their belief in the fundamental incompatibility of science and religion. Through their publications, organizations, and correspondence, they transformed Draper’s work into a weapon for advancing a secular society, one free from the influence of religious institutions.

Freethinkers Respond to White

Freethinkers, as they did with Draper, appropriated Andrew Dickson White’s A History of the Warfare of Science with Theology in Christendom to further their secular agenda. Publications like The American Free Thought Magazine praised White’s work for illustrating the historical struggle to modernize Christian theology, framing it as a triumph of science over religious dogma. The magazine argued that White’s history was essential for any freethinker’s library, not merely for cataloging religious errors but for celebrating science’s victories.

In England, thinkers like Alfred W. Benn placed White alongside luminaries such as Buckle, Draper, and Lecky. However, Benn expressed frustration with White’s reluctance to fully reject Christianity, arguing that his conclusions logically pointed to the abandonment of its doctrines. For Benn and others, White’s work symbolized the deepening conflict between rational thought and religious belief.

White’s work also drew criticism from prominent atheists like Edward Payson Evans and Elizabeth Edson Gibson Evans. They were perplexed by White’s attempts to reconcile religion and science. Elizabeth criticized White’s refusal to fully disbelieve in religion, insisting that science had consistently debunked religious claims. Edward accused White of being overly generous to religion, contending that the conflict between science and faith was irreconcilable.

This tension was further evident in White’s interactions with Robert G. Ingersoll, the renowned agnostic orator. While Ingersoll appreciated White’s contribution to intellectual openness and his critique of religious authority, he saw White’s lingering religious sentiment as unnecessary. Ingersoll dismissed Christianity as not worth saving, sarcastically asking why God would make truth-seeking safe now after allowing it to be dangerous for centuries.

Despite White’s reluctance to fully embrace secularism, freethinkers eagerly adopted his work to undermine religious institutions. Charles Albert Watts, a prominent British secularist, published extensive reviews of White’s book in the Watts’s Literary Guide , encouraging White to write for the secularist Annual . Although White declined, secularists continued to use his work to advance their cause.

White himself was unsettled by this reception. He had aimed to provide a balanced critique, addressing both religious “scoffers” like Ingersoll and the religious “gush” of figures like John Henry Newman. In private, he expressed to his secretary George Lincoln Burr that he sought to present “the truth as it is in Jesus,” but both religious and irreligious readers often misinterpreted his work as an attack on faith itself.

In conclusion, while White’s intentions were more conciliatory than Draper’s, freethinkers and secularists embraced his narrative as part of their broader efforts to secularize society. Regardless of White’s personal beliefs, his work became a cornerstone in the intellectual campaign to discredit religious authority and advance rationalism.

Joseph McCabe and the “Land of Bunk”

One of the most significant secularists to appropriate Draper and White’s conflict thesis was Joseph McCabe, a former Franciscan monk turned outspoken atheist. McCabe believed that science and technology would not only solve society’s problems but also lead to a more rational and egalitarian world. His translation of Ernst Haeckel’s The Riddle of the Universe (1900) introduced Haeckel’s ideas to English-speaking audiences, and despite McCabe’s lack of formal scientific training, this association lent authority to his writings. A prolific author, McCabe produced over 200 books on science, history, and religion, championing evolutionary thought and forecasting Christianity’s inevitable demise in the face of modern science.

McCabe’s personal journey mirrored his intellectual transformation. Raised in a Franciscan monastery, where he took the name Brother Antony, McCabe was tormented by doubts about Christianity. His experiences in the monastery, marked by physical suffering and intellectual conflict, eventually led him to leave the priesthood in 1895. His account, Twelve Years in a Monastery (1897), detailed his disillusionment with the Church and marked his formal break with religion. From that point on, McCabe became a relentless advocate for atheism, insisting that science, not religion, held the answers to life’s great questions.

McCabe’s partnership with Kansas-based publisher Emanuel Haldeman-Julius was one of the defining collaborations of his career. Haldeman-Julius, known for his “Little Blue Books” series, provided affordable and accessible literature on topics ranging from politics to science. McCabe became the series’ most prolific contributor, writing 134 Little Blue Books and over 100 Big Blue Books . Haldeman-Julius praised McCabe as “the greatest scholar in the world,” crediting his works with advancing humanity’s cultural progress.

This partnership gave McCabe a renewed sense of purpose, especially after facing personal and professional setbacks in Britain. By 1925, after separating from his wife and severing ties with key British publishers, McCabe found both financial stability and intellectual validation through his collaboration with Haldeman-Julius. Over the following years, McCabe produced an immense body of work, earning substantial income while continuing to challenge religious orthodoxy.

One of McCabe’s most influential works, The Conflict Between Science and Religion (1927), essentially echoed Draper’s narrative but with a tone of triumph. McCabe confidently predicted that future historians would regard the denial of the science-religion conflict as laughable. He argued that “science has, ever since its birth, been in conflict with religion,” with Christianity as its “most deadly opponent.”

