How to Write Your Thesis THESIS WRITING Thesis

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How to Write Your Thesis THESIS WRITING

How to Write Your Thesis THESIS WRITING

Thesis structure Basic Structure of a Thesis: Ø Title Page Ø Acknowledgments Ø Abstract

Thesis structure Basic Structure of a Thesis: Ø Title Page Ø Acknowledgments Ø Abstract Ø Table of Contents Ø List of Figures Ø List of Tables Ø List of equations Ø Nomenclature Ø Introduction(Chapter 1) Ø Literature Review(Chapter 2) Ø Methods(Chapter 3) Ø Results and Discussion(Chapter 4) Ø Conclusions and Recommendations(Chapter 5) Ø References Ø Appendices

Abstract � Provides a summary of the overall study. Try not to make any

Abstract � Provides a summary of the overall study. Try not to make any general statements. The Abstract should be the essence of your thesis � A good abstract explains in one line why the paper is important. It then goes on to give a summary of your major results, preferably couched in numbers with error limits. The final sentences explain the major implications of your work. A good abstract is concise, readable, and quantitative. � Length should be single paragraph, approx. 200 -300 words. � Abstracts generally do not have citations. � Information in title should not be repeated. � Be explicit (clear and specific). � Use digits for all numbers, except those that begin a sentence.

Abstract Answers to these questions should be found in the abstract: �What did the

Abstract Answers to these questions should be found in the abstract: �What did the researcher (you) do? �Why did the researcher (you) do it? What question were you trying to answer? �How did the researcher (you) do it or go about finding out the answers? What methods did the researcher use? State methods. �What did you learn or find out? What were the key results? State major results. �Why does it matter or these results important? What is their significance , point out at least one significant implication.

Abstract The format for the abstract usually follows these areas. Purpose/Aim: “The purpose of

Abstract The format for the abstract usually follows these areas. Purpose/Aim: “The purpose of this study…. ” (one sentence). � Methods: Usually one to two sentences on how this study was conducted and who the sample or population was. � Results: Usually two to three brief sentences on the major findings from the study. � Conclusion: One to two sentences on the major implications or ramifications from the study. �

Abstract Sample 1: Genetic Mechanisms and Dissemination of Antibiotic Resistance � � (Background statement)

Abstract Sample 1: Genetic Mechanisms and Dissemination of Antibiotic Resistance � � (Background statement) The spread of antibiotic resistance is aided by mobile elements such as transposons and conjugative plasmids. (Narrowing statement) Recently, integrons have been recognised as genetic elements that have the capacity to contribute to the spread of resistance. (Elaboration of narrowing) (statement) Integrons constitute an efficient means of capturing gene cassettes and allow expression of encoded resistance. (Aims) The aims of this study were to screen clinical isolates for integrons, characterise gene cassettes and extended spectrum b-lactamase (ESBL) genes. (Extended aim) Subsequent to this, genetic linkage between ESBL genes and gentamicin resistance was investigated. (Results) In this study, 41 % of multiple antibiotic resistant bacteria and 79 % of extended-spectrum b-lactamase producing organisms were found to carry either one or two integrons, as detected by PCR. (Results) A novel gene cassette contained within an integron was identified from Stenotrophomonas maltophilia, encoding a protein that belongs to the small multidrug resistance (SMR) family of transporters. (Results) p. LJ 1, a transferable plasmid that was present in 86 % of the extended-spectrum b-lactamase producing collection, was found to harbour an integron carrying aad. B, a gene cassette for gentamicin, kanamycin and tobramycin resistance and a bla. SHV-12 gene for third generation cephalosporin resistance. (Justification of results) The presence of this plasmid accounts for the gentamicin resistance phenotype that is often associated with organisms displaying an extended-spectrum b-lactamase phenotype. (Jones 2004, p. 9)3

Abstract Sample 2: Indirect Additive Manufacturing Processing of Poly-Lactide-co. Glycolide Abstract. (Background statement) The

