VISTULA GROUP OF UNIVERSITIES
Guide to Writing
a Diploma Thesis
Academic Profiles
Warsaw 2024
CONTENTS
UNDERSTANDING THE CONCEPT OF A DIPLOMA THESIS ..............................................4
What Is a Diploma Thesis?...................................................................................................4
Why Is a Diploma Thesis Important? ...................................................................................4
How Do Students Benefit from Writing a Diploma Thesis? ....................................................5
PLANNING RESPONSIBLE RESEARCH ..............................................................................6
Academic Integrity Policy ....................................................................................................6
What is plagiarism? .............................................................................................................6
Ghost-writing: Violation of Academic Integrity .....................................................................7
Ethical Use of AI Technologies ..............................................................................................7
THESIS STRUCTURE AND EDITORIAL STANDARDS ........................................................8
EDITORIAL STANDARDS ................................................................................................... 12
GUIDELINES FOR QUOTING AND REFERENCING ......................................................... 13
LANGUAGE OF SCHOLARLY DISCOURSE....................................................................... 17
FINAL REMARKS ............................................................................................................... 19
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Dear Students,
This Guide has been created to serve as your primary source of information on writing
a diploma thesis. It addresses all key aspects of the process, from selecting an interesting
research topic, through carefully structuring your arguments, conducting thorough research,
and, finally, to enhancing your academic writing skills. The Guide will help you to write a
diploma thesis meeting the highest academic standards. You will find here a clear description
of each stage of thesis development including detailed tips on how to conduct a systematic
literature review, perform a thorough critical analysis, use correct citation of sources, and
adhere to specific formatting requirements.
It is important to understand that the significance of your diploma thesis goes far beyond
meeting the formal requirements of graduation. A diploma thesis is the culmination of your
academic development, reflecting your critical thinking skills, and at the same time giving you
the opportunity to make a contribution to your chosen field of study. This Guide will help you
to transform your initial research question into a well-thought-out thesis that would be of
significance to the academic community and at the same time will be a tangible manifestation
of your intellectual prowess.
Remember that on your path to achieving this goal you have at your disposal a solid
network of support. Use our university resources, such as library guides, workshops, and faculty
consultations for the guidance and support you need. Stand up to the challenges, solve problems
and celebrate each accomplishment. Most importantly, let this experience be a source of true
intellectual satisfaction and personal joy for you.
Make this Guide your daily companion on your research journey, turning it into a
rewarding and enriching experience.
So, let’s get started!
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UNDERSTANDING THE CONCEPT OF A
DIPLOMA THESIS
Diploma thesis is a synonym for a dissertation at the Bachelor’s, Engineer’s or Master’s
level constituting a significant scientific endeavour. It is the culmination of your research
efforts, and it should thus contain solid theoretical frameworks related to your specific topic as
well as the findings of your research into a selected field of science conducted on the basis of
this theory. Unlike its shorter counterparts, such as essays or scientific papers, a diploma thesis
requires a more comprehensive approach.
What Is a Diploma Thesis?
A diploma thesis at the Bachelor’s, Engineer’s or Master’s level represents the
culmination of your academic journey into a specific field of study. It is a significant scientific
work that demands conducting rigorous and comprehensive research on a clearly defined
topic.
Why Is a Diploma Thesis Important?
The process of developing a diploma thesis brings several important benefits:
−
Demonstrates Mastery in your field: Completion of a thesis provides confirmation
of your thorough understanding of a specific area of science within your chosen
discipline. The research process allows you to gain expertise by engaging in critical
analysis of available sources, identifying research gaps, and proposing new
interpretations or solutions to the existing research problems.
−
Develops Research Skills: Throughout the diploma thesis development process, you
will develop your skills as regards practical application of research methodologies.
This includes selection of appropriate research methods, critical evaluation of data, and
formulation of well-supported conclusions. These skills are highly valued in both
academic and professional environments.
