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Dissertation and thesis support

The NTU Library offers support for undertaking dissertation, research projects, and theses work across all levels of study.

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Undergraduate dissertation / final year research project, postgraduate masters dissertation / research project, phd or professional doctorate thesis.

A dissertation is an academic report that has a large word limit (5,000 - 10,000 words). It can be the biggest piece of writing you undertake during your undergraduate degree. You may be asked to select a topic to focus on and this may also require choosing a certain type of methodology or undertaking a literature review. We recommend the following material to help get you started.

Books and literature

• Take a look at our resource list of suggested titles focussing on dissertations and theses.

Useful links

• Writing an undergraduate dissertation (Royal Literary Fund)
• Literature reviews (an interactive presentation about what a literature review is, and how to go about writing one).

Further help

• Attend  one of our workshops about dissertation research, literature reviews, proofreading, etc.
• Book an appointment to talk to a member of staff.
• Talk with your dissertation or research project supervisor.

A masters degree usually has some sort of extended individual project. It typically involves a high word count (between 12,000 and 20,000 words). The structure is similar to an undergraduate dissertation, but you will be expected to investigate your topic in greater detail, and develop your research methodology skills further. The following resources will help you get started.

• Biggam, J., 2015.   Succeeding with  your master's dissertation: a step-by-step handbook. 3rd ed.  Maidenhead: McGraw Hill.
• Hart, C., 2005.   Doing your masters dissertation: realizing your potential as a social scientist. London: Sage.
• Jesson, J., Matheson, L., Lacey, F. M., 2011.   Doing your literature review: traditional and systematic techniques .  London: Sage.
• Murray, L., and Lawrence, B., 2000.  Practitioner-based enquiry: principles for postgraduate research .  London: Falmer Press.
• Parija, S. C., and Kate, V., 2018.  Thesis writing for Master's and PhD Program .  Singapore: Springer Nature.
• Wallace, M., and Wray, A., 2016.   Critical reading and writing for postgraduates .  3rd ed. Los Angeles: Sage.
• plus many more available via  Library OneSearch about dissertations, research methods, literature reviews, etc.
• Dissertation Guide (Royal Literary Fund)
• Attend  one of our workshops about search skills, literature reviews, proofreading, etc.

Undertaking a thesis at postgraduate research level requires you to conduct a literature review and original research. The NTU Doctorate Plus programme supports you throughout this process. Take a look at our  Research Students page to see what help is available.

You can also consult the  Researcher Development Brochure to see the full range of workshops available to postgraduate researchers, including guidance for academic writing, research methodologies, and practical support for working with long documents.

• Churchill, H. & Sanders, T., 2007.  Getting your PhD : a practical insider's guide . London: SAGE.
• Dunleavy, P., 2003. Authoring a PhD : how to plan, draft, write, and finish a doctoral thesis or dissertation.  Basingstoke: Palgrave Macmillan.
• Hayton, J., 2015.  PhD : an uncommon guide to research, writing & PhD life . James Hayton PhD: James Hayton.
• Lee, N.-J., 2009.  Achieving your professional doctorate . Maidenhead: Open University Press.
• Murray, R., 2016.  How to write a thesis.4th ed . Maidenhead: Open University Press.
• Phillips, E. and Pugh, D., 2015.  How to get a PhD: a handbook for students and their supervisors. 6th ed. Maidenhead: Open University Press.
• plus many more available via  Library OneSearch about research methods, literature reviews, etc.
• Theses by previous NTU research students – view these online in the thesis collection in  IRep .
• Research Development Gateway – this NOW learning room provides a wide range of resources to support your skills development as you undertake your thesis.
• Attend one of our workshops for more advice on getting started with your literature review, keeping up-to-date and managing your references.
• Book an appointment with your  Research Support Librarian .
• Talk with your supervisory team.

