A few weeks ago, I had a post on writing introductions, in which I discussed the standard three moves of an introduction. This model works very naturally in a short space such as a research proposal or article but can be harder to realize on the bigger canvas of a thesis introduction. Many thesis writers struggle with the need to provide adequate contextualizing detail before being able to give a satisfying account of their problem. Truth be told, this inclination&#;the feeling that our problem is so complex that any explanation will require extensive background&#;can be a bit of a graduate student weakness. Understanding that your thesis can be explained in a compressed fashion is often a step forward, if for no other reason than it can give you the wherewithal to answer the inevitable questions about your thesis topic without the stammering and the false starts and the over-reliance on the word &#;complicated&#;. I suggest that thesis writers take every possible opportunity to articulate their topic under severe space or time constraints. One possibility: look to see if your campus is having a Three Minute Thesis competition.
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When I approach a thesis introduction, I start from the assumption that the reader shouldn&#;t have to wait to hear your guiding problem until they have the full context to that problem. You have to find a way of giving them the big picture before the deep context. Let&#;s take an imaginary example. You are writing your thesis on the reappearance of thestrals in the s in Mirkwood Forest in the remote country of Archenland after a devastating forest fire caused by mineral extraction in the s.* How are you going to structure an introduction in such a way that your reader doesn&#;t have to read 10 pages of bewildering and seemingly unconnected background? When a thesis writer attempts to give the full context before elaborating the problem, two things will happen. First, the reader will labour to see the significance of all that they are being told. Second, the reader will, in all likelihood, struggle to find connections between the various aspects of the context. Once you have explained what we need to know about thestrals, you will need to discuss the topography of Mirkwood, the endangered species policy framework in Archenland, the mineral extraction practices commonly used in the s, and the way forest fires affect animal populations. If you haven&#;t started with your problem&#;the thing that brings these disparate areas into a meaningful conversation with each other&#;your introduction will begin with a baffling array of potentially disconnected bits of information.
The simplest solution to this problem is to provide a quick trip through the whole project in the first few paragraphs, before beginning to contextualize in earnest. I am picturing a thesis introduction that looks something like this:
The first step will be a short version of the three moves, often in as little as three paragraphs, ending with some sort of transition to the next section where the full context will be provided.
Context: Here the writer can give the full context in a way that flows from what has been said in the opening. The extent of the context given here will depend on what follows the introduction; if there will be a full lit review or a full context chapter to come, the detail provided here will, of course, be less extensive. If, on the other hand, the next step after the introduction will be a discussion of method, the work of contextualizing will have to be completed in its entirely here.
What do you think about this as a possible structure for a thesis introduction? While I realize that it may sound a little rigid, I think such an approach is warranted here. Using this type of structure can give thesis writers an opportunity to come to a much better understanding of what they are trying to say. In other words, in my experience, thesis writers tend to feel better after reconstructing their introductions along these lines. For some, it may prove a useful way to present their introduction in their final draft; for other, it may just be a useful scaffold, something that they can improve upon once everything is on a surer footing.
Using this structure can help the writer craft an introduction that responds to the needs of the reader, rather than the demands of the material. Typically, the thesis introductions that I see provide an introduction to the topic but not necessarily to the piece of writing. Writers&#;especially writers in the throes of trying to conceptualize a book length research project&#;often forget that the audience&#;s ability to engage with the topic is mediated by the text. Introducing your introduction is one way to meet your key responsibility to guide the reader through the text. The thesis reader&#;s journey is a long one&#;why not do what you can to ensure that your reader sets off with the maximal understanding of their destination?
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* With apologies to J.K. Rowling, J.R.R. Tolkien, and C.S. Lewis.
Brittany Rogers: Hello and welcome to the Fall term. My name is Brittany Rogers and I am a Writing Specialist in the Office of Academic Support and Instructional Services. Better known as OASIS.
We in OASIS are here for you throughout your program, to help you succeed. If you want to develop your writing, APA, or student success skills join me and other writing experts and peer mentors for an OASIS live session.
Carnesha Ben: A resource that I highly recommend you check out are the Live Writing Accountability sessions, which are facilitated by a peer mentor. My name is Carnesha Ben, and I am one of the peer mentors for the Office of Academic Support and Instructional Services, better known as OASIS. During these sessions, you have the opportunity to work on any assignment or project that are due within the week. You also get the opportunity to connect with other Walden students. You also will share your academic goals that you will work towards during this session. And you will have an hour and a half to work on those assignments. And at the end, you and the other Walden students will discuss what you learned and what you hope to continue to work on after the session. This is a really great session and a wonderful opportunity to connect with other Walden students. So, we look forward to seeing you there.
Brenda Hudson: Hi. I'm Brenda Hudson and I'm a core faculty member here in OASIS, where we offer a wide range of skill support services. Including tailored individualized feedback on your scholarly writing through our tuition-free SKIL workshops and courses. Our instructors are dedicated in providing feedback that will help you strengthen your skills and gain confidence in your writing, all in a supportive environment. We have a course for your every need, no matter where you are at in your scholarly journey. From undergraduate to masters, all the way through your capstone or dissertation. Talk to your advisor for more information or to sign up for our supportive courses, and I hope to see you in the classroom.
Laurel Kriigel: Hi, my name is Laurel Kriigel, and I am one of the Librarians here at Walden. Are you feeling overwhelmed when searching the online Walden library? Do you ever wish you could just ask a Librarian a question or receive a personalized response? At the Walden Library you can a Librarian through our Ask a Librarian service. This service is open seven days a week, and is available to all students, as well as faculty and staff. You can about finding articles or locating online journals, or anything Library related. You can expect a response from the Library within 24 hours. Reach out to a Walden Librarian today for help on your research journey.
Stephanie Kramer: Hey there. I'm Stephanie Kramer and I'm an Academic Support Specialist in OASIS. Have you had a chance to explore the OASIS website yet? We have resources for using Grammarly, APA, templates, and success strategies. And if you are still stuck, use our Ask OASIS form, submit your question, and receive a response within 24 hours from an OASIS staff member. Check out the OASIS website to learn more about the services and resources available to you. We wish you success for the fall term and throughout your program. And remember, if you have questions, Ask OASIS.
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