−
Enhances communication skills: Writing a diploma thesis requires strong academic
writing skills. You will learn to articulate complex ideas in a clear, logical, and
persuasive manner, at the same time remaining in line with proper citation principles.
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Such communication skills are essential for effective formulation and presentation of
your research findings.
How Do Students Benefit from Writing a Diploma Thesis?
Successful completion of a diploma thesis allows you to gain and develop valuable skills that
will benefit you throughout your academic and professional career.
Here are some key benefits:
− Increased Confidence: Completion of a major research project will boost your
confidence in your ability to tackle complex problems and manage large
undertakings.
− Independent Learning: The process of developing a thesis requires independent
thinking and initiative. You will learn how to analyse and critically evaluate
obtained information, identify research gaps, and formulate your own research
questions.
− Problem-solving Skills: Scientific research usually involves the need to overcome
challenges and deal with unexpected drawbacks. The process of developing a
diploma thesis enhances your ability to think creatively and adapt your approach to
the changing needs.
− Enhanced Time Management: Meeting deadlines and managing your workload
are essential to completing a diploma thesis. Such experience strengthens your time
management skills, a valuable asset in any career path.
− Improved Critical Thinking: Key elements of a thesis development process
include critical evaluation of the existing scholarship, identification of biases and
information gaps as well as analysis of evidence. This experience will enhance your
ability to take an objective approach to collected information and to make accurate
judgments.
In conclusion, a diploma thesis is more than just a final, formal requirement on your
path to graduation. It is a transformative learning experience furnishing you with valuable
research, communication, and critical thinking skills that will benefit you throughout your life.
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PLANNING RESPONSIBLE RESEARCH
The process of gaining knowledge should be based on the principles of honesty and
ethics. This section will provide you with useful information necessary to conduct scientific
research in accordance with the key principles of academic integrity at every stage of
developing your diploma thesis. We will discuss crucial issues such as plagiarism, ghostwriting, and responsible use of Artificial Intelligence (AI) technologies.
Academic Integrity Policy
Academic integrity encompasses fundamental values of academic honesty and
responsibility. It demands that all academic works, including your diploma thesis, must reflect
the ideas and contribution of their authors. By following these principles, you ensure the
credibility of your research and contribute to building a trustworthy academic environment.
What is plagiarism?
Plagiarism means presenting someone else’s ideas, words, or data as your own, without
indicating their real sources.
This includes:
− Direct plagiarism: Copying someone else’s text verbatim from a source without
quotation marks or proper citation.
− Paraphrasing plagiarism: Rewording someone else’s texts without acknowledging the
source.
− Mosaic plagiarism: Patching together pieces of information from various sources,
without proper citation.
− Self-plagiarism: Submitting your own, previously written work as new without proper
annotation.
Unintentional plagiarism can result from carelessness or a lack of understanding the practices
of proper citation. However, all forms of plagiarism are regarded as academic misconduct and
may have serious consequences, such as failing a course, having a thesis rejected, or even being
expelled from the university.
Avoiding plagiarism:
−
Meticulous note-taking: make sure that the sources you refer to are properly cited by
noting down the bibliographic details alongside with quotes and paraphrases
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−
Proper citation techniques: Master the American Psychological Association (APA)
style and consistently cite all sources used in your thesis.
−
Paraphrasing effectively: Restate someone else’s ideas in your own words, but always
cite the original source.
−
Focus on your own ideas: Strive to develop your own critical analysis and
interpretation based on your own research findings.
Ghost-writing: Violation of Academic Integrity
Ghost-writing is a serious academic offence that undermines the integrity of educational
institutions and the value of academic credentials. Engaging in ghost-writing or submitting
ghostwritten works is considered a form of academic dishonesty and fraud.
In the event that an official investigation is initiated, and it is determined that a student
has used ghost-writing services, the consequences can be very severe, including potential
revocation of a diploma. Educational institutions have strict policies regarding academic
integrity and violations of these policies, such as ghost-writing, can lead to disciplinary action,
such as:
−
Revocation of degree: The institution may take away a degree that was awarded based
on academically dishonest work.