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People who can help

An essay is a piece of academic writing which makes an evidenced argument in response to a question or series of questions. Some essays aim to prove something by developing a case, by reasoning, using examples and by taking a position. Essays may also involve providing clear explanations about a topic and allow you to demonstrate your understanding. In many cases, writing essays will involve gathering examples and evidence, and involves carrying out some initial research and reading.

Sometimes you will be assigned an essay question; in other cases, you will be given a topic and it is up to you to identify the possible questions you will seek to address in your essay.

At university, you will therefore usually be expected to read more widely and support your essay argument by referring to a more diverse range of sources and evidence.  Good essays will still need to meet important criteria that you have probably encountered at school and college: essays should be appropriately presented, clearly structured, and should demonstrate they have been proofread to check for clarity of expression and to minimise errors.  However, you will also be expected to follow academic conventions on how to reference existing research from books and journals as well as other appropriate sources.  You will need to engage critically with what has been written on the subject so that you explain the significance and importance of issues and examples.  You may also need to discuss the consequences and purposes of theories, methods and analyses presented by existing scholarship beyond identifying what has been said or done. 

For many students, writing essays at university may be difficult to begin with and it is very important to pay attention and try and respond to any feedback you receive.

Starting an essay

The first thing you should do is to read any guidance your school has provided and make sure you understand how your essay will be assessed. Pay particular attention to any assessment criteria or marking sheets, as well as any feedback you've been given previously.

• Identify the question(s) to be addressed
• Develop your thinking and reading to note down some initial ideas and thoughts
• Don't become fixed in your early ideas: remain open minded, as you may wish to change your perspective as you read more
• Consider the arguments against your view - how could you defend or rebut alternative positions
• Begin to think of the structure of your essay and the sequence you wish to introduce points. Work towards sketching out an outline of how these points can be linked together
• Start writing - some students find they can refine their ideas by trying to express them in written form
• Be prepared to re-draft your work before final submission
• Where possible, give yourself time to put the essay aside for a day or two and come back to it during the drafting phases. Seeing it with fresh eyes will be particularly useful when re-considering the structure and placing of paragraphs.
• Try asking friends to read your draft work. It can be very difficult after repeated reading to see your own mistakes.  Alternatively, use text-speech software such as TextHelp Read&Write (available on the UoN network) to read the text aloud to you.
• When you have a fairly complete and well-organised draft, revise sentences, with special attention to transitions, checking that a reader will be able to follow the sequences of ideas within and between sentences and between paragraphs.

Points to remember

Check that when you are starting work on your essay and reading materials and sources, make a clear note of the bibliographic details (e.g. author, date, title, publisher etc.) as you will need this information to accurately complete any citation of references and list of sources or bibliography.  Harvard is often used in many schools, but check and follow the recommended system of the School or department offering the module.

Before submission, proofread the final copy checking for grammar and spelling mistakes. You might find it helpful to print out your essay and make notes on the hard copy.

Structuring your essay

Your structure should embody a basic plan necessary to write an essay relevant to the title.

It will need an introduction, a main body and a conclusion (or summing up at the end). However beyond this basic structure, it is likely that your school can provide more detailed guidance.

Introductions

Introductions are like an itinerary or road-map for your reader.  They will usually identify what specific questions or issues you are tackling in the essay (the focus) and indicate how you will work through answering the question/title you are writing about (the method or theory applied). 

It can help to think of the introduction to an essay being around 10% of the total word count.  For a short essay of 1500 words, it may be just a single paragraph of approximately 150 words.  For longer essays, you may need to set the scene of the topic first, so it may be two or three paragraphs in length.

The paragraphs in the main body develop your argument or response to the essay title, using examples to explore the different aspects of the question.  Think about how each paragraph builds up the argument and use connecting words and phrases to link together the paragraphs.  In some departments, you may be encouraged to use headings for the different sections, but check this with your assignment guidelines or tutors. 

