Read good theses/dissertations and use them as models
Before writing, it is recommended to search for examples of theses or dissertations (e.g., those available in the McGill libraries) to read and set up tentative deadlines for the drafts. During the writing process, it is a good idea to always have the reader in mind in writing theses or projects, to create timelines that accommodate the need to revised based on feedback, and to form peer feedback groups to receive feedback from fresh eyes.
For students:
Create a timeline with tentative deadlines to ensure the thesis/dissertation is done on time
Developing a realistic timeline with deadlines well in advance of submission can help increase motivation and avoid some of the stressful moments that often accompany this stage of the program. For instance, as students, you may generally underestimate the time it takes to:
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make the final changes suggested by the supervisor(s);
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rigorously proof-read their final draft, and check citations and referencing; and
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format the final document.
It helps to finish writing early enough to be able to then step back and critique the thesis/dissertation as a whole. To be able to stand back and look at the work from someone else's perspective is the key to successful revision, a process in which all dedicated writers vigorously engage. To finish on time, try to:
- Write early and regularly: Beginning to write early in the graduate degree, such as creating summaries of articles you have read, can help provide content for the dissertation and develop a habit of regular writing.
- Break the thesis/dissertation into chunks: Thinking of the thesis/dissertation in terms of chapters or sections a supervisor can review can make it feel more manageable.
In the last few months prior to submission of the thesis/dissertation, many supervisors have also found it useful to create a timetable with students regarding their availability for reading and commenting on thesis/dissertation chapters. Students often overlook supervisors' other commitments, or don't know of them, and may be disappointed when the supervisor cannot read the drafts as rapidly as they had assumed.
Write with your audience in mind
As thesis or dissertation is your way to communicate with specific readers – your supervisor, the examiner, and scholars in your field. Yet in the writing process, you may be so immersed in sorting out your ideas that you forget that your audience may not be as familiar with your project as you and your supervisor(s) are.
Remember that the examiners have not been privy to the development of a student’s research over time. Before reading the dissertation, they are unlikely to know the:
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“what” (i.e., research focus), “why” (i.e., purpose, objectives and aims of the research), ”how” (i.e., methods or procedures) and "so what” (i.e., implications, why they matter, and the overall argument);
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particular meanings that students have assigned to certain terms, concepts, or theories;
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decision-making lying behind the organization of the dissertation;
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focus, objectives and arguments of the overall dissertation and those of individual chapters.
Form writing groups to get feedback from peers
Writing a thesis or dissertation can be isolating and lonely. So it might be a good idea to form a writing feedback group, and meet regularly with your friends and peers who are also going through the same process. You can review each other's work and provide constructive feedback (using, for instance, the questions immediately above).
Graphos offers multiple ways to connect with peers as you write your thesis or dissertation
For supervisors: What help can you offer?
Suggest students review recent theses or dissertations to get an idea of the layout
As a supervisor, you may recommend several good recent theses or dissertations in the discipline and ask them to review them (not for the content but rather to look at how the text is put together, i.e., the basic composition processes). This gives them a general sense of similarities and differences (what is common and what is unique to each document).
Suggest students review recent theses or dissertations to get an idea of the layout
As a supervisor, you may recommend several good recent theses or dissertations in the discipline and ask them to review them (not for the content but rather to look at how the text is put together, i.e., the basic composition processes). This gives them a general sense of similarities and differences (what is common and what is unique to each document).
Set deadlines to complete work well before the submission date
Setting completion deadlines well in advance of submission can help in this regard. As well, ensure that students understand the need to finish writing early enough to be able to step back and critique the written work as a whole.
Provide constructive feedback when reading and assessing the draft(s)
Reviewing drafts of dissertations requires time and patience. Students can also be involved in this process, such as conducting self-assessment or by observing the supervisor conduct the review, which can further the learning potential. When assessing the content, keep the questions below in mind (adapted from the McGill PhD thesis examiner report).
Background/Introduction
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Why is investigating this topic worthwhile?
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What concepts are key and how have they been defined?
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What precisely is the focus of the research? What is the specific objective or aim?
Methods
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How will the aims and investigations be achieved? (i.e., What are the methods? Are they justified?)
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Has as understanding of the techniques used, and a competence in conducting research, been demonstrated?
Results
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What was found? Are the results explained clearly?
Discussion
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Why do the results of this study matter? In other words, what is the overall argument? Is this adequately explained and justified?
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Has the ability to make critical use of published work and source material been demonstrated?
Conclusion & Future Directions
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What is the original contribution of the work? How does it fit into the wider body of knowledge?
When students ask for help improving their thesis or dissertation, supervisors provide clear and constructive feedback as well as ensure that academic integrity is upheld. See the Giving feedback and Academic integrity pages for more information. Promoting the highest standards of academic integrity means helping students learn what constitutes plagiarism and how to avoid unintentional plagiarism.
It is also often a good idea to decide which member of the supervisory committee (see Co-supervision and the Supervisory committee pages) is the most appropriate to read early drafts (the big picture/structure person) and then to be the last reader (the attention-to-detail person).
Emotional aspects of thesis or dissertation writing are often neglected
The personal aspect of the writing process, especially students’ feelings such as worry and lack of confidence, are often neglected as attention is focused on the academic aspects. It is important to be aware of these emotional needs and address them accordingly so that students are adequately supported in the final stages of their programs.
Emotions can be a factor in the common challenges experienced during thesis writing
Common challenges include:
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getting stuck at ABD (All But Dissertation; i.e., completing all degree requirements except writing the thesis);
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rushing to submit the thesis, while sacrificing quality; and
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difficulty accepting and acting on criticism and advice.
If you are a student, have you experienced any of these feelings? How do you think your supervisor can help you reduce or cope with any negative emotions about dissertation writing? How can you bring this up in a discussion with them?
If you are a supervisor, have any of your students expressed such emotions? How did you help them reduce or cope with negative emotions? What can you do to detect, discuss and help students with such feelings?
The Wellness Hub organizes workshops where students can work through the difficult emotions that can accompany thesis writing:
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