McCabe’s critique extended beyond traditional religious beliefs. He reserved particular scorn for modernist and liberal theologians, dismissing their attempts to reconcile Christianity with science as “the veriest piece of bunk that Modernism ever invented.” In McCabe’s view, rejecting Christianity’s core doctrines—whether through scientific reinterpretation or otherwise—was tantamount to rejecting Christianity entirely. For him, “progressive religion” was a contradiction, and those who embraced it were deluding themselves.

Ironically, McCabe used arguments similar to those of conservative Christians, accusing liberal theologians like Shailer Mathews of undermining Christianity’s foundations. He argued that attempts to reconcile science with religion were futile, given that science operated as a unified field while religion had never achieved such coherence. McCabe quipped that applying science to religion would require addressing “three hundred different collections of religious beliefs,” making any reconciliation impossible.

In McCabe’s final analysis, whether one adhered to orthodox Christianity or its modernist variants, the conflict with science was inevitable. He contended that modernists, in reducing God to abstractions like “Cosmic Force” or “Vital Principle,” had gutted religion of any meaningful content. Both fundamentalists and modernists, McCabe concluded, inhabited the same “land of bunk,” unable to recognize the inherent incompatibility between science and religion.

Emanuel Haldeman-Julius and the Philosophy of the “Little Blue Books”

Emanuel Haldeman-Julius, later known as the “Henry Ford of publishing,” was born to Jewish immigrants in Philadelphia and grew up in a secular household. Though his formal education ended in the eighth grade, his passion for reading and self-education shaped his early worldview. Influenced by thinkers like Omar Khayyam, Voltaire, and Robert Ingersoll, he developed a deep rejection of religion, identifying as a materialist and dismissing the notion of an afterlife. His early exposure to cheap pamphlets like The Rubaiyat and The Ballad of Reading Gaol ignited his desire to make literature accessible to the masses.

In 1915, Haldeman-Julius moved to Girard, Kansas, where he worked for the socialist newspaper Appeal to Reason . After marrying Annie Haldeman, niece of social reformer Jane Addams, he purchased the paper and began distributing pamphlets, marking the beginning of his publishing empire. His vision of providing affordable, pocket-sized booklets on a wide range of topics took shape in the Little Blue Books series, which covered literature, philosophy, science, and religion, and initially sold for just five cents. These pamphlets aimed to provide a “university in print” for working- and middle-class readers, offering access to ideas traditionally reserved for the educated elite.

The Little Blue Books became a massive success, with over 500 million copies sold. Haldeman-Julius’s marketing genius—using sensational ads like “Books are cheaper than hamburgers!”—helped spread his freethought and socialist ideas. He published works by influential authors such as Shakespeare, Twain, Darwin, and Emerson, alongside freethought titles like Why I Am an Atheist and The Bible Unmasked , which challenged religious orthodoxy. His goal was to democratize knowledge and encourage critical thinking, particularly against religious and political authority.

Central to Haldeman-Julius’s success was his collaboration with Joseph McCabe, a former monk turned atheist and prolific writer. McCabe contributed significantly to the Little Blue Books , with works like The Story of Religious Controversy , a key text that attacked Christianity and promoted a rationalist worldview. Together, McCabe and Haldeman-Julius saw their work as a means to combat what they viewed as the intellectual stagnation of religious dogma.

Despite the series’ success, Haldeman-Julius faced criticism for the mixture of high-quality literature with less scholarly content. H. L. Mencken famously remarked that the Little Blue Books contained “extremely good books” alongside “unutterable drivel.” However, the series continued to thrive, offering over 2,000 titles on a range of subjects from classic literature to freethought.

Haldeman-Julius’s own contributions to the series often included sharp critiques of religion. He dismissed attempts to reform religion as futile, arguing that modernism was simply a way to escape the intellectual difficulties of faith without embracing rationalism. He viewed religion as “medieval” and atheism as “modern,” believing that science and the social sciences provided the tools to debunk religious beliefs. Pamphlets like Is Science the New Religion? and The Meaning of Modernism reflected his disdain for attempts to reconcile science and faith, which he saw as inherently contradictory.

At its peak, Haldeman-Julius’s publishing empire became the largest mail-order publishing house in the world, based in the small town of Girard, Kansas. By 1921, he was selling over a million Little Blue Books each month, reflecting the widespread appetite for accessible education and freethought. He argued that the success of his series demonstrated a growing tendency toward skepticism and intellectual independence in America.

However, the post-World War II rise of conservatism and the anti-communist fervor of the McCarthy era led to a decline in the influence of Haldeman-Julius’s publications. He continued to publish controversial pamphlets, including The F.B.I.: The Basis of an American Police State (1948), but faced increasing harassment from the government. In 1951, after being convicted of tax evasion, Haldeman-Julius was found dead under mysterious circumstances.

Despite his personal and financial struggles in his later years, Haldeman-Julius’s impact on American intellectual life was profound. His Little Blue Books brought sophisticated ideas and literature to the masses, helping to foster a culture of skepticism, critical thinking, and freethought in early twentieth-century America.

