thesis norwegian meaning

Translation of "thesis" into Norwegian

avhandling, tese, doktoravhandling are the top translations of "thesis" into Norwegian. Sample translated sentence: Did you know that she had an almost identical quoteIn her thesis? ↔ Visste du at hun hadde et nesten identisk sitat i hennes avhandling?

A statement supported by arguments. [..]

English-Norwegian dictionary

skriftlig dokument som produseres i arbeidet med å oppnå en akademisk grad [..]

Did you know that she had an almost identical quoteIn her thesis ?

Visste du at hun hadde et nesten identisk sitat i hennes avhandling ?

statement supported by arguments

But this scene is consistent with the thesis .

Men dette åstedet er helt i trå med tesen .

doktoravhandling

It's part of my thesis .

Som del av min doktoravhandling .

I kjemien må vi alltid lage vår egen hypotese til forsøket.

Show algorithmically generated translations

Automatic translations of " thesis " into Norwegian

Phrases similar to "thesis" with translations into norwegian.

• doctoral thesis doktorgradsavhandling

Translations of "thesis" into Norwegian in sentences, translation memory

Hva er oversettelsen av "thesis" på norsk?

"thesis" norsk oversettelse, thesis {subst.}.

• volume_up tese

Oversettelser

Thesis {substantiv}.

• "statement for consideration"

Enspråklige eksempler

English hvordan bruke "thesis" i en setning.

• open_in_new Link til kilden
• warning Send forespørsel om kontroll

Synonymer (engelsk) for "thesis":

• dissertation
• there you go
• there's no place like home
• there's no such thing as a free lunch
• thermal spring
• thermosphere
• thick-tailed bushbaby
• thimbleweed

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• Ordbøkene.no : Norwegian dictionaries ( Bokmål & Nynorsk ) meanings in Norwegian

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• Heinzelnisse : Norwegian-German dictionary

• Apertium : Norwegian bokmål-nynorsk translation & nynorsk-bokmål

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• Store norske leksikon : Norwegian encyclopedia

• Nynorsk etymologisk ordbok : Norwegian etymological dictionary, by Alf Torp (1919)

• online search

• Rimordbog : dictionary of rhymes

• Språkrådet : geographical names (Norsk språkråd, Norwegian Language Council)

• Navn på stater (names of the countries)

• Historiske navn (historical names)

• Linguistic patterns in the place-names of Norway and the Northern Isles , by Berit Sandnes, in Northern Lights, Northern Words (2010)

• Systematical vocabulary , English-Norwegian (Danish) by Tyra Bentsen (1907) by topics

• Dictionary of the English and Dano-Norwegian languages by John Brynildsen (1902)

A-L & N-Z

• Ordbog over det norske Folkesprog : dictionary of the Norwegian People's Language (has become nynorsk ) by Ivar Aasen (1850)

• Norsk ordbog : Norwegian dictionary by Ivar Aasen (1873) + PDF

• Norsk-lappisk ordbog : Norwegian-Lapp dictionary by Nils Vibe Stockfleth (1852)

• Norwegisch-dänisches etymologisches Wörterbuch : etymological dictionary by Hjalmar Sejersted Falk & Alf Torp (1910)

A-O & P-Ø

• Ordbog over det gamle norske sprog : dictionary over the old Norwegian language, by Johan Fritzner (1867)

→ Norwegian keyboard to type a text with the special characters of the Norwegian alphabet

• Språkrådet , Norwegian Language Council

• Korrekt språk  : orthography & grammar

• Rettskriving og grammatikk  : spelling rules & typopraphy

• Korrekturavdelingen : spelling rules & typopraphy (in Norwegian)

• Verbix : verb conjugation ( bokmål ) & Norwegian-English translation

• Sons of Norway : Norwegian course, pronunciation

• St. Olaf College : Norwegian grammar

• Norwegian course , Foreign Service Institute (1981) (+ audio)

• Colloquial Norwegian (2005)

• Norwegian self-taught with phonetic pronunciation , by Illit Gröndahl (1920)

• Beginners' book in Norse by Johan Andreas Holvik (1910)

• Norwegian grammar and reader with notes and vocabulary , by Julius Olson (1898)

• Practical and easy method of learning the Danish and Norwegian languages by H. Lund (1900)

• Danish and Dano-Norwegian grammar by Peter Groth (1894)

• Grammar of the Dano-Norwegian language by John Young Sargent (1892)

• Norsk grammatik : New Norwegian grammar by Ivar Aasen (1864)

• The phonology of the dialect of Aurland (north-east from Bergen) by George Tobias (1915)

• Early lexical and grammar development in Norwegian language acquisition , by Åge Kristian Henden (2013)