Conclusions

The conclusion will indicate the overall themes and summarise the key points you have raised in the essay, identifying how this has addressed the question.  It can help to think of the conclusion as being around 5-10% of the total word count.  For a short essay of 1500 words, it may be a single paragraph of approximately 100-150 words.  For longer essays, the conclusion may be a couple of paragraphs long. The conclusion is where you summarise and synthesize the significance or importance of the key evidence and examples you have discussed.

Remember to not include any new ideas or information in your conclusion.

Proofreading

Many students find it easier to proofread from the printed page rather than a computer screen, but do think about using technology to support your proofreading process.  Text-to-speech software such as TextHelp Read&Write can read text aloud to you, highlighting each word as it reads, and can help identify homophones along with a range of other proofreading support strategies. Read&Write is available on the UoN network. 

• Check paragraphing for length, transitional links, and internal coherence
• Check word choice - use a dictionary to check accurate meanings
• Review your style and check for clarity - reading aloud can often help
• incomplete sentences
• missing or mis-used punctuation 
• possessives (The dog's bone or the two dogs' bone)
• matching verbs and subjects (plural or singular).
• Check spelling and typing for possible errors. Run a spell checker, but remember if your mis-spelling actually spells another real word it often won't identify these.

Evaluating your essay

When finishing an essay you should check it against the marking criteria provided by your school. Here are some useful questions to ask yourself:

• Did you give a brief introduction that provides any indication of the overall flow of your essay?
• Did you use a logical progression of concepts and information using subheadings, if appropriate, for the main body?
• Did you include too little information?  You will need detail, or specifics and examples.
• Did you include too much?  You often don't need more than one or two examples to make a point; you need to make theories, issues or arguments clear, but not verbose. Make sure you keep within the word limit set for the essay.
• If appropriate to your discipline, did you use clearly labelled diagrams, figures, or images that are referred to in the body of the text? (Diagrams are not free-standing items and are of benefit only when they highlight key points or mechanisms.)
• Did you write clearly and unambiguously? Keep your sentence construction simple, and avoid overlong sentences. Punctuate correctly.
• Did you give a brief concluding paragraph to round off your essay?
• Did you acknowledge your sources using the appropriate referencing system?

Further reading

• Creative and critical thinking

Preparing for assessment

• Using feedback

Reading and interpreting sources and data

• Finding sources
• Reading strategies
• Citing, referencing and bibliographies

Practical strategies for managing writing

• Preparation and planning
• Technical advice on writing
• Choosing your words and improving your writing
• Writing critically
• Referencing and bibliographies 

more from Academic Support study resources 

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A Memoir of My Former Self: Hilary Mantel’s final book is a reminder of the many stories she still had to tell

Associate Professor of Postcolonial and Global Literatures, Nottingham Trent University

Disclosure statement

Jenni Ramone does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

Nottingham Trent University provides funding as a member of The Conversation UK.

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In A Memoir of My Former Self: A Life in Writing , Hilary Mantel writes: “There is no failed writing, only work pending.” She’s referring to the 97 notebooks that she kept in a wooden box. Mantel promised: “There is nothing I won’t say, only what I haven’t said yet.”

These words were written in 2016, just after her epic novel of the French Revolution, A Place of Greater Safety , was published. After that, Mantel released the third and final book in her Wolf Hall trilogy , a series that earned her two Booker prizes.

But what Mantel hasn’t said “yet” is precisely the problem. The author suffered a stroke and died suddenly and unexpectedly in 2022. Reflecting on her death, her admirer and peer Margaret Atwood asked : “What might she have written next? I don’t know, but I will miss it.”

A Memoir of My Former Self celebrates the breadth of Mantel’s reading interests and the precision of her voice. The book is a selection of her writing for journals, newspapers and public lectures, published together for the first time. One section is dedicated to film reviews and another to book reviews, each of which were a voluminous part of Mantel’s output.