Abstract Sample 2: Indirect Additive Manufacturing Processing of Poly-Lactide-co. Glycolide Abstract. (Background statement) The research and development of biomaterials have brought about new treatments in regenerative medicine. (Aims) The research work presented in this paper focus on the use of Poly. Lactide-co-glycolide (PLGA) in the fabrication of patient specific fracture fixation plate by indirect additive manufacturing method. (Extended aim) The use of biopolymers such as PLGA has been seen as a solution to the problems of stress shield and post-surgery inherent in biometal fixation plates. This paper discusses the consequence of this processing method on characteristics and properties of the PLGA. (Methods) PLGA of ratio 50: 50, 65: 35 and 85: 15 was processed and compared. The granules of PLGA were positioned in the cavity of the stereolithography (SLA) mould and heated under constant pressure with sintering temperature of 73 o. C for 2. 0 hours. (Results) Both the variation in samples fabricated from this process with the designed model and the changes in material characteristics are below 10%. The flexural strength for PLGA of ratio 50: 50, 65: 35 and 85: 15 is 73. 8± 2. 3 MPa, 75. 0± 2. 8, 60. 0± 11. 7, respectively. (Conclusion) The characteristics and mechanical tests indicate that the results were comparable with conventional processing of PLGA.

Chapter 1: Introduction Ø You can't write a good introduction until you know what

Chapter 1: Introduction Ø You can't write a good introduction until you know what the body of your work says. Consider writing the introductory section(s) after you have completed the rest of the chapters, rather than before. Ø Be sure to include a hook/catchy at the beginning of the introduction. This is a statement of something sufficiently interesting to motivate your reader to read the rest of your thesis, it is an important/interesting scientific problem that your work either solves or addresses. You should draw the reader in and make them want to read the rest of thesis. Ø Provides the background and setting needed to put the problem in proper context and justifies the need for the study. Continue…

Chapter 1: Introduction Ø Contains facts, trends, and points of view (opinions) as drawn

Chapter 1: Introduction Ø Contains facts, trends, and points of view (opinions) as drawn from the professional literature in agricultural education and communication and relevant areas. The presentation of these key points should flow from general trends and concerns to the specific problem/challenge that you will address in your thesis research. Ø Provides a logical lead-in to a clear statement of the problem, which is followed by the purpose of the study and the research objectives that you will pursue. Ø Chapter 1 also includes a list of any assumptions and limitations, as well as a section (Significance of the Study) that explains what groups could potentially benefit from the study and how/why.

What else belongs in the introductory section(s)? � A statement of the goal of

What else belongs in the introductory section(s)? � A statement of the goal of thesis: why the study was undertaken, or why thesis was written. Do not repeat the abstract. � Sufficient background information to allow the reader to understand the context and significance of the question you are trying to address. � Proper acknowledgement of the previous work on which you are building. Sufficient references such that a reader could, by going to the library, achieve a sophisticated understanding of the context and significance of the question. � Segments by using subheads/subsections. Continue…

What else belongs in the introductory section(s)? � The introduction should be focused on

What else belongs in the introductory section(s)? � The introduction should be focused on thesis question(s). All cited work should be directly relevant to the goals of thesis. This is not a place to summarize everything you have ever read on a subject. � Explain the scope of your work, what will and will not be included. � A verbal "road map" or verbal "table of contents" guiding the reader to what lies ahead. � Is it obvious where introductory material ("old stuff") ends and your contribution ("new stuff") begins? Remember that this is not a review paper. We are looking for original work and interpretation/analysis by you. Break up the introduction section into logical segments by using subheads.