• On the consciousness of anglicisms in Norwegian youth language [PDF] by Anna Domanska, thesis (2009)

• books about the Norwegian language: Google books | Internet archive | Academia | Wikipedia

There are two Norwegian languages:

• Nynorsk in Norway by Lars Vikør (2001)

• The Nynorsk language by Peter Hallaråker (2001)

• From Old Norse to Middle Norwegian by Stephen Walton

• The Norwegian language , a phantom in 16 th century linguistics ? by Even Hovdaugen, in Réforme, Humanisme, Renaissance (1982)

• Aftenposten - Stavanger Aftenblad - Dagens Næringsliv

• NRK ( Norsk rikskringkasting ): Norwegian radio & television

• news ( Dagsrevyen )

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• Nasjonalbiblioteket : National library of Norway, online books

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• Henrik Ibsen : books

• Categorizing Othernessin the Kings' Sagas by Sirpa Aalto, thesis (2010)

• Henrik Ibsen : biography by Edmund Gosse (1908)

• Norwegian life and literature , English accounts and views, especially in the 19 th century , by Carl Burchardt (1920)

• Norsk Forfatter-Lexikon (1814–1880): Dictionary of the Norwegian writers, by Jens Braage Halvorsen & Halvdan Koht

• books about Norwegian literature: Google books | Internet archive | Runeberg

• Bibel.no : translation of the Bible into Norwegian, Bokmål & Nynorsk

→ bilingual Bible in Norwegian & other languages

Alle mennesker er født frie og med samme menneskeverd og menneskerettigheter. De er utstyrt med fornuft og samvittighet og bør handle mot hverandre i brorskapets ånd.

Alle menneske er fødde til fridom og med same menneskeverd og menneskerettar. Dei har fått fornuft og samvit og skal leve med kvarandre som brør.

• Den internasjonale fråsegna om menneskerettane : translation into Norwegian (Nynorsk) (+ audio)

→ First article in different languages

→ Universal Declaration of Human Rights : bilingual text, in Norwegian, English, Danish, Swedish…

→ Norway : maps, symbols, heritage & documents

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thesis meaning in Norwegian

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Thesis  (English) Translated to Norwegian as Avhandlinger

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Academic writing - Structuring your thesis

• Planning your thesis
• IMRAD-structure
• Strukture in a empirical thesis
• Structure in a literature review
• Writing your thesis
• The writing process
• Finding sources
• Using and citing sources
• Tools for academic writing
• Glossary of terms

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Structuring your thesis, structuring your thesis, structuring your text.

Different assignments may have different requirements regarding structure. Below, you will find a description of the most important sections of complex works like bachelor- and master theses, followed by an overview of the IMRAD-style, which can be used in bachelor- and master theses, as well as other types of papers.

What genre?

What structure you will use for your text will naturally depend on what kind of genre you are using. An essay and an article share common features, but they do not have the same structure. A report is usually descriptive in form, while an article is analytical. The first thing you must do is therefore to understand the genre. A good tip in that regard is to read other texts within the same genre. That way you will gain knowledge on the theme and a bigger understanding for the genre all at the same time.

There are many variants, but we have put up structure suggestions here:

Empirical thesis

Literature review

Pentagon-modellen

Rienecker et al. (2013) har utviklet noe de kaller "Pentagon-modellen". Den består av fem elementer som går igjen i alle store, vitenskapelige tekster. De fem elementene er:

• Hva spør du om? Problemformulering
• Hvorfor spør du? Formål
• Hva spør du til? Empiri
• Hva spør du med? Teori, metoder
• Hvordan spør du? Fremgangsmåte

I boken til Rienecker et al. (2013) finner du mange eksempler på bruken av disse fem elementene.

Structure: a couple of possibilities

In some texts it is natural to use the IMRoD-structure, while in others it is more natural to have a less fine structure. Regardless, in most theses it will be good to have in mind that there should be an introduction that explains what the thesis is about, a middle part where you explain what you have discovered and a conclusion where you summarize or conclude. Dyste et al. (2010) recommends using the “thread spool model” (p. 170) where you start off wide with an introduction, followed by the narrowest point, which is the procedure, then expand in the discussion.