Thus by the early twentieth century, Draper, White, and the scientific naturalists had lost control of their attempts to reconcile science and religion. Their narratives, once intended to bridge the two fields, became powerful weapons for secularists in the battle for authority in public and political spheres, wielded against religion. Though some secularists later reconverted to forms of Christianity, the damage was done. The conflict narrative had taken hold, and many minds came to view the relationship between science and religion as one of perpetual antagonism. In time, historians of science would attribute to Draper, White, and the scientific naturalists the founding of what became known as the Conflict Thesis.

Reactions to Draper, White, and other scientific naturalists were varied and complex. Religious liberals were among the protagonists, many of whom went to great lengths to defend these figures against accusations of atheism and materialism. These liberal leaders sought to modernize Christianity, ensuring it remained in step with the emerging scientific worldview, hoping this would stem the erosion of belief. Some even argued that Christianity itself was outdated, suggesting that both physical and historical sciences had revealed a new religion or theology. Religious agnostics and scientific naturalists, in turn, were not only conciliatory toward liberal Christianity but also drew spiritual inspiration from its tenets, incorporating them into their own work.

The antagonists included not only conservative or orthodox theologians but also rationalists and secularists, all of whom rejected the so-called reconciliation between science and religion, though for different reasons. The efforts of the “peacemakers” ultimately failed. Secularists did not accept the redefinitions of religion and the reconstructions of Christianity that men like Draper and White proposed. A paradox emerged in their attempt to reconcile science and religion: narratives meant to demonstrate religion's progress through scientific investigation were instead seized by rationalists and secularists, who used them as a weapon against all religion, aiming to eradicate it entirely.

[1] See James C. Ungureanu, Science, Religion, and the Protestant Tradition: Retracing the Origins of Conflict (UPP, 2019).

[2] For a more detailed analysis, see James C. Ungureanu, “Science and Religion in the Anglo-American Periodical Press, 1860-1900: A Failed Reconciliation,” Church History , 88:1 (2019): 120-149.

[3] James Turner, Without God, Without Creed , 261.

[4] Leslie Stephen, Studies of a Biographer , 2 vols. (London: Duckworth and Co., 1898), 2.76-122.

[5] See Edward Royle, “Freethought: The Religion of Irreligion,” in D.G. Paz (ed.) Nineteenth-Century English Religious Traditions: Retrospect and Prospect (Westport, CT: Greenwood Press, 1995), 171-196.

[6] Leigh Eric Schmidt, Village Atheists: How America’s Unbelievers Made Their Way in a Godly Nation (Princeton, NJ: Princeton University Press, 2016); Christopher Grasso, Skepticism and American Faith: From the Revolution to the Civil War (New York: Oxford University Press, 2018).

[7] Louis Greg, “The Agnostic at Church,” Nineteenth Century , vol. 11, no. 59 (Jan 1882): 73-76; Freethinker , vol. 1 (Jan 15, 1882).

[8] Cited in James Moore, The Darwin Legend (Grand Rapids, MI: Baker Books, 1994), 64-65.

[9] Lightman, Victorian Popularizers of Science , 264.

[10] Richard Bithell to T.H. Huxley, 20 Sept 1894 and T.H. Huxley to Richard Bithell, 22 Sept 1894, T.H Huxley Collection, Imperial College Archives, Box 11.

[11] See McCabe, Life and Letters of George Jacob Holyoake , 1.1-17, 18-36; George Jacob Holyoake, The Trial of George Jacob Holyoake on an indictment for blasphemy (London: Printed and Published for “The Anti-Persecution Union,” 1842), 20-21.

[12] F.J. Gould, The Pioneers of Johnson’s Court: A History of the Rationalist Press Association from 1899 Onwards (London: Watts & Co., 1929); A.G. Whyte, The Story of the R.P.A., 1899-1949 (London: Watts & Co., 1949).

[13] Joseph McCabe, A Biographical Dictionary of Modern Rationalists (London: Watts & Co, 1920), 221-222, 886-887.

[14] J.M. Robertson, A History of Freethought in the Nineteenth Century , 2 vols. (London: Watts & Co., 1929), 1.261-262. See also A Short History of Freethought: Ancient and Modern (London: Swan Sonnenschein & Co., 1899), 420. By 1906, Robertson revised and expanded this work into a massive two-volume edition (London: Watts & Co., 1906). In this edition Robertson listed Draper’s Intellectual Development and History of Conflict as general histories of freethought.

[15] J.M. Wheeler, A Biographical Dictionary of Freethinkers of All Ages and Nations (London: Progressive Publishing Co., 1889), 112, 332; S.P. Putnam, 400 Years of Freethought (New York: The Truth Seeker Company, 1894), 47-50.

[16] Turner, Without God, without Creed , 171.

[17] See Martin E. Marty, The Infidel: Freethought and American Religion (Cleveland: Meridian Books, 1961); Paul A. Carter, The Spiritual Crisis of the Gilded Age (DeKalb: Northern Illinois University Press, 1971); and Eric T. Brandt and Timothy Larsen, “The Old Atheism Revisited: Robert G. Ingersoll and the Bible,” Journal of the Historical Society , vol. 11, no. 2 (2011): 211-238.