Stages in a thesis introduction Stage Description 1 state the general topic and give

Stages in a thesis introduction Stage Description 1 state the general topic and give some background 2 provide a general review of the literature related to the topic 3 define the terms and scope of the topic 4 outline the current situation 5 evaluate the current situation (advantages/ disadvantages) and identify the gap 6 identify the importance of the proposed research 7 state the research problem/ questions 8 state the research aims and/or research objectives 9 state the hypotheses 10 outline the order of information in thesis 11 outline the methodology

Example 1: Evaluation of Boron Solid Source Diffusion for High-Efficiency Silicon Solar Cells (School

Example 1: Evaluation of Boron Solid Source Diffusion for High-Efficiency Silicon Solar Cells (School of Photovoltaic and Renewable Energy Engineering, UNSW) Stage Sample sentence extracts (complete introduction is 4 pages) 1. Give P-type layers are commonly used in solar cells as they offer a wide range of applications background about such as a back surface field… the topic. . . Currently in the PV industry aluminium-silicon alloying using screen-printed aluminium 4. Outline current and belt furnace firing is the prevalent method of forming p-type layers because it is methods relatively easy and also forms the rear electrical contact… 5. Evaluate current methods . . . The use of aluminium as p-type dopant has two major disadvantages, however… 6. Identify importance of proposed research …Given the limitations associated with using Al to form p-type diffusion, boron as a dopant for diffused layers is therefore more suitable for high-efficiency silicon solar cells… . . . The goal of this thesis is to evaluate boron nitride (BN) as a potential replacement for 8. State research liquid-source diffusion presently being used for p-type diffusions in the high-efficiency aims buried contact solar cells under development … 10. Outline order of information in thesis …This thesis is divided into five chapters: Chapter 2 discusses in more detail about diffusions in general and the case of boron diffusion…Chapter 3 outlines the experimental work carried out in the project…

Example 2: Methods for Measuring Hepatitis C Viral Complexity (School of Biotechnology and Biological

Example 2: Methods for Measuring Hepatitis C Viral Complexity (School of Biotechnology and Biological Sciences, UNSW) Stage Sample sentence extracts (complete introduction is 11 pages) 1. State the general topic . . . The hepatitis C virus (HCV) is a significant human pathogen given that 3% of the world’s population are infected with the virus… 1. (2) Give some background about the topic …The HCV genome is a positive sense, single stranded RNA molecule with an approximate length of 9. 5 kb… 3. (2) Define the terms and scope of the topic …Quasispecies are defined as a population of closely related minor genetic variants and are a noted phenomenon of plant and RNA viruses…It has been widely recognised that treatment outcome is highly dependent on the complexity… 5. (2) Evaluate current situation …Cloning and sequencing is considered a time-consuming and laborious method and as such there exists a need for the development of simple alternative methods… 5. (2) Identify the gap in …At present there is no suitable method that has produced results comparable to that of cloning and current research sequencing which also has the additional properties of simplicity and rapidity… …There is mounting evidence, however, that immediate treatment will result in successful eradication of 6. Identify importance of HCV. Therefore studies of acute phase quasispecies will enhance the understanding of the early proposed research virological events of newly acquired HCV infection and ultimately the disease process itself. 9. State the hypothesis The hypotheses for this study are that there exist suitable parameters to assess quasispecies complexity. Furthermore, a rapid and simpler alternative method to cloning and sequencing can be developed to accurately describe the complexity of a given quasispecies population… 8. State research aims 1. Define a set of parameters to analyse quasispecies complexity. 2. Develop a simpler and rapid alternative to cloning and sequencing that would accurately assess complexity of quasispecies populations….

Chapter 2 – Literature Review Chapter 2 should cite previous research in this area.

Chapter 2 – Literature Review Chapter 2 should cite previous research in this area. It should cite those who had the idea or ideas first, and should also cite those who have done the most recent and relevant work. � Presents the results of previous research related to your study topic, organized by the key variables in your study. You should then go on to explain why more work was necessary (your work, of course. ) � A conceptual model showing the relationships among variables related to your research problem can also be included. � Provides the rationale for hypotheses (if stated). � Normally 15 -30% of the whole thesis

Literature Review: Organisation Some POSSIBLE approaches, which can be combined (there are others): �

Literature Review: Organisation Some POSSIBLE approaches, which can be combined (there are others): � Organised around key themes or debates � From distant to close; from less specific to more specific � Generic knowledge � conceptual framework � understanding of specific context � applying theory to context � A methodological approach, following the different methods used in your field.

