THESIS WRITING

M.Saravanan M.F.T., M.Phil., D.E.M., DCFL & M., MBA., Assistant Professor,
Post Graduate Dept of nternational Business, Sree !ara"ana Guru Colle#e,
$.G.Chavadi, Coi%&atore ' ()* *+,.
E%ail.- shravan.%uru#an.#%ail./o% Mo&ile.- 01* 11)2) 233)1
ABSTRACT
Major task a student has to face in university or in college is to conduct research and to write
the research papers. On the contrary submitting research paper can be one of the most
rewarding experiences one may encounter in academics. Writing a research paper requires
lot of effort, indepth knowledge about the subject and excellent writing skills. !eople who
read the paper must be able to understand the ideas expressed without much ambiguity. "t
requires a great deal of practice to write a perfect custom research paper. Writing research
paper takes as much hard work and effort as doing the research. When a student is assigned
to submit a research paper, an unneeded anxiety is created within him#her. $his results in
confusion and inadequacy. $his anxiety must be totally avoided.
The resear/h paper dra4s its %aterial fro% %an" sour/es. ts ai% is to asse%&le fa/ts and ideas
and &" stud"in# those to dra4 ne4 /on/lusion as to fa/t or interpretation, or to present the
%aterial in the li#ht of a ne4 interest. 5alf of the resear/h paper6s su//ess depends upon #ood
a/ade%i/ sour/es, as %ost of the resear/h is done onl" in the /hosen spe/iali7ed field.
8esear/her %i#ht have to depend on fa/ts that 4ere alread" availa&le in s/attered sour/es. Then
his tas9 4ould &e to /olle/t those fa/ts into a ne4 pattern of interpretation. 8esear/h paper is
different fro% a la& report. La& report :ust provides ans4ers to ;uestions related to e<peri%ents
4herein resear/h paper provides the ideas #ained fro% a resear/h.
A parti/ular for%at %ust &e follo4ed 4hile 4ritin# a /usto% resear/h paper. t %ust &e 4ell
stru/tured 4ith all the ideas /orre/tl" or#ani7ed. This 4ill help people to read sele/tivel". So%e
4ill &e interested onl" in :ust the %ethods, a spe/ifi/ result, the interpretation, or perhaps onl"
the su%%ar" of the paper. All the details that 4ere /olle/ted durin# the resear/h %ust &e
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%entioned in dis/iplined %anner. The resear/h paper %ust loo9 s"ste%ati/, and the first step
one %ust do is to learn to investi#ate the su&:e/t. Gettin# the /orre/t referen/e &oo9s are ver"
i%portant. Standard en/"/lopedias and di/tionaries 4or9 as 4onderful referen/e &oo9s. The
overall stru/ture of a resear/h paper %ust &e in the follo4in# order= a&stra/t, introdu/tion, the
pro&le%, %" idea, the details, related 4or9, /on/lusions and future 4or9. All these se/tions
%ust &e of spe/ifi/ len#th. A&stra/t %ust &e a&out four senten/es lon# as it provides the #ist.
Ea/h, introdu/tion and pro&le% des/ription %ust &e si7e of one pa#e.
deas and related 4or9 se/tions %ust &e for t4o pa#es. The details part is ver" i%portant and it
%ust &e short and pre/ise. t /an &e up to a %a<i%u% of five pa#es.
RESEARCH PAPER AND THESIS WRITING
There are so%e individuals to those this pro/ess of 4ritin# resear/h papers /o%es naturall"> &ut
%an" of the %ost seasoned a/ade%i/ veterans have had to learn ho4 to 4rite a resear/h paper
at so%e point in their /areer. Therefore, 4ith dili#en/e, or#ani7ation, pra/ti/e, a 4illin#ness to
learn and, %ost i%portant of all, patien/e, a student 4ill find that he?she /an a/hieve #reat
thin#s throu#h resear/h and 4ritin#.
8esear/h Paper the 4ord that %a9es %an" of the students #o %ad and s4eat do4n. @ith
in/reasin# nu%&er of students enrollin# the%selves for hi#her studies the /o%petition
proportionall" in/reases 4hi/h ur#es the students to put out their &est so as to /arve a ni/he for
the%selves. 8esear/h paper has &e/o%e a part of the /urri/ulu% irrespe/tive of the dis/ipline of
"our stud" or /olle#e or universit". @ritin# resear/h paper is a tedious :o& espe/iall" for
&e#inners as it is a %eti/ulous pro/ess 4hi/h involves a lot of tas9s li9e sele/tion of the topi/,
presentin# the a&stra/t, 4rite an introdu/tion a&out the resear/h 4or9, /hartin# do4n the
%ethods used for e<peri%entin# the topi/, detailed e<planation of the %ethods 4ith
e<peri%ental eviden/e or h"pothesis, dis/ussion of the pros and /ons of the topi/ and finall"
presentin# of the &i&lio#raph". A #ood #uidan/e is the %ost essential thin# for resear/h 4rite.
