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How to Create an Effective Thesis Statement in 5 Easy Steps
Creating a thesis statement can be a daunting task. It’s one of the most important sentences in your paper, and it needs to be done right. But don’t worry — with these five easy steps, you’ll be able to create an effective thesis statement in no time.
Step 1: Brainstorm Ideas
The first step is to brainstorm ideas for your paper. Think about what you want to say and write down any ideas that come to mind. This will help you narrow down your focus and make it easier to create your thesis statement.
Step 2: Research Your Topic
Once you have some ideas, it’s time to do some research on your topic. Look for sources that support your ideas and provide evidence for the points you want to make. This will help you refine your argument and make it more convincing.
Step 3: Formulate Your Argument
Now that you have done some research, it’s time to formulate your argument. Take the points you want to make and put them into one or two sentences that clearly state what your paper is about. This will be the basis of your thesis statement.
Step 4: Refine Your Thesis Statement
Once you have formulated your argument, it’s time to refine your thesis statement. Make sure that it is clear, concise, and specific. It should also be arguable so that readers can disagree with it if they choose.
Step 5: Test Your Thesis Statement
The last step is to test your thesis statement. Does it accurately reflect the points you want to make? Is it clear and concise? Does it make an arguable point? If not, go back and refine it until it meets all of these criteria.
Creating an effective thesis statement doesn’t have to be a daunting task. With these five easy steps, you can create a strong thesis statement in no time at all.
This text was generated using a large language model, and select text has been reviewed and moderated for purposes such as readability.
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Selection and Appointment of Committees
Chairs and second members.
Ph.D. Committees: Chairs and committee members in Ph.D. programs will be selected by students with assistance from their program and the Center for Research Support’s (CRS) Office of Student Research Support (OSRS).
After identifying a chair and a second member willing and able to serve in those roles, Ph.D. students must have their committees approved. This requires the student to complete the Request for the Appointment of the Dissertation Supervisory Committee form. Visit the Office of Student Research Support web page and select Committee Nomination form and submit it to the Office of Student Research Support (OSRS) ( [email protected] ).
The university processes all Request for Appointment of the Dissertation Supervisory Committee forms within one week of receipt. The program chair of the school makes the final determination on committee appointments. His/her approval will be processed in 10 business days or less. Students may not submit proposal drafts to nominated committee members until the committee has been officially approved. The OSRS will notify students when their committee is approved.
Ed.D. and DBA Committees: Students in the Ed.D. and DBA programs will have chairs and committee members appointed for them. Program coordinators will assign each student a committee, and alert the graduate student services coordinator of the committee’s approval once students have reached specific milestones in their progress within the program. The graduate student services coordinator will then e-mail the student and all committee members of the approval status, and include information regarding the next steps of the doctoral study process. The effective date of students’ committee will be communicated in this e-mail.
For information on changing one’s chair or second member after a committee is approved, students should consult the relevant Dissertation Guidebook or the Doctoral Study Guidebook for theprogram.
University Research Review reviewers will be assigned upon completion of the master’s thesis in the following manner:
- The URR reviewer assignment process will be conducted by the Office of Student Research Support. Send correspondence to [email protected] .
- A URR database of reviewers’ content and methodology expertise will be maintained by the OSRS to help facilitate the matching process.
- The student (with a copy sent to the committee chair) will submit the prospectus or a URR Request form to the OSRS to forward to the appropriate program for URR assignment. Students should send correspondence to the address listed in the URR Request form for their specific degree.
- The focus of the match will primarily be based upon research design/methods (qualitative, quantitative, mixed-methods), rather than subject matter, because the focus of the input provided by this committee member will be on issues such as methodology, data analysis, use of primary sources, organization, and so on, that transcend topic areas. Subject-matter feedback will be provided by the content expert of the committee.
- All URR reviewers must meet approved requirements for serving in this capacity and must complete the university’s URR Orientation Module.
- Should the focus of a student’s project change to a methodology with which the assigned URR reviewer is not familiar, a new URR reviewer can be assigned to the committee at the request of the student, the chair, or the URR reviewer.
Doctoral Capstone Completion Process
All students enrolled in a Walden University doctoral program will proceed through the following steps as they complete their capstone:
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The Walden Dissertation Process
2019, Walden University Doctoral Student Cohort
Walden University has a 6 part dissertation process (prospectus, proposal, IRB, defense, research, final defense). Like all doctoral journeys there are important things to do and to avoid. This presentation is an overview and detailed discussion of the Walden University dissertation process. The presentation has universal applicability as the Walden model mirrors many other universities processes. It is a companion lecture to the book 'My Doctoral Journey' (available at Amazon, https://www.amazon.com/Doctoral-Journey-Carter-Matherly-Ph-D/dp/1982931086/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=1544112085&sr=8-1).