Her 1997 Reith lectures on history, art and literature are an important inclusion. Other pieces concern Mantel’s childhood, family and marriage, her health and physical life, her career and public life, and her reflections on religion, society, politics, education, place and art. Reading and writing form the spine of every piece.

The book discloses the lifelong physical and psychological impact of her endometriosis , intensified since doctors misdiagnosed her pain as hysteria and depression. Her feminism , evident throughout the collection (not least in her discussion of Hillary Clinton), evolved as a direct response to her medical experience .

The short pieces reveal careful and expansive reading, wit, intellect and daring. But above all, they share secrets – Mantel’s own, alongside those of the writers, historical figures, books, events and places that she describes.

The life of a writer

A Memoir of My Former Self positions Mantel at the centre of her nonfiction writing. Perhaps the only person who rivals her for our attention is Jane Austen, who she often allows to take centre stage, mentioning Austen and her works throughout the book.

Mantel’s main essay on Austen addresses her novels, life, family, juvenilia, the few letters and portraits that remain, and several biographies. In just 13 pages, Mantel reveals the complex material circumstances that Austen navigated and their impact on her writing.

She approaches Austen’s archive with objectivity and scholarship, and the result is twofold: a desire to reread Austen, and a deep regret that the book Mantel was working on will never be completed. Provocation was to be a humorous adaptation drawing on Austen’s full catalogue of works, but focused on Mary Bennett, the least prominent sister in Pride and Prejudice.

For Mantel, the writer’s life is a promiscuous one – with so many other lives to pursue and so little time for the task. This book leaves the reader certain that her imagination and resources would never have been exhausted.

Mantel’s Booker-winning historical novels assembled period worlds with something of the Victorian novel’s attention to detail. Groups came together to witness iconic historical events, such as the beheadings of queens and royal courtiers. But instead of the overburdened, maximalist interiors of 19th-century realism, Mantel’s histories were sparse and sharp. A well-placed wooden chest evokes a time, a carefully chosen meal reveals the substance of a person.

Atwood describes the Thomas Cromwell trilogy, Wolf Hall, as authentic yet contemporary : “If Cromwell had had a phone Mantel could hack, you’d scarcely be brought closer to the inner wheels and cogs of his bloody-minded and bloody-handed machinations.”

Obituaries remarked on the wealth of writing that Mantel produced. Her work is far-reaching and genre-crossing. It has been described as “ guarded, intimate ”, with “ sly wit ”, “ deceptive indirection ” and “ slow subtlety ”. It is “ mischievous ”, “ bleakly comic and politically astute ”. For me, her writing is boundless , breathtaking, and conveyed with immense clarity .

Actor Ben Miles played Cromwell in the Royal Shakespeare Company adaptation of Wolf Hall and Bring Up The Bodies. He and Mantel became good friends and worked on a picture book together.

Speaking to the Guardian , Miles suggested that Mantel’s novels had the power to reveal worlds that were historically and culturally distant as if they were within effortless reach. Her worlds felt at once intimate, sensory, funny and horrific.

This sense of closeness is what many readers will hope to experience by reading A Memoir of My Former Self – and they will not be disappointed.

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Knowledge at Wharton Podcast

What does your writing style say about you, july 23, 2024 • 15 min listen.

Wharton’s Jonah Berger explains how writing style can predict future success.

Listen to the podcast.

Wharton marketing professor Jonah Berger discusses his published study, “ Topography of Thought ,” which was co-authored with Olivier Toubia , business professor at Columbia Business School. The paper examines how someone’s writing style can be indicative of their future success, and where generative AI might come into the picture.

Read an edited transcript below.

Studying How Successful People Think

Angie Basiouny: Give us an overview of this paper by way of explaining your title. What is topography of thought?

Jonah Berger: I don’t have to tell you that we all use language all the time. We write emails, make presentations, and submit job applications. We use language all the time. And language, in some sense, is a fingerprint. It reveals or reflects things about the people who produce it. You can predict how extraverted someone is, for example, based on the words they use.