Featured Image: Udo Kepler, The last stand - science versus superstition, 1899; Source: Wikimedia Commons, PD-Old-100. 

James Ungureanu

James C. Ungureanu is Adjunct Professor at Carthage College, where he teaches in the Intellectual Foundations Program. He is the author of several books on science and religion, most recently, Science, Religion, and the Protestant Tradition: Retracing the Origins of Conflict .

Read more by James Ungureanu

A Catholic History of the Fake Conflict Between Science and Religion

May 04, 2020 | Christopher Baglow

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House Republicans reject their own funding bill with a shutdown around the corner

WASHINGTON — House Republicans on Wednesday defeated their own plan to avert a government shutdown at the end of the month, with the party divided over the length of a short-term funding bill and what, if anything, should be attached to it.

It was an embarrassing blow to Speaker Mike Johnson, R-La., who had yanked the same funding package off the floor last week amid growing GOP defections, only to watch it collapse on Wednesday in a vote that seemed doomed from the start.

The vote was 202-220 with two members voting present. In all, fourteen Republicans voted against the package, and three Democrats — Reps. Jared Golden of Maine, Marie Gluesenkamp Perez of Washington and Don Davis of North Carolina — voted for it.

Thirteen days before money runs out for the federal government, there is still no bipartisan plan to stave off a shutdown. While the GOP-led House could try again, the focus now likely shifts to the Senate, where leaders in both parties agree a shutdown would be disastrous weeks before the election.

Johnson’s plan called for extending funding at current spending levels for six months, through March 2025, and linking it with the SAVE Act , Donald Trump-backed legislation requiring that people show proof of citizenship to register to vote.

A GOP-only funding bill was always going to be a heavy lift for Johnson given Republicans’ razor-thin majority and the fact that a number of GOP lawmakers — a mix of fiscal conservatives and defense hawks — had vowed for days to tank it.

Democrats want a “clean” three-month funding patch with nothing attached, and virtually all voted no on the Johnson plan. Many oppose the SAVE Act, noting that it is already illegal , and rare , for noncitizens to vote .

GOP opponents were comprised of some unusual bedfellows. Some conservatives said they never vote for stopgap funding bills, known as continuing resolutions, or CRs, while Armed Services Chairman Mike Rogers, R-Ala., has warned that half a year is too long for military spending to remain stagnant.

That would be "devastating" to the Pentagon, the chairman told NBC News before the vote.

Other GOP defections included Reps. Lauren Boebert of Colorado; Matt Gaetz and Cory Mills, both of Florida; Nancy Mace of South Carolina; and Matt Rosendale of Montana.

But the overwhelming majority of rank-and-file Republicans backed Johnson’s move, saying holding the vote would put lawmakers on record.

“I think it’s good to put it on the floor, let people know who the people are that support it and don’t,” Rep. Warren Davidson, of Ohio, said earlier Wednesday. “I think that’s more important to call the vote, let the record show who stands where. Everyone.”

Davidson, who was ousted in July from the far-right House Freedom Caucus, lamented that Republicans have failed to unify behind a plan weeks before the election. “It’s a combination of bedwetters who won’t fight for anything,” he said, “and purists who won’t fight for anything unless it’s perfect.”

Trump, the GOP presidential nominee, has loomed large in the funding fight. Hours before the vote, Trump reiterated his message that Republicans should shut down the government unless the SAVE Act becomes law.

"If Republicans don’t get the SAVE Act, and every ounce of it, they should not agree to a Continuing Resolution in any way, shape, or form," Trump wrote on Truth Social , making the baseless claim that tens of thousands of undocumented immigrants will vote in the upcoming election.

"Only American Citizens should be voting in our Most Important Election in History, or any Election! A Vote must happen BEFORE the Election, not AFTER the Election when it is too late," Trump added. "BE SMART, REPUBLICANS, YOU’VE BEEN PUSHED AROUND LONG ENOUGH BY THE DEMOCRATS. DON’T LET IT HAPPEN AGAIN."

After the vote, Johnson met with reporters and defended his strategy but declined to share what his next play call would be.

"The play that we ran tonight was the right play. It's the right play for the American people. It's the one they demand and deserve," Johnson said just off the House floor, using his favorite football metaphors.

"We have two very important objectives right now. Congress has an obligation to fund the government. Congress has an obligation to ensure that our elections are secure, fair and free. This vote tonight could have accomplished both. I'm very disappointed that it didn't pass."

The government is slated to shut down at 12:01 a.m. Oct. 1 unless Republicans and Democrats can reach a deal on short-term funding.

That won’t include the speaker’s plan, which is dead on arrival in the Democratic-controlled Senate and faces a veto threat from President Joe Biden.

Instead, the likely next step will be Senate Majority Leader Chuck Schumer, D-N.Y., bringing to the floor a clean CR, funding the government past the election into December. That would buy time for bipartisan negotiators to strike a longer-term funding deal during the lame-duck session for fiscal year 2025 — if a short-term bill can pass the House.