The book «Success in academic writing” by Trevor Day (2013, p. 101) describes the procedure for planning the thesis structure from the start, i.e., a detailed outline. In a larger document, i.e., a dissertation, you can plan from chapters to part of chapters and down to subchapters and paragraphs. In a shorter thesis you can plan from the parts you must include. You can always change the headings and reorganize later but planning from the very start can help you. The process could look like this:

• Suggest titles for chapters or parts you must include in the thesis
• Write a sentence or two underneath each chapter or a part to describe which content is planned
• Make a list of possible titles for subchapters or subtitles under each part
• Describe the logical sequence of the arguments under each part so you know you have a common thread and a good connection with the proposed subchapter titles.
• Write a sentence or a short paragraph under each part
• Calculate how many words you will use under each part or chapter so that you do not go over the word limit (if you have one)

I am writing a bachelor thesis on critical thinking and source criticism for 1st year students in nursing education. I have 10.000 words +/- 10% available. The thesis is a literature review. My structure plan will look like this:

Introduction (approx. 500 words)

• Theme and definition
• Relevance for the field

Background (approx. 220 words)

• Definition for critical thinking and source criticism
• Traditions in teaching
• Fraudulent research
• Patient safety in a world full of fake information

Method (approx. 1300 words)

• Literature overview and more on the choice of genre
• Database selection
• Search strategy and documentation

Results (approx. 3000 words)

• Presentation of the articles
• Summary of the articles

Discussion (approx. 2500 words)

• The importance of source criticism in the patient safety perspective
• Critical thinking in clinical practice
• Teaching and training in critical thinking and source criticism

Conclusion (approx. 500 words)

• Conclusions and implications for practice

Now I have a structure plan with suggestions to subchapters and an indication of total word count. This can, of course, be adjusted along the way when I get a better overview.

Kilder struktur

Your plan might look different, even if you are also writing a literature review. Follow the guidelines from your institute/faculty and use your supervisor well in the planning phase

Day, T. (2013). Success in academic writing . Palgrave Macmillan. 

Dysthe, Hoel, T. L., & Hertzberg, F. (2010).  Skrive for å lære : skriving i høyere utdanning  (2nd ed.). Abstrakt. 

Rienecker, Stray Jørgensen, P., Skov, S., & Landaas, W. (2013).  Den gode oppgaven : håndbok i oppgaveskriving på universitet og høyskole  (2nd ed.). Fagbokforlaget.

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Descriptions of grades for master's theses

Descriptions of grades for master's theses.

From the spring semester in 2015 NHH adopted more detailed descriptions of grades for master's theses.

The descriptions were recommended by the UHR-Economics and Administration (UHR-ØA).

The grade will be criteria based as before, and there is no pre-defined distribution of grades that has to be achieved. However, the new descriptions will most likely result in a broader (less top-heavy) distribution of grades.

Descriptions of grades 

A - excellent.

Generally: An excellent performance that clearly stands out at a national level

• Displays excellent insight into the academic theories and methods in the field and knowledge at an exceptionally high level. The goals of the thesis are clearly defined and easy to understand.
• Can choose between and use relevant methods of research and academic development, and masters the methods used in a convincing manner.
• The work is innovative and has required very extensive work.
• Has an excellent ability to analyse and critically relate to different sources of information and to use these to structure and articulate academic arguments.
• Has in an outstanding manner conducted an independent, delimited research or development project under supervision and in line with applicable norms of research ethics.
• Displays excellent capacity for critical reflection, and can clearly distinguish between own contribution and the contributions made by others.
• Shows that they have undertaken extensive independent work and has excellent mastery of the expressive forms of the field. The thesis has an advanced form, structure and language.

B - Very Good

Generally: A very good performance that clearly stands out.

• Displays very good insights into the academic theories and methods of the field and knowledge at a very high level. The goals of the thesis are clearly defined and easy to understand.
• Can chose between and use relevant methods of research and academic development, and masters the methods used in a very good manner.
• The work is innovative and has required extensive work.
• Has a very good ability to analyse and critically relate to different sources of information and to use these to structure and articulate academic arguments.
• Has in a very good manner conducted an independent, delimited research or development project under supervision and in line with applicable norms of research ethics.
• Displays very good capacity for critical reflection, and can clearly distinguish between their own contribution and the contributions made by others.
• Shows that they have undertaken extensive independent work and has very good mastery of the expressive forms of the field. The thesis has an advanced form, structure and language.

Generally: A generally good performance.

• Displays good insight into the academic theories and methods of the field and knowledge at a high level. The goals of the thesis are generally defined well.
• Has chosen relevant and correct methods for research and academic development and masters the methods used well.
• The work is good and the thesis represents a normal scope of work.
• Has a good ability to analyse different sources of information and can use these in an independent and competent manner to structure and articulate academic arguments.
• Has conducted an independent, delimited research or development project under supervision and in line with applicable norms of research ethics.
• Displays capacity for critical reflection, and can distinguish well between their own contribution and the contributions made by others.
• Masters the forms of expression in the field well. The thesis has good form, structure and language.

D - Satisfactory

Generally: A clearly satisfactory performance.