But beyond the individual words people use, might the pattern of ideas they put out there, the way they organize their ideas, reveal something interesting about them and their likelihood of future success?”

I think it’s important to talk about what I mean about the pattern of ideas. When someone talks about something, they can cover a small amount of ground or a large amount of ground. If you ask someone about their work history, for example, they can talk about a variety of things they’ve done or a smaller set of things they’ve done. They can cover a lot of ground or a little bit of ground.

If you want to use an analogy here, you can almost think about going for a run. Someone can go for a run and go all the way around the city, or they can go for the same number of miles, but just go around the block a number of times. In both cases, they did the same distance, but they covered more ground in one than the other. So, one way we express ideas is the amount of ground we cover. We cover more ground with our ideas, or less. We can talk about more ideas, more topics, more themes, more things that are disparate from one another, or things that are related to one another.

But it’s not just that. It’s also the speed with which we move between adjoining ideas. Imagine a movie. It can cover more or less ground across the course of the movie, but it can also move faster or slower between ideas. If a movie has one scene, for example, that’s at the beginning of a wedding, if the next scene is the later part in a wedding, that’s related to the first part. Different things may happen, but it’s pretty closely related. But if you jump from a wedding to an action scene, that would be really different sorts of ideas. They’re not very related. They’re moving further across those two points.

We wondered if these two ideas, how much ground someone covers, and how quickly they move between ideas, might tell us something about their likelihood of future success.

Basiouny: You’re not talking about the length of the piece of writing. You’re not talking about whether it’s a 500-word essay or 1,000-word essay. It’s really about how they use that space to move through their ideas. Correct?

Berger: Yes, great point. It’s not about the length. It’s about the ground covered. Are they covering a lot of ground in their hundred or thousand words, whatever it is? Or are they covering less ground? Someone talking about their vacation could share 1,000 words, but they could use those words to talk just about the food they ate, or also to talk about the sights they saw and the places they visited.  The former would cover less ground while the latter would cover more.

Basiouny: How did you go about studying this?

Berger: The same ideas can be applied to any type of content, but here we looked at college applications. In other work we’ve looked at online reviews, and in related work we looked at books, movies, and TV shows.

We took 40,000 college application essays from a variety of folks who were applying to school, and we looked at what they wrote and the topography of thought of what they wrote — how much ground they covered in that essay. Again, similar length, but how much ground they covered, and how quickly they moved between ideas. And we looked at their future success. How well did they do in school? What was their GPA once they got there? We were interested in seeing whether, not just the individual words they use, but the way they express ideas might that reveal something or predict how likely they are to be successful in the future.

The Essay Writing Style That’s Linked to Greater Success

Basiouny: What did you find?

Berger: We found two very important things. First, covering more ground, that notion of covering a broad range of things in the same amount of length, was linked to greater success. But doing so while moving rather slowly, was also important.

Think about the numbers arrayed on a circular clock. You could cover a lot of ground by moving in a circle, (e.g., going from 12 to 1 to 2 to 3 to 4) or by traversing the same ground but going from like 12 to 6 to 1 to 7 to 3 to 11. You’ve covered the same amount of ground, but you’ve taken a much longer route between each individual point.

What we found is that folks who are successful in school are able to blend these two things that might seem mutually exclusive. It might seem like covering a lot of ground requires moving really quickly between points to get there. But folks that end up doing well in school figure out a way to cover that ground really efficiently. They’re able to do so by moving slowly between these points, and they don’t have to take a lot of big jumps along the way.

Basiouny: In this paper, you controlled for some socioeconomic factors. Can you talk about that a little bit?

Berger: Yes, so someone could wonder, “OK, so you’ve found that people did well in school, and you’re using writing as a way to indicate how they think. But does it indicate something else?” Maybe it’s just that people who do better on the SAT also have higher grades and also tend to write a certain way. Maybe it’s that people who have parents who are more educated tend to write a certain way and also do better in school. Or maybe people who have parents who are more educated can afford to pay for an essay consultant who helps them write a certain way and also helps them do better in school.