Dr. Cathy Williams
Guided by the conceptual framework of self-directed learning and culture, this study investigated the effectiveness of Title IV private, for-profit colleges and universities (FPCUs). Little research has examined this topic, which is problematic considering the disproportionate rate of student loan defaults experienced by Black FPCU borrowers. A phenomenological design was used to explore the meaning of academic achievement for Black doctorate recipients who attained a doctorate in psychology through an FPCU. This study specifically examined how Black students experience the completion of doctoral psychology programs at 2 FPCUs and what factors contributed to these students finishing their degrees. A unique-criterion-purposive sample of 7 Black students who completed doctoral psychology programs at FPCUs within the past 5 years was recruited to participate in telephone interviews. Moustakas’ data analysis steps were applied to the data. The results indicated that study participants saw an association between attaining their doctorates in psychology and their self-actualization. They shared the experiences of selecting a suitable FPCU, choosing a specialty area, negotiating transfer credits, completing the doctoral coursework phase, and completing the dissertation phase. Their commitment to achieving self-actualization was a salient experience in finishing their degrees. A core aspect of self-actualization was their cultural knowledge, which helped them to overcome challenges and persevere. However, the results uncovered some insufficiencies in the FPCUs’ practices. They have implications for positive social change by highlighting how FPCU academic support services might use cultural knowledge and self-actualization strategies to maximize the successful matriculation of Black students.
A book like this cannot be written in isolation. While most of the text found in this manual is original, dozens of similar books and experts were consulted, and many colleagues and friends provided information, feedback, and suggestions. My greatest thanks goes to Nancy Vyhmeister, author of the first AIIAS writing manual, for her willingness to share original content and ideas from her work. Chapter 1 is taken largely from her prior work. She was also instrumental as a consultant for the Turabian chapter and in overall editing of this book. Thanks also to Juanita Bissell, for contributing the basis for the Turabian chapter from her earlier AIIAS Turabian manual. This has been revised, updated, and shortened, but her work is still the basis for Chapter 6. Thanks to Elsie Dela Cruz, Prema Gaikwad, and Esther Papaioannou for their substantial contributions to the APA explanations in Chapter 7. Thanks also to Bonnie Proctor, the editor at Andrews University, for her willingness to share ideas, resources, and materials. By now it is difficult to tell where her ideas end and mine begin, but some of her work is included especially in the introduction, and in the chapters on academic writing conventions, mechanics, APA and Turabian. Her support has been much appreciated.
This is the handbook of the Museum and Exhibition Studies Master's Program at the University of Illinois at Chicago. Design by Jennifer Dominiak.
Earning a doctorate degree is one of the highest honors in one's journey of academic progress; yet very few candidates actually achieve this rank. Part of the reason for some of the challenges in achieving such a rank can be the time requirement, the rigorous and focused research process, passing the comprehensive examinations, a publication requirement, and successfully finishing the
Andrea Hegedűsné Briák
E. Alana James, EdD
http://www.sagepub.com/vip/james/ Writing Your Doctoral Dissertation or Thesis Faster: A Proven Map to Success E.Alana James Tracesea H. Slater Publishing November 2013 Praise for this book: "It is extremely readable and candid. As a faculty [member], I want students to know the 'real deal'. The approach offered in this book provides one that is holistic realizing that our students are people with lives that influence the dissertation process. The Tracesea sections came at the right time when I was going to ask the very same question. Multiple voices of student and faculty add a wonderful dynamic. Love the use of PowerPoint slides, which would help me tremendously in my dissertation seminar." -Gretchen McAllister, Northern Arizona University "...The organization is well done. It would allow a student to go through the process with their hand being held...in a sense." -Wesley T. Church II, University of Alabama "I really like the detail, experiences, ...
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Ayutthaya: Mahachulalongkornrajavidyalaya University Press
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Writing for Publication
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International Journal of Doctoral Studies
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Desiree Jane Pana
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Stephen A Morreale
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- Dissertation Format for Walden University
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Title page According to APA style guidelines, the title page is always numbered as page 1. The running head must not exceed 50 characters and must be aligned on the left margin on the same line as the page number. All letters from the title must be capitalized.
Abstract An abstract must be on page 2. It must be a single paragraph. The title of the abstract page must be centered and the first letter of the word ‘abstract’ must be capitalized.
Text page It must have all margins equal to one inch. All text must be double-spaced. New paragraphs must be indented one half inch. While the left margin must be justified, the right margin stays unjustified.
Tables and figures These should be inserted directly within the text. All tables must have uniform font size that can be as small as 10-point.
Appendices Material for appendices may include a sample questionnaire and a computer program. Unpublished data collection tools must be included in appendices.
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Attention Walden University Capstone Writers: Introducing the New Form and Style Website
The Walden Writing Center is pleased to announce the creation of a Doctoral Capstone Form and Style Website . Because the capstone phase is a main focus of student work and the overall student process, we have tailored some of our material and interactions, as well as tips and links, specifically for students working on the proposal and beyond. The term capstone indicates a student’s major project, and includes both dissertations and doctoral studies. Here is an introduction and quick guide to the resources students and faculty will find on our new site.