Example 1 of Literature Review Organisation. From the School of Photovoltaic and Renewable Energy

Example 1 of Literature Review Organisation. From the School of Photovoltaic and Renewable Energy Engineering 3 2. LITERATURE REVIEW 2 -1 2. 1 CLASSIC DIFFUSION CONCEPT 2 -1 2. 1. 1 diffusion mechanisms 2 -1 2. 1. 2 Fick’s law 2 -4 2. 2 BORON DIFFUSION 2 -9 2. 2. 1 diffusivity 2 -9 2. 2. 2 segregation coefficient 2 -10 2. 2. 3 silicon self-interstitial and diffusion rate 2 -12 2. 2. 4 formation of boron rich layer (brl) 2 -12 2. 2. 5 boron diffusion systems 2 -14 2. 3 BORON NITRIDE SOLID SOURCE DIFFUSION 2 -15 2. 3. 1 benefits and challenges 215 2. 3. 2 diffusion process 2 -16 2. 4 SOLAR CELL CHARACTERISATION 2 -18 Question What organisational approach has the student taken in the example?

Literature Review: Language Examples of literature reviews, showing how to refer to and comment

Literature Review: Language Examples of literature reviews, showing how to refer to and comment on previous research. Look at the following examples and see how the students summarise a number of studies and contrast differing findings. Also notice the use of evaluative language to show the student's evaluation of the previous research. Key 1. Summarising language 2. Contrast language 3. Evaluative language Example Key 2 "Several studies [5, 6, 7] have reported the benefits of using boron solid sources over other types of boron diffusion source. … On the contrary, Warabisako et al [9] demonstrated that obtaining high efficiencies with boron solid source was no easy task. They reported severe degradation of bulk minority carrier lifetime after boron solid source diffusion" (Chen, 2003, pp. 2 -14 -2 -15). Example Key 3 "On evaluation of the studies performed thus far, genotype 1 b Rd. Rp proteins have been studied extensively while Rd. Rp proteins from other genotypes have been somewhat ignored. Kim et al. was the only group to have published a 3 a Rd. Rp paper, although their focus was on the template requirement for the NS 5 B gene as opposed to polymerase activity" (Tan, 2004, pp. 15 -16)

Chapter 3 – Methods and Materials/Methodology � � � Describes in detail the step-by-step

Chapter 3 – Methods and Materials/Methodology � � � Describes in detail the step-by-step procedures used in collecting and analysing data. Possible sections of Chapter 3 include research design, subject selection, instrumentation, data collection, data analysis, chapter summary and others. Citations in this section should be limited to data sources and references of where to find more complete descriptions of procedures. Do not include descriptions of results. The PAST tense is used in all of these Methods extracts, because the students are describing what they did in order to obtain their results. Methods should describe what you did. They should NOT be a list of instructions to tell someone else what to do. Normally 3 -5 pages long

Chapter 3 – Methods and Materials/Methodology What belongs in the "methods" section of a

Chapter 3 – Methods and Materials/Methodology What belongs in the "methods" section of a scientific thesis/paper? � Information to allow the reader to assess the believability of your results. � Information needed by another researcher to replicate your experiment. � Description of your materials, procedure, theory. � Calculations, technique, procedure, equipment, and calibration plots. � Limitations, assumptions, and range of validity. � Description of your analytical methods, including reference to any specialized statistical software. Normally 3 -5 pages long

What should the methods address? The methods section should answering the following questions and

What should the methods address? The methods section should answering the following questions and caveats: � Could one accurately replicate the study (for example, all of the optional and adjustable parameters on any sensors or instruments that were used to acquire the data)? � Could another researcher accurately find and reoccupy the sampling stations or track lines? � Is there enough information provided about any instruments used so that a functionally equivalent instrument could be used to repeat the experiment? � If the data are in the public domain, could another researcher lay his or her hands on the identical data set? � Could one replicate any laboratory analyses that were used? � Could one replicate any statistical analyses? � Could another researcher approximately replicate the key algorithms of any computer software?