So, we controlled for a variety of different things. We controlled for what they wrote about. Maybe certain types of people tend to write about certain types of things, rather than other types of things. Maybe it’s not about how they write, it’s about what they wrote about — the topics or themes they discussed. No, it wasn’t that.

Maybe it’s parents’ education. No, we controlled for that. Maybe it’s SAT scores. No, we can control for that. What this suggests is that the topography of thought goes beyond things related to just socioeconomic factors or family background. It’s not just that people who might have had wealthier families, for example, tend to write a certain way or have application consultants and do better in school because they get tutoring. No, it really suggests that writing reveals something about the way we think, which can reveal or predict our likelihood of being successful in the future.

Implications Beyond College Essay Writing

Basiouny: There are other critical forms of writing that we do every day in business, like cover letters, resumes, a press release, communications to the C-suite. Can you take this research and translate it into a business context?

Berger: What I find fascinating about these ideas is yes, we looked at the case of college application essays, but it doesn’t have to be only about application essays. These same ideas should apply more broadly to a variety of contexts, whether it’s a cover letter that someone writes, whether it’s an online review that someone puts together, whether it’s the emails they write at the office — all these things provide insight into who people are and what they’re likely to do in the future. I think on a previous episode that you had me on, I talked about a paper I loved recently, where they can tell whether someone is going to default on the loan or not by the language they use in their application. Similarly, you can predict whether someone is going to get promoted or fired or leave a job for a better opportunity elsewhere based on the language they use in their email.

Most of this work that I just mentioned is using individual words, but I think what our work suggests beyond the individual words someone used, you can get insight into who they are, how they think, and how well they’re going to do in the future, based on the pattern of ideas that they have or their topography of thought.

Basiouny: As a manager, it gives you an indication of how they might move through their physical work or their knowledge work, right?

Berger: Yes, one thing we’re looking at right now is, as people learn more, does that change the way their topography of thought looks? Obviously, as we gain more knowledge in a given domain, we may talk differently. We may think about ideas differently. One thought we have is, “Hey, if people who are able to cover a lot of ground really efficiently by moving slowly between points, how did they get there? Are they naturally that way?” Probably not. They may have gained more knowledge along the way that allows them to represent their ideas differently.

One thing we’re doing right now is looking at online forums where people write multiple reviews over time. Someone, for example, might write hundreds of wine reviews over the years. They’ve learned more about wine years later. We’re looking at how do they represent ideas differently as they gain knowledge? And that may help us understand why people who represent ideas certain ways end up doing better.

Humans Still Write Better than ChatGPT and Gen AI — For Now

Basiouny: ChatGPT and artificial intelligence have entered the conversation. People have access to these free tools that can help them perfect their cover letters and written business communication. How does this change things? We can’t really tell how good someone’s topography of thought is if they have an AI-assisted piece of writing. What do we do?

Berger: Yes, so I’d say a couple of things. I agree with much of what you said, except one word. I’m not sure they allow you to “perfect” your writing. At least at the moment. What they do is allow you to write something pretty good quickly and easily. You give it a prompt, and it produces content that’s pretty interesting, does a pretty good job of doing something that might have been difficult for you to do.

And to a degree it uses your own content somehow. Like you could say, “Take my CV and use it to put together a cover letter based on my past experiences.” So that is based on you, and someone else’s might look different, to the degree that their CV is different, but I wouldn’t say it necessarily perfects anything. At least at the moment.

Certainly, tools like ChatGPT and others have made the production of content much easier, and I can imagine a time down the road where we do use them for many tasks, rather than writing ourselves. But I still think there is a lot to be understood about how language reflects the people that produce it and how to write more effective content, based on understanding what makes language impactful.

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