• Displays satisfactory insight into the academic theories and methods of the field, and shows that they have a satisfactory level of knowledge. The goals of the thesis are not defined clearly.
• Has chosen relevant and correct methods for research and academic development and masters the methods used to a satisfactory degree.
• The work appears to have required a modest amount of work
• Has some ability to analyse different sources of information independently but depends on relatively close supervision in order to structure and articulate academic arguments.
• Has conducted an independent, delimited research or development project under supervision, but the thesis has clear potential for improvement. The work is in line with applicable norms of research ethics.
• Displays capacity for critical reflection, but has difficulty in distinguishing well between their own contribution and the contributions made by others.
• Masters the forms of expression in the field to a satisfactory degree. The thesis has a satisfactory form, structure and language.

E - Sufficient

Generally: A performance that is sufficient in that it satisfies the minimum requirements

• Has sufficient insight into the academic theories and methods of the field. The goals of the thesis are described but appear unclear.
• Has chosen relevant and correct methods for research and academic development, and masters the methods used in a manner that satisfies the minimum requirements.
• The work appears to have required a very modest amount of work and seems fragmented
• Shows some independent ability to analyse different sources of information, but depends on relatively close supervision in order to formulate academic arguments.
• Is clearly dependent on supervision in order to complete a delimited research or development project. The work is in line with applicable norms of research ethics.
• Shows sufficient capacity for critical reflection, but has not utilised the competency of the research community in a good way.
• Can generally use the expressive forms of the field, but the form, structure and language of the thesis have notable deficiencies.

Generally: A performance that does not satisfy minimum requirements.

• Has insufficient insight into the academic theories and methods of the field. The goals of the thesis are not clearly described, or are not described at all.
• Lacks competency in the methods of the field, and lacks technical skills in the methods that were utilised.
• The work required modest work and is fragmented.
• Does not use existing sources of information, and has not understood or wanted to use advice and guidance.
• Does not show sufficient capacity for critical reflection, and has not utilised the competency of the research community in a good way.
• The presentation shows significant deficiencies in its form, structure and language.
• Master's thesis

Examination Regulations

• Regulations for Full-time Study Programmes at the Norwegian School of Economics (NHH)

• English Norsk

How to write a good thesis

Both as a bachelor's and master's student, you must write extensive assignments. Here you will find tips about citations, sources, and other helpful information.

The University of Stavanger has a collaboration portal that conveys proposals for bachelor's and master's theses from the business world.

Need help with academic writing? Book guidance with student mentors from The Study Lab at Stavanger University Library.

The Learning Support Center also offers individual guidance to students at UiS who have dyslexia and/or ADHD.

Do you need an analysis tool?

As a student at UiS, you have access to Nettskjema .

Do you need printing and binding of your thesis?

You can get that fixed at Attende, which is based at Forus.

Bachelor thesis

At UiS, all study programs and self-selected bachelor courses, with the exception of law, contain an independent work of at least 10 credits. This is usually a bachelor's thesis, which is the final part of the bachelor's study.

The bachelor's thesis is usually a written in-depth work of up to 30 credits. Some studies, such as media or art bachelor's studies, also have creative productions as part of the bachelor's thesis.

More about thesis writing at Faculty of Science and Technology .

You will find more information in Canvas.

Master's thesis

At UiS, all master's programs contain independent work of between 30 and 60 credits. For most study programmes, this is a master's thesis which is the final part of the study.

The master's thesis is usually a written in-depth work of between 30 and 60 credits. Some studies, such as media or art master's studies, also have creative productions as part of the assignment.

Data privacy

Data privacy and secure storage in bachelor's and master's theses at UiS.

Citations and source evaluation

How and why do I cite? Which citation style should i choose?

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thesis noun

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What does the noun thesis mean?

There are seven meanings listed in OED's entry for the noun thesis . See ‘Meaning & use’ for definitions, usage, and quotation evidence.

thesis has developed meanings and uses in subjects including

Entry status

OED is undergoing a continuous programme of revision to modernize and improve definitions. This entry has not yet been fully revised.

How common is the noun thesis ?

How is the noun thesis pronounced?

British english, u.s. english, where does the noun thesis come from.

Earliest known use

Middle English

The earliest known use of the noun thesis is in the Middle English period (1150—1500).

OED's earliest evidence for thesis is from before 1398, in a translation by John Trevisa, translator.

thesis is a borrowing from Greek.

Etymons: Greek θέσις .