Chapter 4 – Findings/Results and Discussion � The results are actual statements of observations,

Chapter 4 – Findings/Results and Discussion � The results are actual statements of observations, including statistics, tables and graphs. � Reports all results obtained, including appropriate statistics and descriptions of data. � Includes facts only – what was found with explanation, but not interpretation or conjecture by the researcher. � Is organized and written around objectives of the study (research questions or hypotheses). � Describe the nature of the findings; do not just tell the reader whether or not they are significant. Normally 5 -8 pages long

Chapter 4 – Findings/Results and Discussion � Indicate information on range of variation. �

Chapter 4 – Findings/Results and Discussion � Indicate information on range of variation. � Mention negative results as well as positive. Do not interpret results - save that for the discussion. � Lay out the case as for a jury. Present sufficient details so that others can draw their own inferences and construct their own explanations. � Use S. I. units (m, s, kg, W, etc. ) throughout thesis. � Break up your results into logical segments by using subheadings � Key results should be stated in clear sentences at the beginning of paragraphs. It is far better to say "X had significant positive relationship with Y (linear regression p<0. 01, r^2=0. 79)" then to start with a less informative like "There is a significant relationship between X and Y". Normally 5 -8 pages long

Describe Results for Graph Figure 2 shows the number of international students on a

Describe Results for Graph Figure 2 shows the number of international students on a pre-sessional course, at Southfield University, from 2000 to 2008. The graph indicates that numbers of international students on the course each year have fluctuated. There was a decline in student numbers from 2001 -2002, and 2005 -2006, but generally, student numbers have increased over the period.

Describe Results for Graph Figure 5. Comparison on tensile property between acrylonitrile butadiene styrene

Describe Results for Graph Figure 5. Comparison on tensile property between acrylonitrile butadiene styrene (ABS) and polyether-ketone (PEEK). Figure 5 shows the average tensile property values for both ABS and PEEK. The elastic limit from five tensile experiments with PEEK was 50. 8 MPa; the tensile strength of PEEK was 56. 6 MPa, while the elastic limit of ABS was 22. 9 MPa, and the tensile strength of ABS was 27. 1 MPa. The values of these properties for PEEK were 122% and 108% higher than for ABS. As shown in the figure, the tensile properties of 3 D-printed ABS samples were lower than injection-molded ABS by 26. 2% for the elastic limit and 26. 8% for the tensile strength. Likewise, the tensile properties of 3 D-printed PEEK samples were lower than injection-molded PEEK by 29. 4% for the elastic limit and 43. 4% for the tensile strength.

Describe Results for Table 3 shows the practical mean values of mechanical tests for

Describe Results for Table 3 shows the practical mean values of mechanical tests for the 3 D-printed PEEK samples. From Table 3, it can be noted that the samples built with a 300 -m layer thickness had the greatest strengths in all mechanical tests. The strength of samples with a 400 -m layer thickness decreased significantly. Also can seen from Table 3, samples built with raster angles of 0/90 had the greatest mechanical strengths. As indicated in Table 3, the tensile strengths of the PEEK samples were significantly affected by the layer thickness and raster angle. In samples printed at raster angles of 0/90, the filaments were oriented parallel to the load direction, producing the strongest samples. Similarly, in samples printed in other orientations, there was a finite angle between the printed microstructural elements and the load direction.