"Plan B's always been a clean CR," Rep. John Duarte, R-Calif., said of the need to eventually pass a short-term patch.

Schumer called on Johnson to negotiate with Senate Democrats in a statement after the vote. “For weeks, Speaker Johnson pursued a partisan ploy knowing full well it had no chance of passing or averting a shutdown. We now have only a few days left for House Republicans to come to their senses, come to the table, and come together with Democrats to craft a bipartisan agreement," he said.

With the Nov. 5 general election just 48 days away, Senate Minority Leader Mitch McConnell, R-Ky., is warning that a shutdown would be politically devastating for the GOP.

"One thing you cannot have at the government shutdown would be politically beyond stupid for us to do that right before the election," McConnell said Tuesday, "because certainly we'd get the blame."

House Appropriations Chairman Tom Cole, R-Okla., said after Wednesday's meeting that he had complete faith in Johnson figuring out how to avert a shutdown, noting the speaker reached a funding deal earlier this year with Schumer for the current fiscal year.

"At the end of the day, if he ever wanted to shut down the government, he had a lot of opportunities to do that," Cole said. "Since he's been speaker, he's never let it happen. I don't think he ever will."

Former House Appropriations Chair Rosa DeLauro, now the top Democrat on the panel, said she hopes bipartisan negotiators can now sit down and hammer out a clean funding bill to keep the lights on.

"I think we're going to get to where we need to go because we have to," DeLauro, D-Conn., said. "We need people who have an understanding of what a shutdown means. And I think that [Republicans] will figure out that it is politically devastating."

Scott Wong is a senior congressional reporter for NBC News.

Syedah Asghar is a Capitol Hill researcher for NBC News and is based in Washington, D.C.

Kyle Stewart is a field producer covering Congress for NBC News.

Brennan Leach is NBC News' Capitol Hill intern. 

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The Sydney Morning Herald

Revealed: how much power bills could rise to pay for nuclear plants, by mike foley and nick toscano, save articles for later.

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Power bills would rise by about $665 per year to repay the cost of building seven nuclear plants under Opposition Leader Peter Dutton’s energy plan, new modelling has found, challenging the Coalition to reveal the costings of its signature policy.

Australia’s electricity grid operators have warned that nuclear is a “comparatively expensive” power source that would take at least 16 years to deploy. The analysis, released on Friday by US non-profit think tank the Institute for Energy Economics and Financial Analysis, is the first that quantifies how much it could cost people to pay for the opposition’s nuclear power ambitions.

Opposition Leader Peter Dutton has committed to build seven nuclear plants across the country if he wins the next election. Credit: Alex Ellinghausen, Getty Images

The institute took actual construction costs of nuclear plants recently completed or still underway in countries comparable to Australia, and calculated how much it would cost electricity customers to repay this based on current electricity bills and in today’s dollars.

It then assumed the plants would need to make a 6 per cent margin to pay back bank lenders and equity investors over 60 years, the lifespan of nuclear plants listed by their makers. CSIRO lists this as a standard arrangement for all energy generators in Australia’s electricity market such as batteries, wind farms and so on.

The institute then added these loan repayments and investor margins to the costs of electricity generation from a nuclear reactor to show how much a plant would charge an Australian customer for power supply.

The opposition plans to build seven nuclear plants on the sites of existing coal plants, including two small modular reactors and five traditional large-scale plants, with the first to be operational by 2037. These coal plants currently generate about 11 gigawatts of power.

Coalition energy spokesman Ted O’Brien said the report was “shallow and flawed” and that the opposition would release its costs before the federal election, due by May.

“We have all seen tricks like this before where a dodgy piece of analysis cherry-picks the worst-case scenario projects and pretends that it’s common practice,” O’Brien said.

The report’s costings are based on the bills for construction of large-scale nuclear plants in nations with comparable economies to Australia – the US, UK, France, Finland and Czech Republic – and the forecast costs of small modular reactors, which are not yet in commercial operation.

To arrive at its price estimate of $665 per household each year, the institute took the average of construction costs from these countries’ recent reactor builds.

It excluded cheaper nuclear plants in the United Arab Emirates, where the authoritarian regime recently built reactors using migrant workers from Bangladesh and Pakistan.

Cheaper builds in South Korea were also excluded, although the north Asian economic powerhouse has kicked off 11 nuclear projects since 2005 and completed 20 before 2005. The report noted that South Korea’s nuclear construction company was unable to replicate the low costs overseas, such as two reactors it was contracted to build in the Czech Republic.

It said household energy bills could rise between $450 and $1154 in NSW and Victoria based on current energy bills in those states. This figure is based on the electricity use of a medium household. Bigger families would pay more.

Credit: Matt Golding

Based solely on data from the US, where the cheapest nuclear plants were built, power prices would rise about $450.

Shadow treasurer Angus Taylor told the Press Club in May that the nuclear plants the opposition plans to build would be commercially viable and not publicly subsidised.

However, O’Brien has said nuclear plants would be built by a government-owned entity, like Snowy Hydro.