Most of the ti%e it &e/o%es a #reat &urden for students as %an" do not #et the opportunit" of a
#ood #uidan/e.
Man" /o%panies underta9e resear/h 4ritin# at /ost. The" 9no4 ho4 de%andin# it is to 4rite a
resear/h paper. Thou#h there %a" &e %an" sour/es for% 4here students /an #et the %aterial
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and details relatin# to their resear/h topi/ %an" la/9 the 9no4led#e of ho4 to e<tra/t the
ne/essar" details and /ondense the%. The 9e" &ut less noti/ed point that %ost of the students
%iss their #rade is the presentation of the resear/h paper. Ti%e is another &i# /onstraint that
pla"s an i%portant part in resear/h paper 4ritin#, %an" students %iss their deadline 4astin# a
#reater part of their ti%e in investi#atin# the paper. t is e;uall" essential to 4or9 out a proper
ti%e %ana#e%ent plan for finishin# the paper on ti%e. These /o%panies understand all "our
diffi/ulties and hen/e provide "ou an unparalleled resear/h paper 4ritin# servi/e. @ith
e<perien/ed staffs the" 4rite resear/h paper on an" #iven topi/ as their 4riters have spe/iali7ed
9no4led#e in various do%ain. The" have a//ess to private li&raries 4hi/h do not offer
su&s/ription to individuals. Ever" order pla/ed on resear/h 4ritin# 4ill &e /o%pleted and
presented to "ou %u/h earlier than anti/ipated as the" have eas" a//ess to different resour/es
4hi/h /onsist of all re;uired details and des/riptions.
Thesis 4ritin# is the %ost si#nifi/ant part of a #raduation thou#h it /o%es in the final sta#es of
our hi#her edu/ation as it involves the /ondensed presentation of all the 9no4led#e that 4e
have #ained durin# the /ourse of stud". Thou#h thesis 4ritin# %a" sound si%ilar to resear/h
paper is %ore /o%pli/ated than the latter. Thesis 4ritin# is 4ritten after su//essful resear/h and
evaluation of the s"ste% throu#h pra/ti/al testin# 4hereas resear/h paper involves onl" a
theoreti/al evaluation.
AWARENESS OF THESIS WRITING PROCESS IS CRITICAL TO STUDENTS
Thesis 4ritin# is a /ru/ial re;uire%ent of the a/ade%i/ sphere of a universit" pro#ra%. n
prin/iple this is not an eas" tas9 4hi/h needs devotion of an a%ple a%ount of ti%e and
indo/trination of a nu%&er of para%eters of 9no4led#e. Thesis 4ritin# 4ould investi#ate deepl"
into a %atter either in e<plorative %anner or in /onfir%ative %anner. Aarious %ethods of
resear/hin# are applied in to su/h thesis 4ritin# dependin# upon the field of stud" and /hosen
topi/ area. The sa%e do/u%ent is also referred to as a resear/h paper or a dissertation dependin#
upon the a/ade%i/ level and the /ountr" of stud". As the thesis is usuall" the last re;uire%ent of
a de#ree pro#ra%, intended to %a9e use of all the other /learin#s %ade durin# the /ourse of the
stud" pro#ra%, stu%&lin# at this sta#e /an :eopardi7e all the effort and resour/es /o%%itted to
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the de#ree up to that point. This is &e/ause a su//essful thesis or dissertation is a /o%pulsor"
re;uire%ent. This is 4h" students 4ould &enefit #reatl" fro% edu/atin# the%selves on 4hat is a
thesis and ho4 to /ondu/t and 4rite a thesis stud".
Thesis 4ritin# &e#ins 4ith the sele/tion of an appropriate topi/ under the purvie4 of the
student6s 9no4led#e and stud" area as 4ell as a one 4hi/h i#nites the thesis 4riter6s interest. A
proper resear/h o&:e/tive and a set of resear/h ;uestions should &e esta&lished &ased on the
author6s intuitive and pra/ti/al e<perien/e in the field of stud". The validit" and realis% of the
stud" ;uestion should &e :ustified &" /itin# of other s/holars vie4s on this as 4ell as author6s
o4n e<planations. This is done in a thesis proposal 4hi/h needs to &e approved for the student
to &e a&le to pro/eed 4ith the a/tual stud". A tentative resear/h %ethodolo#" desi#n should also
&e in/luded 4ithin this proposal.
