The Last Thesis Proposal Guide Your Students Will Ever Need

 Pssss…over here.

Are you thinking about or currently advising a student thesis project? If so, did you give your student a list of what should be included in their thesis proposal?

No student in the history of the world has refused such a list. And even though the list makes advising a whole lot more productive, I bet you can name some profs who have been holding out.

At the request of frustrated students everywhere, I’ve created a little guide for you to revise and share as you deem fit.

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The format of a thesis proposal varies based upon the needs of the project, the desires of the committee, and the trends in one’s field. The following list outlines some of the most common pieces found in thesis proposals.

The list is progressive in that each element builds upon the preceding ones. But you may find that they’ll work better if rearranged or that you’ll need to supplement the list with an item not included below. This resource is intended to get students thinking about what’s needed to make a robust case for a worthwhile project.

For navigational purposes all content within brackets is what your students need to remove/supply in their own versions!

Topic– your project’s specific subject matter.

Nearly every sentence should relate back to your topic. It’s the most succinct completion to this statement that you can think of : “My thesis is about [BLANK SPACE FOR TOPIC].” Your topic should be a phrase that were one to google it, your project would show up at the top of the list. For example: “My thesis is about dogs.” would be totally buried in google, while “My thesis is about the moral issues behind implanting microchips in dogs.” would rise much further to the top.

Literature Review– a discussion of the scholarly work pertinent to your topic.

It should serve as a functional guide or resource that your committee can use to familiarize themselves with your topic—especially if they are not experts in that specific area. Curate the scholarship so that your research question is the next logical step in learned discussion on your topic.

Research Question- a clear articulation of what you want to know about your topic. This section lays out the inquiry you want  need to pursue. Your dissertation is all about answering this question. In the case of the example topic your research question might be:  “Does the implanting of microchips in household animals in any way serve to advance the goals of transhumanism?” So what’s the question: [BLANK SPACE FOR RESEARCH QUESTION]?

Theoretical Framework– the approach you use to conceptualize your topic.

Your theoretical framework characterizes the type of assumptions that lead you from the topic to the research question.

Hypothesis- a well-articulated, well-informed hunch that you propose as a potential answer to your research question.

If your proposal is approved and your research corroborates what you already know, then your hypothesis will become your project’s thesis statement. (BTW: This never happens! Your thesis statement will be way more nuanced than your hypothesis.) Again, by why of example:  “My research has discovered that numerous organizations which fund electronic implantation of microchips in household animals also fund research in biomechanical enhancements for human beings, this suggests an intentional effort to advance a more general receptivity to the transhumanist agenda.” What’s your [BLANK SPACE FOR HYPOTHESIS].

Methodology– a discussion of how you will investigate your research question and how you will verify your results.

Your committee should be able to read your methodology as a roadmap to where you’re headed in in the days/months/years ahead. It names what specific methods you’ll apply and outlines the steps you’ll take to (dis)prove your hypothesis.

Sample Work– e.g. Close Reading, preliminary studies, etc.

This section includes examples of preliminary or previous research that demonstrates what you intend to do when in the throes of the thesis.

Limitations- an outlining of issues you intend to address and forego in the course of your thesis.

You will need to include the explanation for your reasoning and justifications for your decisions. Issues of practicality are just as pertinent as issues of rationality. This lays the groundwork for what you will be expected to do and defend on the rest of your dissertation journey.

The list may strike you as pedantic, but that’s to be expected. Many of us instructors have had to write theses. We’ve internalized the research processes.

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But how much experience do students have investigating something original— pouring their heart and souls into a project that—for better or worse—represents their best work? Lest us not forget the pressure, fear, and confusion of that very first time,

This guide is a way to take those beginning steps as mentor and mentee. Talk through what these elements might look like with your students. Have advisees identify the different pieces in successful (and not so successful) proposals. The more familiar students become with the genre, the sooner they’ll find their place in it.

So how do you advise your thesis-bound students? Share your thoughts and experiences in the comments below.

Editor’s Note:  For more of Richard’s thoughts about academic writing, check out his “Writing with a Point” series on Seminarium:

Writing With a Point—Part 1: Calculating Introductions

Writing With a Point—Part 2: The Annotated Bibliography 2.0

Writing With a Point—Part 3: Literature Reviews in the Humanities

Photo Credit: “We fly at dawn” by Spencer Means  – CC by 2.0

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