If the opposition chose this model of public funding, the construction costs would add to national gross debt and incur interest on the repayments for loans that would be taken out to fund construction.

The CSIRO’s GenCost report on electricity generation, released in May and produced in collaboration with the Australian Energy Market Operator, said renewable energy delivers cheaper power than nuclear plants.

The institute’s Australian electricity analyst Johanna Bowyer said the cost of building nuclear plants typically blew out around the world, ranging from 1.7 to 3.4 times the original price. The UK’s Hinkley Point C plant, which was announced in 2007 at a cost of $18 billion, is now set to be completed 13 years late at a cost of $90 billion.

“The cost of electricity generated from nuclear plants would likely be 1.5 to 3.8 times the current cost of electricity generation in Eastern Australia,” Bowyer said.

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Online Guide to Writing and Research

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• Online Guide to Writing

Writing Arguments

Steps to Writing an Argument

Anticipate active opposition.

When you write an argument essay, you need to think about the other side of the issue. To do this, you want to question the evidence and the general conclusions drawn from that evidence. 

Question how the opposition used  logic ,  ethical arguments , and  plays on the readers’ emotions  to build their argument. 

Question the conclusions drawn by the opposition and how they persuade their audience.

As a writer, you want to anticipate the point of view on the other side of the argument. When you argue that one position is superior to another, you must present its strengths and weaknesses. Why is this important? If you fully understand the other’s point of view, you can provide research and reasoning that support your point of view in a more effective way. 

If you are presenting the facts but not taking one position, you should present the strengths and weaknesses on both sides of the argument, critically evaluating the ideas, evidence, claims, methods, and conclusions.

Making a list of strengths and weaknesses for each position is a good foundation for understanding the problem at hand. As you make your list, be sure to take notes about where you found the information and whether what you have written is a  quote ,  paraphrase , or  summary .

Mailing Address: 3501 University Blvd. East, Adelphi, MD 20783 This work is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . © 2022 UMGC. All links to external sites were verified at the time of publication. UMGC is not responsible for the validity or integrity of information located at external sites.

Table of Contents: Online Guide to Writing

Chapter 1: College Writing

How Does College Writing Differ from Workplace Writing?

What Is College Writing?

Why So Much Emphasis on Writing?

Chapter 2: The Writing Process

Doing Exploratory Research

Getting from Notes to Your Draft

Introduction

Prewriting - Techniques to Get Started - Mining Your Intuition

Prewriting: Targeting Your Audience

Prewriting: Techniques to Get Started

Prewriting: Understanding Your Assignment

Rewriting: Being Your Own Critic

Rewriting: Creating a Revision Strategy

Rewriting: Getting Feedback

Rewriting: The Final Draft

Techniques to Get Started - Outlining

Techniques to Get Started - Using Systematic Techniques

Thesis Statement and Controlling Idea

Writing: Getting from Notes to Your Draft - Freewriting

Writing: Getting from Notes to Your Draft - Summarizing Your Ideas

Writing: Outlining What You Will Write

Chapter 3: Thinking Strategies

A Word About Style, Voice, and Tone

A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction

Critical Strategies and Writing

Critical Strategies and Writing: Analysis

Critical Strategies and Writing: Evaluation

Critical Strategies and Writing: Persuasion

Critical Strategies and Writing: Synthesis

Developing a Paper Using Strategies

Kinds of Assignments You Will Write

Patterns for Presenting Information

Patterns for Presenting Information: Critiques

Patterns for Presenting Information: Discussing Raw Data

Patterns for Presenting Information: General-to-Specific Pattern

Patterns for Presenting Information: Problem-Cause-Solution Pattern

Patterns for Presenting Information: Specific-to-General Pattern

Patterns for Presenting Information: Summaries and Abstracts

Supporting with Research and Examples

Writing Essay Examinations

Writing Essay Examinations: Make Your Answer Relevant and Complete

Writing Essay Examinations: Organize Thinking Before Writing

Writing Essay Examinations: Read and Understand the Question

Chapter 4: The Research Process

Planning and Writing a Research Paper

Planning and Writing a Research Paper: Ask a Research Question

Planning and Writing a Research Paper: Cite Sources

Planning and Writing a Research Paper: Collect Evidence

Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research

Planning and Writing a Research Paper: Draw Conclusions

Planning and Writing a Research Paper: Find a Topic and Get an Overview

Planning and Writing a Research Paper: Manage Your Resources

Planning and Writing a Research Paper: Outline

Planning and Writing a Research Paper: Survey the Literature

Planning and Writing a Research Paper: Work Your Sources into Your Research Writing

Research Resources: Where Are Research Resources Found? - Human Resources

Research Resources: What Are Research Resources?

Research Resources: Where Are Research Resources Found?

Research Resources: Where Are Research Resources Found? - Electronic Resources

Research Resources: Where Are Research Resources Found? - Print Resources

Structuring the Research Paper: Formal Research Structure

Structuring the Research Paper: Informal Research Structure

The Nature of Research

The Research Assignment: How Should Research Sources Be Evaluated?

The Research Assignment: When Is Research Needed?