Nearby entries

• thesaurus, n. 1823–
• thesaury, n. a1639–1708
• these, n. a1600–48
• these, pron. & adj. Old English–
• Thesean, adj. 1815–
• Theseid, n. 1725–
• Theseium, n. 1819–
• these-like, adj. 1644–
• thesial, adj. 1654
• thesicle, n. 1863–
• thesis, n. a1398–
• thesis-novel, n. 1934–
• thesis-play, n. 1902–
• thesmophilist, n. 1644–
• Thesmophorian, adj. 1891–
• Thesmophoric, adj. 1788–
• thesmothete, n. 1603–
• thesocyte, n. 1887–
• thesp, n. 1962–
• Thespian, adj. & n. 1675–
• Thespianism, n. 1914–

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Meaning & use

Pronunciation, compounds & derived words, entry history for thesis, n..

thesis, n. was first published in 1912; not yet revised.

thesis, n. was last modified in December 2023.

Revision of the OED is a long-term project. Entries in oed.com which have not been revised may include:

• corrections and revisions to definitions, pronunciation, etymology, headwords, variant spellings, quotations, and dates;
• new senses, phrases, and quotations which have been added in subsequent print and online updates.

Revisions and additions of this kind were last incorporated into thesis, n. in December 2023.

Earlier versions of this entry were published in:

OED First Edition (1912)

• Find out more

OED Second Edition (1989)

• View thesis in OED Second Edition

Please submit your feedback for thesis, n.

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Citation details

Factsheet for thesis, n., browse entry.

• Cambridge Dictionary +Plus

Meaning of thesis in English

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• I wrote my thesis on literacy strategies for boys .
• Her main thesis is that children need a lot of verbal stimulation .
• boilerplate
• composition
• corresponding author
• dissertation
• essay question
• peer review

You can also find related words, phrases, and synonyms in the topics:

thesis | American Dictionary

Examples of thesis, collocations with thesis.

These are words often used in combination with thesis .

Click on a collocation to see more examples of it.

Translations of thesis

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Frequently asked questions

What is a thesis statement.

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

Frequently asked questions: Writing an essay

For a stronger conclusion paragraph, avoid including:

• Important evidence or analysis that wasn’t mentioned in the main body
• Generic concluding phrases (e.g. “In conclusion…”)
• Weak statements that undermine your argument (e.g. “There are good points on both sides of this issue.”)

Your conclusion should leave the reader with a strong, decisive impression of your work.

Your essay’s conclusion should contain:

• A rephrased version of your overall thesis
• A brief review of the key points you made in the main body
• An indication of why your argument matters

The conclusion may also reflect on the broader implications of your argument, showing how your ideas could applied to other contexts or debates.

The conclusion paragraph of an essay is usually shorter than the introduction . As a rule, it shouldn’t take up more than 10–15% of the text.

An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The “hook” is the first sentence of your essay introduction . It should lead the reader into your essay, giving a sense of why it’s interesting.

To write a good hook, avoid overly broad statements or long, dense sentences. Try to start with something clear, concise and catchy that will spark your reader’s curiosity.

Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

Let’s say you’re writing a five-paragraph  essay about the environmental impacts of dietary choices. Here are three examples of topic sentences you could use for each of the three body paragraphs :

• Research has shown that the meat industry has severe environmental impacts.
• However, many plant-based foods are also produced in environmentally damaging ways.
• It’s important to consider not only what type of diet we eat, but where our food comes from and how it is produced.

Each of these sentences expresses one main idea – by listing them in order, we can see the overall structure of the essay at a glance. Each paragraph will expand on the topic sentence with relevant detail, evidence, and arguments.

The topic sentence usually comes at the very start of the paragraph .

However, sometimes you might start with a transition sentence to summarize what was discussed in previous paragraphs, followed by the topic sentence that expresses the focus of the current paragraph.

Topic sentences help keep your writing focused and guide the reader through your argument.

In an essay or paper , each paragraph should focus on a single idea. By stating the main idea in the topic sentence, you clarify what the paragraph is about for both yourself and your reader.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

The thesis statement should be placed at the end of your essay introduction .

Follow these four steps to come up with a thesis statement :

• Ask a question about your topic .
• Write your initial answer.
• Develop your answer by including reasons.
• Refine your answer, adding more detail and nuance.

An essay isn’t just a loose collection of facts and ideas. Instead, it should be centered on an overarching argument (summarized in your thesis statement ) that every part of the essay relates to.

The way you structure your essay is crucial to presenting your argument coherently. A well-structured essay helps your reader follow the logic of your ideas and understand your overall point.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

The vast majority of essays written at university are some sort of argumentative essay . Almost all academic writing involves building up an argument, though other types of essay might be assigned in composition classes.

Essays can present arguments about all kinds of different topics. For example:

• In a literary analysis essay, you might make an argument for a specific interpretation of a text
• In a history essay, you might present an argument for the importance of a particular event
• In a politics essay, you might argue for the validity of a certain political theory

At high school and in composition classes at university, you’ll often be told to write a specific type of essay , but you might also just be given prompts.