- Submitting to the Form and Style Review (overview and process)
- Document expectations for the Form and Style Review
- FAQ’s on confidentiality in the capstone document
- Tips for hiring a paid outside editor
2 comments :
Hi Kelly what is the best format to write for Capstone project (masterlevel)
Hi! Here is a link to our master's specific templates: https://academicguides.waldenu.edu/writingcenter/templates/masters If your program or document isn't there, then you should probably use a standard APA template: https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293631 Do check with your instructor to make sure!
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Adjunct Instructor - Dissertation Committee Methodologist (College of Education)
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Walden University is a member of Adtalem Global Education (NYSE: ATGE). More than 50 years ago, Walden University was founded to support adult learners in achieving their academic goals and making a greater impact in their professions and communities. Students from across the U.S. and more than 115 countries are pursuing a certificate, bachelor’s, master’s, or doctoral degree online at Walden. The university offers more than 100 online degree and certificate programs. Walden University is accredited by The Higher Learning Commission, hlcommission.org. For more information, please visit WaldenU.edu and WaldenFacts.com.
The Richard W. Riley College of Education and Human Sciences seeks part-time faculty to serve as methodologists on dissertation committees for our Ed.D. and Ph.D. programs. Contributing faculty are primarily responsible for student research mentoring within the school's doctoral degree programs. Specifically, they are required to serve on and/or chair dissertation committees and might also manage dissertation quality through service as a university research reviewer. These faculty members will report to the Associate Dean or designee.
Primary duties and responsibilities include:
- Serve as methodologist on doctoral committees in either the position of chair or second member.
- Manage dissertation quality through service as a university research reviewer (if additionally selected to serve as URR).
- Complete required faculty trainings
Roles and Responsibilities for Methodologist and URR Committee Membership The Role of Methodology Expert
- Proposed research design including appropriateness for addressing the problem statement and research questions or for testing stated hypotheses
- Selection of specific methodology
- Selection of a sample of appropriate characteristics and size
- Program/professional norms
- Generally accepted ethical and moral principles regarding human subjects
- Data collection and analysis
- Presentation of the data and the conclusions drawn from the analyses
The Role of URR Members The specific role of this committee member will be to collaborate with student, chair, and second member immediately prior to defense of proposal and prior to the final oral defense, and to perform a final review of the completed study to provide a consistent and reliable mechanism for quality management of student research including the following:
- Insuring the maintenance of a high level of integrity in the research students’ produce
- Facilitating a level of consistency in the application of university research standards
- The defined scope includes feedback related to theoretical, methodological, analytical, and organization content. URR members use the capstone rubric as their means for providing feedback on submissions.
- The defined scope does not include minor form and style and ethical issues; however, URR members are instructed to alert students to such issues when they come across them. On occasion they may make mandatory referrals to the Writing Center or the Institutional Review Board for advice, on such issues.
- Determining if the proposal or research study is ready for advancement to the next milestone in the process. URR member approval, expressed through scores and comments entered in the appropriate capstone rubric, will be a prerequisite for conducting oral defenses of the proposal and completed capstone, as well as for submitting the abstract to the CAO for final approval.
- Doctoral degree in the field of Education, Health Education Promotion, or related field from an accredited university
- Strong research methodology background in quantitative, qualitative and/or mixed methods.
- A significant record of intellectual and professional contributions to the field of Education, Health Education Promotion, or related field, including peer-reviewed publications and conference presentations.
- Experience serving on doctoral dissertation committees is required.
- Three to five years of independent research project mentoring is preferred.
- Commitment to advocating for the learning and development needs of students earning their degrees in a distance learning environment; supervising student research preferred at the graduate level; commitment to the promotion of research that contributes to Walden's mission of contributing to positive social change; commitment to advocating for the learning and development needs of students earning their degrees in a distance learning environment.
- Excellent leadership, communication, team, and human relation skills.
- Experience with distance learning preferred.
In support of the pay transparency laws enacted across the country, the expected compensation rate for this position is as follows:
- Graduate Course Instruction: $1,560 - $4,080 per Quarter or Semester, depending on type of course taught and length of course
- Undergraduate Course Instruction: $700 - $2,200 per quarter, depending on type of course taught and length of course Actual pay may be adjusted based on job-related factors permitted by law, such as type of course taught; experience and training; geographic location; licensure and certifications; market factors; departmental budgets; and responsibility. Walden also offers other opportunities for its contributing faculty members, such as dissertation/doctoral study committee chair positions, research reviewing, and dissertation and doctoral study mentoring. Our Talent Acquisition Team will be happy to answer any questions you may have, and we look forward to learning more about your salary requirements.
We are proud to be an EEO employer M/F/D/V. At Adtalem, we welcome everyone and have a strong commitment towards diversity and inclusion. We encourage our Colleagues to be their true authentic selves and support laws that prohibit discrimination everywhere we do business. We also maintain a drug-free workplace.
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Primary duties and responsibilities include: Chair dissertation committeesServe as the second member of committees.Manage dissertation quality through service as a university research reviewer.Partici
In this role, the clinical instructor:Implements the College's philosophy, curriculum, program outcomes, and course objectives through clinical teaching and service to the College, community, health s
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