Describe Results for Figure 6 shows scanning electron microscopy (SEM) images of fracture cross-sections

Describe Results for Figure 6 shows scanning electron microscopy (SEM) images of fracture cross-sections of PEEK and ABS along the longitudinal direction. These images of the fracture surface show that failure was caused by differing reasons. Although ABS individual rasters had melted together, we can still distinguish every raster in the images, and the fracture of ABS was mainly caused by damage to the rasters pulling and rupturing. As the load force increased, the force per unit area would reach the filaments tensile limit. In the printed samples the fracture would begin approximately at the weakest filament, and the fracture would propagate until the samples failed. The result is that the stress continues to increase and the next weakest raster will fail. By observing the failure surfaces of PEEK samples, we can see that there were no obvious rasters and the samples appeared to have melted into a block. This was most likely caused by a combination of the high extruder temperature and filaments that created significant thermal bonding between both raster and layers, causing greater fusion.

Note: Results vs. Discussion Sections Quarantine your observations from your interpretations. The writer must

Note: Results vs. Discussion Sections Quarantine your observations from your interpretations. The writer must make it crystal clear to the reader which statements are observation and which are interpretation. In most circumstances, this is best accomplished by physically separating statements about new observations from statements about the meaning or significance of those observations. Alternatively, this goal can be accomplished by careful use of phrases such as "I infer. . . " vast bodies of geological literature became obsolete with the advent of plate tectonics; the papers that survived are those in which observations were presented in stand-alone fashion, unmuddied by whatever ideas the author might have had about the processes that caused the observed phenomena. How do you do this? � Physical separation into different sections or paragraphs. � Don't overlay interpretation on top of data in figures. � Careful use of phrases such as "We infer that ". � Don't worry if "results" seem short. Why? � Easier for your reader to absorb, frequent shifts of mental mode not required. � Ensures that your work will endure in spite of shifting paradigms.

Discussion Start with a few sentences that summarize the most important results. The discussion

Discussion Start with a few sentences that summarize the most important results. The discussion section should be a brief essay in itself, answering the following questions and caveats: 1. What are the major patterns in the observations? (Refer to spatial and temporal variations. ) 2. What are the relationships, trends and generalizations among the results? 3. What are the exceptions to these patterns or generalizations? 4. What are the likely causes (mechanisms) underlying these patterns resulting predictions? 5. Is there agreement or disagreement with previous work? 6. Interpret results in terms of background laid out in the introduction - what is the relationship of the present results to the original question? 7. What is the implication of the present results for other unanswered questions in earth sciences, ecology, environmental policy, etc. . ?

Discussion 8. 9. 10. 11. 12. Multiple hypotheses: There are usually several possible explanations

Discussion 8. 9. 10. 11. 12. Multiple hypotheses: There are usually several possible explanations for results. Be careful to consider all of these rather than simply pushing your favourite one. If you can eliminate all but one, that is great, but often that is not possible with the data in hand. In that case you should give even treatment to the remaining possibilities, and try to indicate ways in which future work may lead to their discrimination. Avoid bandwagons: A special case of the above. Avoid jumping a currently fashionable point of view unless your results really do strongly support them. What are things we now know or understand that we didn't know or understand before the present work? Include the evidence or line of reasoning supporting each interpretation. What is the significance of the present results: why should we care? This section should be rich in references to similar work and background needed to interpret results. However, interpretation/discussion section(s) are often too long and verbose. Is there material that does not contribute to one of the elements listed above? If so, this may be material that you will want to consider deleting or moving. Break up the section into logical segments by using subheads.

Chapter 5 – Summary and Conclusions • • • � � What is the

Chapter 5 – Summary and Conclusions • • • � � What is the strongest and most important statement that you can make from your observations? If you met the reader at a meeting six months from now, what do you want them to remember about your paper? Refer back to problem posed, and describe the conclusions that you reached from carrying out this investigation, summarize new observations, new interpretations, and new insights that have resulted from the present work. Include the broader implications of your results. Do not repeat word for word the abstract, introduction or discussion. Briefly summarizes intent, procedures, and findings of study. States conclusions based upon findings (first point in paper where the researcher is allowed to include his or her own interpretations). Describes how findings support or refute related studies (Implications for Current Knowledge). Describes implications of findings for those groups affected by the program/findings (Implications for Practice).