Look for keywords in these prompts that suggest a certain approach: The word “explain” suggests you should write an expository essay , while the word “describe” implies a descriptive essay . An argumentative essay might be prompted with the word “assess” or “argue.”

In rhetorical analysis , a claim is something the author wants the audience to believe. A support is the evidence or appeal they use to convince the reader to believe the claim. A warrant is the (often implicit) assumption that links the support with the claim.

Logos appeals to the audience’s reason, building up logical arguments . Ethos appeals to the speaker’s status or authority, making the audience more likely to trust them. Pathos appeals to the emotions, trying to make the audience feel angry or sympathetic, for example.

Collectively, these three appeals are sometimes called the rhetorical triangle . They are central to rhetorical analysis , though a piece of rhetoric might not necessarily use all of them.

The term “text” in a rhetorical analysis essay refers to whatever object you’re analyzing. It’s frequently a piece of writing or a speech, but it doesn’t have to be. For example, you could also treat an advertisement or political cartoon as a text.

The goal of a rhetorical analysis is to explain the effect a piece of writing or oratory has on its audience, how successful it is, and the devices and appeals it uses to achieve its goals.

Unlike a standard argumentative essay , it’s less about taking a position on the arguments presented, and more about exploring how they are constructed.

You should try to follow your outline as you write your essay . However, if your ideas change or it becomes clear that your structure could be better, it’s okay to depart from your essay outline . Just make sure you know why you’re doing so.

If you have to hand in your essay outline , you may be given specific guidelines stating whether you have to use full sentences. If you’re not sure, ask your supervisor.

When writing an essay outline for yourself, the choice is yours. Some students find it helpful to write out their ideas in full sentences, while others prefer to summarize them in short phrases.

You will sometimes be asked to hand in an essay outline before you start writing your essay . Your supervisor wants to see that you have a clear idea of your structure so that writing will go smoothly.

Even when you do not have to hand it in, writing an essay outline is an important part of the writing process . It’s a good idea to write one (as informally as you like) to clarify your structure for yourself whenever you are working on an essay.

Comparisons in essays are generally structured in one of two ways:

• The alternating method, where you compare your subjects side by side according to one specific aspect at a time.
• The block method, where you cover each subject separately in its entirety.

It’s also possible to combine both methods, for example by writing a full paragraph on each of your topics and then a final paragraph contrasting the two according to a specific metric.

Your subjects might be very different or quite similar, but it’s important that there be meaningful grounds for comparison . You can probably describe many differences between a cat and a bicycle, but there isn’t really any connection between them to justify the comparison.

You’ll have to write a thesis statement explaining the central point you want to make in your essay , so be sure to know in advance what connects your subjects and makes them worth comparing.

Some essay prompts include the keywords “compare” and/or “contrast.” In these cases, an essay structured around comparing and contrasting is the appropriate response.

Comparing and contrasting is also a useful approach in all kinds of academic writing : You might compare different studies in a literature review , weigh up different arguments in an argumentative essay , or consider different theoretical approaches in a theoretical framework .

The key difference is that a narrative essay is designed to tell a complete story, while a descriptive essay is meant to convey an intense description of a particular place, object, or concept.

Narrative and descriptive essays both allow you to write more personally and creatively than other kinds of essays , and similar writing skills can apply to both.

If you’re not given a specific prompt for your descriptive essay , think about places and objects you know well, that you can think of interesting ways to describe, or that have strong personal significance for you.

The best kind of object for a descriptive essay is one specific enough that you can describe its particular features in detail—don’t choose something too vague or general.

If you’re not given much guidance on what your narrative essay should be about, consider the context and scope of the assignment. What kind of story is relevant, interesting, and possible to tell within the word count?

The best kind of story for a narrative essay is one you can use to reflect on a particular theme or lesson, or that takes a surprising turn somewhere along the way.

Don’t worry too much if your topic seems unoriginal. The point of a narrative essay is how you tell the story and the point you make with it, not the subject of the story itself.

Narrative essays are usually assigned as writing exercises at high school or in university composition classes. They may also form part of a university application.

When you are prompted to tell a story about your own life or experiences, a narrative essay is usually the right response.

The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.

In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

An expository essay is a common assignment in high-school and university composition classes. It might be assigned as coursework, in class, or as part of an exam.

Sometimes you might not be told explicitly to write an expository essay. Look out for prompts containing keywords like “explain” and “define.” An expository essay is usually the right response to these prompts.

An expository essay is a broad form that varies in length according to the scope of the assignment.

Expository essays are often assigned as a writing exercise or as part of an exam, in which case a five-paragraph essay of around 800 words may be appropriate.

You’ll usually be given guidelines regarding length; if you’re not sure, ask.