Bn/e the approval of the /o%%ittee is se/ured, the student is a&le to e%&ar9 on a full fled#ed
resear/h investi#ation. Dependin# upon the t"pe of resear/h ;uestions and o&:e/tive of it the
%ethods applied 4ill /han#e. For instan/e, e<plorative resear/h %a9es use of ;ualitative studies
4hile ;uantitative studies often ai% to esta&lish relationships and %easure their stren#ths. So%e
populations 4ill di/tate different resear/h %ethods as o&servations instead of tools su/h as
intervie4s or a surve". A population of "oun# /hildren, si/9 people or vi/ti%s of a /ertain
disaster is e<a%ples of su/h populations. So%e studies %a" opt to use pri%ar" resear/h 4hile
other studies /an rel" on se/ondar" resear/h as /ase stud" &ased investi#ations.
A su//essful thesis pro:e/t 4ill depend upon ti%e plannin# and resour/e plannin# as it is a
li9el" to ta9e a %ini%u% of si< %onths. Therefore, plannin# and settin# aside ti%e and
resour/es is essential. The plannin# pro/ess should also involve /ratin# a /hapter outline and
then 4ritin# outline for ea/h of the /hapters. Sin/e a thesis /o%prises of %an" se/tions and is a
len#th" do/u%ent, or#ani7in# all relevant infor%ation in a /oherent %anner &e/o%es /riti/al.
Plannin# and e<e/utin# a perfe/t resear/h %ethodolo#" 4ill la" a stron# &a/9&one to "our
entire stud". Consider the resear/h %ethodolo#" "ou intend to appl" at the ver" outset. This
/hoi/e should &e %ade &" ans4erin# %an" ;uestions as via&ilit", suita&ilit", a//epta&ilit",
attaina&ilit", afforda&ilit" and /o%pati&ilit". These /onsiderations are in relations to the
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resear/her, the institution of stud", the tar#eted resear/h population and the resear/h topi/ and
o&:e/tives.
Move on to the ne<t sta#e of a/tual 4ritin# of /hapters &" handlin# ea/h se/tion or /hapter of
"our dissertation on a step &" step &asis, /o%pletin# ea/h se/tion so that "our effort and ti%e is
invested s"ste%ati/all". ntrodu/tion, %ethodolo#" and literature revie4 /an &e /o%pleted
ahead of ti%e 4hile. The rest of the /hapters have to follo4 the data /olle/tion for% the
tar#eted population. The standard /hapters of a thesis 4ill in/lude ntrodu/tion Chapter,
Literature 8evie4 Chapter, Methodolo#" Chapter, 8esults and dis/ussion Chapter and
Con/lusion Chapter.
CONCLUSION
Lastl", the ;ualit" of 4ritin# and presentation pla"s a para%ount role in thesis 4ritin#. This is a
do/u%ent 4hi/h stands the %erit of &ein# pu&lished. Therefore, the standard of 4ritin# and
adheren/e to standards of for%attin# pres/ri&ed is /riti/al. Citin# all sour/es referred to and
providin# properl" presented &i&lio#raph" se/tions is an area 4hi/h should al4a"s &e at the
&a/9 of the 4riter6s %ind. This 4a", all referen/e details 4ill &e /olle/ted for all relevant
sour/es and resear/hed %aterial durin# the pro/ess of se/ondar" resear/h. To #o &a/9 and lo/ate
su/h &i&lio#raph" infor%ation is a ti%e /onsu%in# and often frustratin# tas9.
5avin# revie4ed so%e of the %ain areas of 4ritin# a thesis, approa/h the stud" 4ith enthusias%
and deter%ination. Do not &e dis/oura#ed at the stu%&lin# &lo/9s as there are %illions of others
stru##lin# si%ilarl" as "ou. There is also %an" support sour/es should "ou need to enlist help.
So a&ove all, do not #ive up on/e "ou have rea/hed al%ost the end of the road to "our de#ree.
REFERENCES:
1. Research Methoo!o"# $ C.R.%othar&
'. Mar(et&)" Research * Pr&)c&+!es, A++!&cat&o)s - Cases $ Dr. D.D.Shar.a
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/. 000.research&)&a.1o.
2. 000.coo!a1e)3es.co.
4. 000.art&c!e5o)es.co.
6. 000.&)&ao)esto+.co.
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