Recommendations � Includes recommendations for practice based upon findings and conclusions. � Remedial action

Recommendations � Includes recommendations for practice based upon findings and conclusions. � Remedial action to solve the problem. � Includes recommendations for further research. � Further research to fill in gaps in our understanding. � Directions for future investigations on this or related topics.

References • • • cite all ideas, concepts, text, data that are not your

References • • • cite all ideas, concepts, text, data that are not your own if you make a statement, back it up with your own data or a reference all references cited in the text must be listed cite single-author references by the surname of the author (followed by number in the order that references have been cited) • . . . according to Hays [1] • . . . population growth is one of the greatest environmental concerns facing future generations [2]. cite double-author references by the surnames of both authors (followed by date of the publication in parenthesis) • e. g. Pitelka and Child [5] cite more than double-author references by the surname of the first author followed by et al. and then the date of the publication • e. g. Pfirman, Simpson and Hays would be: • Pfirman et al. [3] do not use footnotes list all references cited in the text in alphabetical order using the following format for different types of material: 1. Hunt, S. (1966) Carbohydrate and amino acid composition of the egg capsules of the whelk. Nature, 210, 436 -437. 2. National Oceanic and Atmospheric Administration (1997) Commonly asked questions about ozone. http: //www. noaa. gov/public-affairs/grounders/ozo 1. html, 9/27/97. 3. Pfirman, S. L. , M. Stute, H. J. Simpson, and J. Hays (1996) Undergraduate research at Barnard and Columbia, Journal of Research, 11, 213 -214. 4. Pechenik, J. A. (1987) A short guide to writing about biology. Harper Collins Publishers, New York, 194 pp. 5. Pitelka, D. R. , and F. M. Child (1964) Review of ciliary structure and function. In: Biochemistry and Physiology of Protozoa, Vol. 3 (S. H. Hutner, editor), Academic Press, New York, 131 -198. 6. Sambrotto, R. (1997) lecture notes, Environmental Data Analysis, Barnard College, Oct 2, 1997. 7. Stute, M. , J. F. Clark, P. Schlosser, W. S. Broecker, and G. Bonani (1995) A high altitude continental paleotemperature record derived from noble gases dissolved in groundwater from the San Juan Basin, New Mexico. Quat. Res. , 43, 209220. 8. New York Times (1/15/00) PCBs in the Hudson still an issue, A 2. it is acceptable to put the initials of the individual authors behind their last names, e. g. Pfirman, S. L. , Stute, M. , Simpson, H. J. , and Hays, J (1996) Undergraduate research at. . .

Appendices • • Include all your data in the appendix. Reference data/materials not easily

Appendices • • Include all your data in the appendix. Reference data/materials not easily available (theses are used as a resource by the department and other students). Tables (where more than 1 -2 pages). Calculations (where more than 1 -2 pages). You may include a key article as appendix. If you consulted a large number of references but did not cite all of them, you might want to include a list of additional resource material, etc. List of equipment used for an experiment or details of complicated procedures. Note: Figures and tables, including captions, should be embedded in the text and not in an appendix, unless they are more than 1 -2 pages and are not critical to your argument.

References http: //www. ldeo. columbia. edu/~martins/ sen_sem/thesis_org. html (access 7/3/2017) 2. http: //aec. ifas.

References http: //www. ldeo. columbia. edu/~martins/ sen_sem/thesis_org. html (access 7/3/2017) 2. http: //aec. ifas. ufl. edu/media/aecifasufle du/formsdocs/undergraduate/AEC-UGThesis-Guidelines-20112. pdf 3. https: //student. unsw. edu. au/thesisstructure 1.