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The Thesis Statement

In Gordon Harvey’s  Elements of the Academic Essay , he makes a succinct attempt to define the thesis statement, stating that it is “your main insight or idea about a text or topic, and the main proposition that your essay demonstrates” (Harvey 1). He also places it foremost in his list of elements, with the implication that it is the most crucial component. The fact that Harvey uses the second person, “your main insight” and “your essay,” is significant. Rather than rehashing what has been discussed in class, a student presents her or his opinion in a hopefully simple sentence, and then devotes the following paragraphs to supporting it, defending against counters, and ideally convincing the reader.

This expected format of the academic essay, with the thesis statement, is contentious, as opined by Anne Berggren, who complains that “only in student writing is the writer expected to place at the end of the first paragraph a one-sentence of the conclusion the writer is aiming for and then, as students often put it, ‘prove’ that point” (Eisner, Caroline, ed. 54) While Berggren laces this statement with her own opinions, it is true from a personal standpoint, and it is also true that students do seek to create a single sentence meant to achieve numerous expectations, from presenting a provocative argument to conveying a general sense of the direction of the paper.

In  Writing Your Thesis , Paul Oliver establishes arguably neutral expectations of a thesis statement, stipulating that it have a “structure and format which help the reader to absorb the subject matter” and an “intellectual coherence which starts with precise aims” (Oliver 13). The ambiguity of these definitions is no coincidence; throughout the book, Oliver offers similar direction such as theses’ being “original contributions to knowledge” (20). It is important to acknowledge that Oliver is clearly part of the system in that the thesis is prevalent, that it is should presented as this “single sentence,” and that it is something that any student is capable of formulating. In  Avoiding Thesis and Dissertation Pitfalls , R. Murray Thomas and Dale L. Brubaker recognize this predicament by recording actual conversations between Professor and Student, with a professor allegorically explaining to a mystified student that “writing a thesis is rather like a strategy you adopt for helping someone find a place on a map. The strategy involves starting with a broad area that you are confident the person already knows, and then by gradual steps leading the person to the place you want to talk about” (Thomas and Brubaker 154). Though this reasoning is definitely clearer, thanks to lay analysis, it still is a broad concept that does little to investigate the means by which a student creates a good thesis statement.

Beyond these philosophical ideals, little natural proficiency at thesis statement composition should be expected among novice writers. In Virginia Perdue’s “Authority and the Freshman Writer: The Ideology of the Thesis Statement,” she addresses this understandable disparity and encourages that the writing instructor aim to think of different approaches to explain the purpose of thesis statement. She complicates the issue by pointing out that there are changing perceptions of academic argument that may be more apposite for first-year writing, and—taking a page from Berggren—that the format itself, in the form of a “simple” single sentence, is paradoxically complicated for students to engage in. In  Writing Research Papers , James D. Lester attempts to tackle this paradox by positing an approach to the thesis statement that divides it into a two-step process: first with the preliminary thesis that allows the writer to neatly prepare arguments, and then with the final thesis that is presented to the reader. “The two differ slightly because the preliminary thesis helps you explore issues for discussion while the final thesis sentence informs your audience of the particular issue being discussed” (Lester 24). While this process may seem helpful on the surface, it in actuality further elucidates the troublesome mystique that perplexes students.

The thesis statement and expectations of it bring forth a larger problem in the academic society in general. Novice student writers feel pressured to conform to this broad notion of what a thesis statement is. Tutors should be aware about allowing their students to be able to write effective academic papers without sacrificing their originality.

Works Cited

Eisner, Caroline and Martha Vicinus, ed. Originality, Imitation, and Plagiarism: Teaching Writing in the Digital Age. U Michigan Press, 2008.

Kellogg, Ronald T and Bascom A. Raulerson III. Psychonomic Bulletin & Review, Volume 14, Number 2, April 2007, pp. 237-242.

Lester, James D. Writing Research Papers: A Complete Guide. Scott, Foresman and Company, 1986.

Oliver, Paul. Writing Your Thesis Statement. London: SAGE, 1994.

Perdue, Virgina. “Authority and the Freshman Writer: The Ideology of the Thesis Statement.” Writing Instructor, v11 n3 p135-42 Spr-Sum 1992

Thomas, R. Murray and Dale L. Brubaker. Avoiding Thesis and Dissertation Pitfalls: 61 Cases of Problems and Solutions. Bergin & Garvey, 2001.

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Norwegian Princess Martha Louise Is Finally Marrying Shaman Durek: What to Know

The British royal family usually makes the most headlines, but that doesn’t mean other European countries don’t have their own drama — case in point, Norway’s Princess Märtha Louise and her fiancé, Shaman Durek .