−
Expulsion: Students may be expelled from the institution, thus losing the opportunity
to complete their degree.
−
Permanent record: The offence may be permanently recorded in the student’s
academic record, impacting future educational and career opportunities.
Vistula University takes academic misconduct very seriously. If you are caught
using a ghostwritten thesis, the consequences can be severe. This may include
course failure, thesis rejection, suspension, or even expulsion. Additionally, a
permanent mark on your academic record could jeopardize your future
educational or professional opportunities as well as your legal stay in Poland.
Ethical Use of AI Technologies
AI-based writing tools and paraphrasing software are rapidly evolving technologies.
While they can be helpful in matters of grammar and style, their use in generating thesis content
raises legitimate ethical concerns. Content generated by such tools should never replace one’s
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own critical analysis or self-written text. Below are examples of ethical utilization of AI
technologies:
−
Fact Checking: Use AI tools to verify information obtained through your research.
−
Citation Management: Explore AI-based reference management software to organize
your sources.
−
Grammar and Style Assistance: Use AI tools to identify and correct grammatical or
stylistic errors in your writing.
Remember, AI tools cannot replace critical thinking, analysis, and interpretation necessary
to write a diploma thesis. Your thesis should showcase your originality and intellectual
contribution.
Adhering to the principles of academic integrity safeguards not only your own success,
but also the integrity of the academic community as a whole. By following these principles, you
ensure that your research work will meet the highest scientific standards, and that it will be
developed in an ethical manner, thus contributing to the creation of a culture based on the
principles of integrity. If you have any questions about proper citation practices or the use of
AI tools, consult University lecturers or library staff for help and guidance.
The method and scope of utilizing AI in the development of the diploma must be clearly
described in the Introduction.
THESIS STRUCTURE AND EDITORIAL
STANDARDS
A diploma thesis is the final stage of your current academic development. It is an
opportunity for you to demonstrate your research competence, critical thinking skills, and
mastery of the art of academic writing. This section presents the most important elements that
decide on the high quality of the thesis. They apply to both Bachelor’s and Master’s study
programs.
1. Title Page: This page decides on the first impression your diploma thesis will make on
the reader. Make sure it includes the full name of the university, your name and surname,
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student ID card number, faculty and field of study, title, and date of submission. Doublecheck that all data is accurate and formatted according to the style guidelines relevant
for your field of study. A template for the title page can be found on the website in the
diploma tab.
2. Table of Contents: It serves as a thesis plan providing a clear list of its main
components. The table of contents should include Introduction, all chapters and
sections, Bibliography, list of figures and tables with their corresponding page numbers.
It allows readers to easily navigate the thesis and find its specific sections.
3. List of Figures and Tables (Optional): If the diploma thesis contains figures, tables or
charts, include a separate list with the number and title below the table of contents,
containing a clear description of a given element with the corresponding page number.
4. Introduction: It is the first essential element of every diploma thesis. In a Master’s
diploma thesis, compared to a Bachelor’s thesis, its content should be more thorough
and based on a wider range of arguments, but in both cases it should clearly present the
following points:
(1) Presentation of the overall goal of the diploma thesis, hypothesis and research
questions.
(2) Brief description of research methods.
(3) Presentation of the diploma thesis structure. This should not be limited, especially
in the case of Master’s theses, to a simple overview of the content of subsequent
chapters. Instead, it should also provide an explanation of why the thesis consists
of a certain number of chapters, and why they are arranged in a specific order.
(4) Brief discussion and evaluation of literature/sources (not listing, but commenting
on its advantages and disadvantages, availability, use of foreign-language
literature, etc.).
It is not necessary to provide references in the introduction, conclusion or with
introductory and final remarks.