The Research Assignment: Why Perform Research?

Chapter 5: Academic Integrity

Academic Integrity

Giving Credit to Sources

Giving Credit to Sources: Copyright Laws

Giving Credit to Sources: Documentation

Giving Credit to Sources: Style Guides

Integrating Sources

Practicing Academic Integrity

Practicing Academic Integrity: Keeping Accurate Records

Practicing Academic Integrity: Managing Source Material

Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source

Practicing Academic Integrity: Managing Source Material - Quoting Your Source

Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources

Types of Documentation

Types of Documentation: Bibliographies and Source Lists

Types of Documentation: Citing World Wide Web Sources

Types of Documentation: In-Text or Parenthetical Citations

Types of Documentation: In-Text or Parenthetical Citations - APA Style

Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style

Types of Documentation: In-Text or Parenthetical Citations - Chicago Style

Types of Documentation: In-Text or Parenthetical Citations - MLA Style

Types of Documentation: Note Citations

Chapter 6: Using Library Resources

Finding Library Resources

Chapter 7: Assessing Your Writing

How Is Writing Graded?

How Is Writing Graded?: A General Assessment Tool

The Draft Stage

The Draft Stage: The First Draft

The Draft Stage: The Revision Process and the Final Draft

The Draft Stage: Using Feedback

The Research Stage

Using Assessment to Improve Your Writing

Chapter 8: Other Frequently Assigned Papers

Reviews and Reaction Papers: Article and Book Reviews

Reviews and Reaction Papers: Reaction Papers

Writing Arguments: Adapting the Argument Structure

Writing Arguments: Purposes of Argument

Writing Arguments: References to Consult for Writing Arguments

Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition

Writing Arguments: Steps to Writing an Argument - Determine Your Organization

Writing Arguments: Steps to Writing an Argument - Develop Your Argument

Writing Arguments: Steps to Writing an Argument - Introduce Your Argument

Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition

Writing Arguments: Steps to Writing an Argument - Write Your Conclusion

Writing Arguments: Types of Argument

Appendix A: Books to Help Improve Your Writing

Dictionaries

General Style Manuals

Researching on the Internet

Special Style Manuals

Writing Handbooks

Appendix B: Collaborative Writing and Peer Reviewing

Collaborative Writing: Assignments to Accompany the Group Project

Collaborative Writing: Informal Progress Report

Collaborative Writing: Issues to Resolve

Collaborative Writing: Methodology

Collaborative Writing: Peer Evaluation

Collaborative Writing: Tasks of Collaborative Writing Group Members

Collaborative Writing: Writing Plan

General Introduction

Peer Reviewing

Appendix C: Developing an Improvement Plan

Working with Your Instructor’s Comments and Grades

Appendix D: Writing Plan and Project Schedule

Devising a Writing Project Plan and Schedule

Reviewing Your Plan with Others

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Fierce opposition meets plan to open 12 million acres of Nevada desert to solar projects

Years ago, Senator Harry Reid said he wanted to make Nevada an energy exporter, relying heavily on renewable solar to achieve that goal.

Today, 13 solar arrays in Nevada cover about 20,000 acres. The Bureau of Land Management has a new plan to open 31 million acres of Western land for potential solar — and 12 million of those are in Nevada.

The federal agency expects about 700,000 of the 31 million acres will be developed by 2045. And it says it’s created a plan that locates those arrays close to existing right-of-ways and away from sensitive environments.

The clean energy would help fight climate change and would provide electricity to millions of homes and businesses. So why is there such fierce opposition? We'll talk about that today.

Guests : Frank Sturges , attorney, Clean Air Task Force; Kevin Emmerich , co-founder, Basin and Range Watch

Chicago Bears | Chicago community groups join forces to oppose…

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Chicago bears | chicago community groups join forces to oppose new bears stadium on the lakefront.

Friends of the Parks, which opposes private development of the lakefront, led the effort to organize about 20 community leaders and more than a dozen groups, including the Bronzeville Historical Society, Chicago Bird Alliance, and the Sierra Club.

“While we would love the Chicago Bears to stay in the city, we object to the site they have selected and the ultimate cost to the city’s residents,” Friends of the Parks interim Executive Director Gin Kilgore said. “Ensuring Chicago’s lakefront remains forever open, clear and free is not the responsibility of one group, but the work of many.”

The Bears have proposed spending $2.3 billion in private funding to build an enclosed stadium on the parking lot just south of Soldier Field. They also are seeking about $1.5 billion in taxpayer financing, and up to another $1.5 billion for supporting infrastructure.

In response to the latest opposition, the Bears released the following statement:

“The Chicago Bears have been an active member of the Chicago community for over 100 years—a legacy we are excited to build upon as we work toward investing $2 billion to replace Soldier Field with a state-of-the-art, enclosed stadium that will create over 43,000 construction jobs and more than 4,000 permanent jobs. Our plan also increases the green and open space and provides more year-round access to the lakefront.”

The community groups gathered outside Soldier Field to call for a halt to the plans, and urged a deliberate, open process to discuss options.