Märtha Louise announced her relationship with Durek in 2019, two years after her divorce from husband Ari Behn . While Märtha Louise was already something of an outsider in the Norwegian royal family, the romance raised eyebrows because of Durek’s career as a self-described shaman. Durek, who was born Derek Verrett, has promoted alternative healing methods with little scientific basis, and he’s worked with American celebrities including Gwyneth Paltrow and Kim Kardashian .

“It’s very different from traditional western medicine or therapy,” Durek told Porter in 2019 while explaining his methods. “As shamans, we heal the body with the help of spirits, by channeling ancestors and spirit guides. I treat a person in many ways — everything from reading your pulse, looking at the dilation of your eyes, soul reading, communicating to spirits, looking at where you are being affected by darkness and negativity, looking at how you treat your body and how you understand your emotions.”

While Durek’s methods may seem strange to some people, Märtha Louise is totally on board with unusual healing methods, having opened an alternative therapy center known as “the angel school.”

After getting engaged in 2022, the couple are finally set to tie the knot on Saturday, August 31. Keep scrolling for everything to know about Princess Märtha Louise and Shaman Durek ahead of their nuptials:

Who Is Princess Martha Louise?

Märtha Louise is the eldest child of Norway’s King Harald V , who is also the father of Crown Prince Haakon . In 2019, the royal court confirmed Märtha Louise would no longer use the title of princess during her business activities. Those activities included the aforementioned “angel school,” which taught clairvoyance and methods of contacting celestial beings like seraphim. In 2022, she stopped undertaking all official royal duties.

Prior to her romance with Durek, Märtha Louise was married to author Behn, with whom she shares three daughters, from 2002 to 2017. Behn died by suicide in 2019 at age 47.

Related: Watch Past Royal Wedding Highlights: Will and Kate, Charles and Diana and More

Who is shaman durek.

Born in Sacramento, California, Durek is a self-described shaman who has worked with tons of A-list celebrities and appeared on reality shows like Netflix’s Bling Empire . Screen Rant previously reported that a private session with him costs $1,000 an hour. Among the controversial healing methods he’s promoted over the years is a medallion that he claims cures COVID-19 (which retails for $222 on his website).

While he claims to be a sixth-generation shaman, critics have pointed out that he previously claimed he was a third-generation shaman. His mother, meanwhile, has said that there is no shaman lineage in the family at all.

How Long Have Princess Martha Louise and Shaman Durek Been Together?

While the couple were introduced in 2018 through mutual friends, Durek says they actually met in a past life. “When we’re together and I look at [Märtha], sometimes I see another face,” he told People in 2019. “And she sees it in me too. I have memories of us in Egypt, and she was my queen and I was a pharaoh.”

They got engaged in 2022.

Why Is Their Romance Controversial?

Prior to her romance with Durek, Märtha Louise was already a controversial figure in the Norwegian royal family because of her association with clairvoyants and, again, the angel school (which closed in 2018). The Norwegian press has also been less than embracing of Durek, who claims that negativity toward his relationship with Märtha Louise is primarily because of his race.

As for their wedding, they took the unusual step of selling their wedding photos to a publication — and not even a Norwegian one at that (they chose the U.K.’s Hello! magazine).

“Here a key member of the Norwegian royal family is breaking what has been a long and good tradition,” Reidun Kjelling Nybø of the Norwegian Editors’ Association told NRK, the Norwegian state broadcasting company, ahead of the nuptials. “Major events have been documented via Norwegian broad media, such as NTB and NRK, on ​​behalf of the entire press, which has passed the images on to the people and to other newsrooms that want them, including foreign ones.”

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Related: Biggest Royal Family Scandals Through the Years

When are they getting married.

The duo’s wedding is set for Saturday, but the festivities have already begun. According to the BBC , “hundreds” of guests began arriving in Alesund, Norway, on Thursday, August 28, for a meet and greet at a hotel. One day later, guests traveled to Geiranger, a town near a fjord designated as a UNESCO World Heritage Site. The actual ceremony will take place at the Hotel Union in Geiranger.

What Has Princess Martha’s Family Said?

Harald has actually been somewhat supportive of Durek, insofar as calling out racism he’s experienced since beginning his relationship with Märtha Louise. “We are very pleased that The Princess has gotten engaged and want Durek Verrett to feel welcome in our family,” the king said in November 2022. “We are also concerned about being able to live well together, despite inequality. The racist attitudes Durek Verrett has been subjected to, especially on social media, we strongly oppose. It is a strength that the Royal Family reflects the ethnic diversity that exists in Norway.”

Märtha Louise’s brother, Haakon, is set to attend the wedding with his family, his parents and his aunt. “The royal family is looking forward to being guests at Princess Märtha Louise and Durek Verrett’s wedding,” the royal family said in a statement on August 26.

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