5. Chapters and sections: They form the main body of the diploma thesis, divided into
parts. In most cases, such a two-level division is sufficient. The division must be
coherent, i.e. individual chapters and sections must follow each other in a set order,
based on a clear criterion (chronological, problem-related, logical) and cannot duplicate
the topics already discussed (“no overlapping”). A properly planned structure of the
diploma thesis requires using a well-thought-out division criterion consulted with the
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supervisor. In Bachelor’s theses, this may be a simple top-down approach which
involves moving from presenting general concepts and outlining the problems to more
specific and detailed questions. In Master’s theses, the division criterion should be more
advanced.
It is common practice to devote the first chapter to the issues introducing the topic of the
diploma thesis. This includes discussing the basic categories related to the topic, analysing and
evaluating the state of knowledge presented in the literature, presenting the research methods
used (particularly in empirical theses based on experiments, independent surveys, participant
observation, etc.), providing the historical background of events analysed in the subsequent
parts of the thesis, etc. It should be noted that the first chapter cannot be referred to as a
theoretical one because a theory in the scientific sense is an organized set of explanatory
statements and is therefore something entirely different.
It is usually assumed that a diploma thesis should consist of three to five chapters.
Individual text units should be of comparable length, which means that specific problems must
be systematically analysed with similar attention in subsequent chapters and sections. No
chapter should have the same title as the whole thesis since that could imply that the remaining
chapters are irrelevant to the topic and therefore unnecessary. This also applies to chapter and
subsection headings, i.e. no section can have the same heading as a given chapter. Each idea
should be developed in a new paragraph. Paragraphs cannot consist of one sentence and there
should not be more than three paragraphs on a single page.
6. Conclusion: It should provide conclusions drawn from individual chapters. If required
by the topic of the thesis or by the specific character of the chosen discipline, these
should be preceded by a synthesis of the initial state of knowledge on a given problem.
Another essential point is the closure of the thesis which should refer directly to the
assumptions presented in the introduction. In this part of the thesis, it is necessary to
sum up these assumptions and evaluate whether and to what extent it has been possible
to achieve the goal of the diploma thesis, answer the research questions and, possibly,
verify the hypotheses and statements. Finally, if the topic allows for it, it is necessary to
forecast further development of the analysed events, phenomena or processes or to
provide some recommendations. The ability to formulate recommendations, even at a
very basic level, is the best confirmation of the author’s understanding the research
problem that is the subject of the diploma thesis.
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7. Bibliography contains a list of sources used during the development of the diploma
thesis and cited in notes. Bibliography is divided into the following sections:
− documents (legal documents, official acts, official speeches, etc.),
− books,
− magazines,
− internet sources,
− other (e.g. brochures, internal or unpublished materials, etc.).
In each section, the items are arranged in an alphabetical order by surname.
There is no fixed number of items that should make up bibliography (and thus to
be used to write the thesis). It depends on the type of research problem, availability of sources
and on the scope of literature on a given topic. It is usually assumed that in a Bachelor’s thesis
bibliography should list 20-40 entries, and in a Master’s thesis, 30-60.
8. Appendices – if they are attached to the diploma thesis. Their inclusion is rarely
justified as all questions arising from the materials used in the research process should
be discussed and analysed in the main body of the diploma thesis. However,
appendices are necessary when they present the author’s own contribution, for
example a survey independently developed and conducted by the author.
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Remember:
− Consult your supervisor for more detailed instructions on formatting and other formal
requirements,
− Maintain consistency in formatting throughout your thesis, from font style and margins
to the formatting of bibliography (APA style).
− Strive for clarity of message and a narrative style ensuring a smooth flow of information
to the reader.
EDITORIAL STANDARDS
The editorial standards presented below are a set of basic principles and more detailed
instructions regarding the formal requirements for writing diploma theses.
Bachelor’s thesis is usually 30 to 50 pages long (including bibliography,
appendices, and other supplementary materials).
Master’s thesis is usually 50 to 100 pages long (including bibliography,
appendices, and other supplementary materials).