Friends of the Parks is a non-profit group that has experience in this arena, having filed a lawsuit to successfully fight off the plans of Star Wars creator George Lucas for a museum on the same site.

Asked if they would file suit in this case, Kilgore said, “You never start with a lawsuit, but you don’t take it off the table either.”

Groups participating included the People’s Council of SouthEast Chicago, People for Community Recovery, and Landmarks Illinois. The environmental group Openlands has also come out against the new stadium.

“The people you see here also represent city leaders–the grassroot taxpayers who keep this city operating. That’s who we’re asking our elected officials to protect by ensuring Chicago’s lakefront remains ‘forever open, clear and free’ for future generations,” Kilgore said in a statement.

Community leaders took turns proposing what they said would be better ways to spend tax dollars. Linda Gonzalez, of the People’s Council of SouthEast Chicago, called for an end to “ivory tower planning” to transfer funds to billionaires, and letting taxpayers decide how to spend public money.

Cheryl Johnson, executive director of People for Community Recovery, said the money could be better used for things like air pollution monitoring, saying, “These resources can be beneficial to all of us.”

And Tom Tresser, of the TIF Illumination Project, which campaigns against Tax Increment Financing diverting property taxes for private development, said the Bears proposal would subsize a team that’s worth an estimated $6 billion. As he put it, “Stop the billionaires from stealing our stuff.”

Landmarks Illinois Advocacy Manager Kendra Parzen argued for preserving Soldier Field, a 100-year-old monument to veterans that is on the National Register of Historic Places.

Team officials have said that the publicly-owned stadium would enable other huge events like concerts and the Super Bowl, generating billions of dollars in jobs and taxes. Economists object that stadiums are a poor use of public money because they cost so much, sit empty most of the time, and provide mostly low-wage, often part-time jobs.

Chicago Mayor Brandon Johnson supports the proposal. But Gov. J.B. Pritzker and legislative leaders do not. Pritzker called it a “non-starter,” saying the state has other priorities besides subsidizing a privately-owned team.

As proposed, the state would borrow $900,000 for the rest of the cost of the stadium, plus $430 million to refinance the previous Soldier Field renovation that opened in 2003, and remaining costs from the Chicago White Sox ballpark that opened in 1991.

The public debt for the stadium would be meant to be paid by a 2% Chicago hotel tax. Since that has not been enough to pay off the debt for the renovation of Soldier Field, the team suggested borrowing money to create a $160 million escrow account to pay for any shortfalls.

Soldier Field would be torn down, but its collonades would be saved, with green space and amateur ball fields in between.

The Bears previously spent nearly $200 million to buy the former Arlington International Racecourse in Arlington Heights for a domed stadium and massive multi-use development. But the team turned its focus to the lakefront after a dispute over property taxes on the suburban site, with team President Kevin Warren emphasizing that the lakefront was the ideal spot.

Other groups joining the opposition included Advocates for Morgan Shoal,  Better Streets Chicago, Chicago Bike Grid Now!, Chicago Bird Alliance, Edgewater Beach Neighborhood Association, Jackson Park Watch, Kelly Park Advisory Council, One Community Near South, and Preservation Chicago.

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House Defeats Johnson’s Spending Plan With Shutdown Looming

Both Republicans and Democrats opposed the stopgap funding bill, which was tied to new rules requiring proof of U.S. citizenship to register to vote.

By Carl Hulse

Reporting from the Capitol

The House on Wednesday defeated a $1.6 trillion stopgap spending bill to extend current government funding into March and impose new proof-of-citizenship requirements on voter registration, as Republicans and Democrats alike rejected Speaker Mike Johnson’s proposal to avert a shutdown at the end of the month.

The bipartisan repudiation was entirely expected after several Republicans had made clear they would not back the spending plan and Democrats almost uniformly opposed the voting-registration proposal. The vote was 220 to 202, with 14 Republicans joining all but three Democrats in opposition. Two Republicans voted present.

Even with a Sept. 30 deadline approaching to fund the government, Mr. Johnson had pulled the plug on the vote last week as it became apparent that his plan would not have the necessary support. But the speaker, under pressure from former President Donald J. Trump and the hard right to insist on the proposal, plunged ahead on Wednesday anyway, working to show members of his party that he was fighting for their principles.

“Congress has an immediate obligation to do two things: responsibly fund the federal government and ensure the security of our elections,” said Mr. Johnson, who has made the voting registration bill a personal crusade. He said voting by just a few noncitizens “can throw an election. They can throw the majority of the House. It could affect the presidential race. It’s very, very serious stuff.”

In the hours before the vote, Mr. Trump posted on social media that if Republicans did not get “every ounce” of the citizenship verification bill, they should not agree to a measure to keep government funding flowing “in any way, shape, or form.” He charged, baselessly, that Democrats were “registering Illegal Voters by the TENS OF THOUSANDS, as we speak,” adding, “They will be voting in the 2024 Presidential Election.”

There is no evidence of that happening, and state audits and data compiled by groups across the political spectrum have found no indication that noncitizens are voting in large numbers .

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