General Editorial Requirements:
•
Font: Times New Roman throughout the entire thesis
•
Font Sizes:
o
Main Text: 12 points
o
Footnotes: 10 points (if neccesary)
o
Table & Figure Titles: 12 points, bold (above tables, below figures/graphs)
o
Source Information (under tables/figures): 11 points
o
Chapter Titles: 16 points, bold
o
Subsection Titles: 14 points, bold
•
Do not put a full stop at the end of the titles of chapters, sections, tables, etc.
•
Margins: 2.5 cm
•
Line Spacing:
12
•
o
Text: 1.5 lines
o
Footnotes: 1 line
Text Alignment:
o
Text: Justified (both left and right margins)
o
Footnotes with Long URLs: Left-aligned
•
Page Numbers: Centred in the footer, same font as main text.
•
Starting New Pages: Introduction, chapters, conclusion, bibliography, lists, and
appendices should all begin on new pages.
•
Tables, Drawings, Charts, etc. Within the Text
Titles: Ejected line format (indented second line)
Placement: Titles positioned above tables and below drawings/charts.
Numbering: Follows chapter numbering (e.g., Table 1.2. is table 2 in chapter
1). No full stop at the end of the title.
Source: Provide source information under each element (bibliographic data or
"Own elaboration"). End descriptions with a full stop.
GUIDELINES FOR QUOTING AND
REFERENCING
In the case of both Bachelor's and Master's theses, following the guidelines developed
by the American Psychological Association (APA) is crucial for maintaining academic rigor
and ensuring clarity and consistency in referencing and formatting:
a)
one author – regardless of how many times a given source is cited, always give the
author’s name and the year of publication; in the case of citing more than one work by
this author, published in the same year, add the subsequent letters of the alphabet to
the date (2015a, 2015b); this rule also applies to a work written by two or more authors.
As Dacewicz (2014, p. 23) states...
Research indicates that... (Kwiatkowska, 1992, p. 34).
b)
two authors – regardless of how many times a given source is cited, always give the
names of both authors and the year of publication; in the case of citing more than one
work by these author, published in the same year, add the subsequent letters of the
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alphabet to the date (2015a, 2015b); the names of authors should always be joined with
the conjunction “and”.
As Kwiatkowska and Zięba (1978, p. 98) suggest...
Research indicates that... (Grzegorczyk and Lewski, 1999, pp. 78–98).
c)
3 authors –first-time reference: list the names of all authors separated by commas and
the conjunction “and” between the last names; in the case of subsequent citations of
the same work, use the first author’s name followed by “et al.” the term “and
collaborators” may be used (in an abbreviated form “and cl.” in the case of mentioning
names in the sentence structure) or “et al.” (in the case when the authors’ names are
not a part of the sentence structure).
First-time reference:
As Baczyński, Celiński and Dakowski (1999, p. 78) suggest...
Research (Baczyński, Celiński and Dakowski, 2003, p. 98) indicates that...
Further references:
Research by Baczyński and collaborators (2003, pp. 99–109) indicates that...
These studies (Baczyński et al., 2003, pp. 67–75)...
d)
4 and more authors – give only the name of the first author, both when the work is
cited for the first time and with later references, while the remaining authors should be
referred to as collaborators (in an abbreviated form “and cl.” in the sentence structure)
or replaced with “et al.” (in the case when the authors’ names are not a part of the
sentence structure). Bibliography should include the names of all authors of the work.
Grzegorzewski and collaborators claim that... (1997, p. 78).
The first research on this subject (Grzegorzewski et al., 1997, p. 43) suggests...
e)
reference to several works at the same time – these should be listed alphabetically,
by the name of the first author. References to subsequent works must be separated by
a semicolon and put in brackets. The years of publication of works by the same
author(s) must be separated by a comma.
(Kowalczyk, 2005, p. 67; Nowaczek and Kowalczyk, 2008, pp. 78–98).
(Kowalczyk, 1995, 1999, 2007a, 2007b; Nowaczek and Kowalczyk, 2008).
f)
reference to a work cited by another author – give the name of the cited author in
the text, while in the bibliography list only the work read.
As Kozłowski (1991; quoted in: Sarnowski, 2008, p. 34) has shown...
Research suggests that... (Kozłowski, 1991; quoted in: Sarnowski, 2008, p. 78).
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g)
If there is no author – give the title of the work in the text (books, dictionaries should
be written in italics). If the title is long, you can give only its beginning (the first 3
words).
As established by linguists (Contemporary Belarusian linguistics..., 2017, p. 42).
h)
Press publications – give the author or title of the article, the year of publication. (In
Minsk, 1917).
For detailed information and examples of APA-style formatting for citations and
references to multi-author sources, see the Purdue Online Writing Lab (OWL).
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/
index.html
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References
The part of the thesis providing a list of sources and literature (references) should include only
the works that are directly cited or referred to in your diploma thesis.
Here are some key points to remember:
•
Formatting: Arrange entries alphabetically by the author’s name or, if no author is
given, by the title of the work.
•
Hanging indent: Begin each entry flush with the left margin but indent all subsequent
lines of each entry (half an inch).
•
Details: Include all necessary publication information for each source type.
References in APA style. Examples:
a) Book by one author:
Batowski, Henryk. (1988). Między dwiema wojnami 1919–1939. Zarys historii
dyplomatycznej. Kraków: Wydawnictwo Literackie.
b) Book by many authors:
Bazylow, Ludwik, Wieczorkiewicz, Paweł. (2005). Historia Rosji. Wrocław:
Ossolineum.
c) Description of a book chapter:
Jurkowski, Roman. (2001). “W epoce defensywy narodowej”. Działalność i poglądy
społeczno-polityczne Edwarda Woyniłłowicza w latach 1878–1909. In: Marian
Mroczko (ed.). Polska i Polacy. Studia z dziejów polskiej myśli i kultury politycznej XIX
i XX wieku (pp. 67–89). Gdańsk: Wydawnictwo Uniwersytetu Gdańskiego.
d) Description of an edited book:
Roszkowski, Wojciech, Kofman, Jan (ed.). (2004). Słownik biograficzny Europy
Środkowo-Wschodniej XX wieku. Warszawa: Oficyna Wydawnicza RYTM.
e) Description of an article in the journal (all parts of the journal’s title – except for
conjunctions and prepositions – are written in capital letters; if the journal has a separate
numbering of issues, the number of the issue is written after the year number in brackets
and without italics), page range should be given.
Korzeniowski, Mariusz. (2011). Z działalności kulturalno-oświatowej Polaków w
Kijowie. Wrocławskie Studia Wschodnie, 15(1), pp. 65–89.
f) Description of an article including the DOI number:
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Bagdanowicz, Irina. (2009). Polskojęzyczny wiersz Kraków Adeli z Ustronia jako klucz
do ustalenia autorstwa poematu Macocha. Studia Białorutenistyczne, 9, pp. 149–163.
DOI: http://dx.doi.org/10.17951/sb.2015.9.147.
g) Text from a website:
Woyno, Jacek. (2012). Materiały archiwalne do dziejów I Korpusu Polskiego w Rosji
1917–1918. Retrieved April 1, 2016, from:
http://archiwumcaw.wp.mil.pl/biuletyn/b24/b24_1.pdf.
h) If there is no author:
Merriam-Webster's Collegiate Dictionary. (1993). Springfield, MA: Merriam-Webster.
i) Press publications – give the author and title of the article, year of publication, title of
the journal and issue number: In Minsk. (1917). Dziennik Minski, 16.
Tips for creating references
− Double-check the formatting and punctuation of each entry to ensure consistency.
− Use italics for titles of longer works (books, films, magazines) and quotation marks for
shorter works (articles, poems, stories).
− Include URLs only if the source is difficult to find without them or if your supervisor
requires it.
− If a source name extends beyond one line, indent all subsequent lines by half an inch
(hanging indent).
LANGUAGE OF SCHOLARLY DISCOURSE
Ability to communicate your research findings effectively is essential to writing a good diploma
thesis. This chapter presents some fundamental principles of academic language, which will
help you to formulate your thoughts in a clear and precise manner, giving your diploma thesis
an edge appropriate for scientific discourse.
Characteristics of Academic Language:
− Objectivity and formal tone: Adopt a formal and factual tone throughout the thesis
avoiding colloquialisms, slang, or subjective statements. Present your research in a
neutral and objective manner, based on evidence-based analysis rather than personal
opinions.
− Precision and conciseness: Use simple and concise language. Choose words that
accurately convey your point, avoiding any ambiguity.
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− Accuracy and verifiability: Ensure the highest degree of factual accuracy in your
research findings and cited content. Carefully check all information and use only
credible, verifiable sources.
− Formal sentence structure: Use formal sentence structure, avoiding overly complex
constructions. Focus on clarity of style, trying to make the text accessible to the reader.
− Professional terminology: Use specialist vocabulary specific to your field of study.
Use these terms correctly and consistently throughout your thesis.
Scientific style is characterized by the use of specific grammatical forms.
− Passive Voice: Use the passive voice in sentence constructions.
Example: This technique was chosen because of its effectiveness.
− Impersonal Constructions: Maintain objective and impersonal style by using
impersonal constructions.
Example: It is argued that… It is assumed that...
− Avoiding Verb Forms Typical of Colloquial Style:
o form in 1st person singular (e.g.: I chose, I analysed)
o direct address to the addressee – form in 2nd person singular (e.g.: You will
check, You will achieve).
− Transition Words for Smooth Flow: Use transition words and phrases such as
“consequently,” “furthermore,” “however,” and “conversely” to link sentences and
paragraphs ensuring a smooth flow of ideas.
− Sentence Structure Variation: Although clarity is key, avoid monotony. Use a variety
of sentence lengths and structures to keep the reader interested.
− Formal Connectives: For enhanced formality, consider using “due to” instead of
“because,” “owing to” instead of “because of,” or “in light of” instead of “since.”
− Hedging Language for Nuance: When discussing possibilities or uncertainties, utilize
phrases like “it appears that,” “it is possible to argue,” or “the evidence suggests” to
convey nuance.
− Avoid Clichés and Overused Phrases: Seek more precise and original ways to express
your ideas
− Avoid Personalization: Avoid personalizing your writing to maintain a professional and
objective tone. Instead, focus on clear, evidence-based arguments. Avoid describing
personal experiences and emotions.
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Continuous development:
−
Do a lot of reading: Immerse yourself in academic literature within your field. Pay
close attention to the language used by established scientists.
−
Practice, Revision, and refinement: Thesis writing is an iterative process. Revise
and edit your work to ensure clarity, conciseness, and formality.
By mastering the language of scientific discourse, you can ensure that your diploma thesis
effectively communicates the results of your research, thus contributing to the development of
your field of study.
FINAL REMARKS
Our Guide, in addition to outlining the basic principles of writing a diploma thesis,
emphasized the importance of academic integrity and discussed practical strategies to uphold it
throughout the whole process of diploma thesis development. Remember that a diploma thesis
built on the foundation of ethical research and sound knowledge is not only a rigorous academic
requirement but also a visible proof to your intellectual curiosity and commitment.
As you begin your diploma thesis research, take the opportunity to dive deep into a topic
that ignites your passion. Let your curiosity guide you as you explore new ideas, analyse
complex arguments, and make contribution to your field of knowledge. Cultivate the spirit of
intellectual honesty by acknowledging the work of others and building a foundation of trust in
the academic community.
The thesis writing process can be demanding, but it is also an enriching and rewarding
experience. By prioritizing academic integrity, you ensure credibility of your work and pave
the way for future scientific research. Remember that your diploma thesis is more than just a
requirement to be satisfied. It is a stepping stone to your professional future full of intellectual
challenges and meaningful contributions to your chosen field of science.
So, take up the challenge, follow the rules of academic integrity and uncover your
scientific gifts!
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