how to state my thesis

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Tips and Examples for Writing Thesis Statements

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Tips for Writing Your Thesis Statement

1. Determine what kind of paper you are writing:

• An analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience.
• An expository (explanatory) paper explains something to the audience.
• An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided.

If you are writing a text that does not fall under these three categories (e.g., a narrative), a thesis statement somewhere in the first paragraph could still be helpful to your reader.

2. Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence.

3. The thesis statement usually appears at the end of the first paragraph of a paper.

4. Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper.

Thesis Statement Examples

Example of an analytical thesis statement:

The paper that follows should:

• Explain the analysis of the college admission process
• Explain the challenge facing admissions counselors

Example of an expository (explanatory) thesis statement:

• Explain how students spend their time studying, attending class, and socializing with peers

Example of an argumentative thesis statement:

• Present an argument and give evidence to support the claim that students should pursue community projects before entering college

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• Dissertation

How to Write a Thesis or Dissertation Conclusion

Published on September 6, 2022 by Tegan George and Shona McCombes. Revised on November 20, 2023.

The conclusion is the very last part of your thesis or dissertation . It should be concise and engaging, leaving your reader with a clear understanding of your main findings, as well as the answer to your research question .

In it, you should:

• Clearly state the answer to your main research question
• Summarize and reflect on your research process
• Make recommendations for future work on your thesis or dissertation topic
• Show what new knowledge you have contributed to your field
• Wrap up your thesis or dissertation

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Table of contents

Discussion vs. conclusion, how long should your conclusion be, step 1: answer your research question, step 2: summarize and reflect on your research, step 3: make future recommendations, step 4: emphasize your contributions to your field, step 5: wrap up your thesis or dissertation, full conclusion example, conclusion checklist, other interesting articles, frequently asked questions about conclusion sections.

While your conclusion contains similar elements to your discussion section , they are not the same thing.

Your conclusion should be shorter and more general than your discussion. Instead of repeating literature from your literature review , discussing specific research results , or interpreting your data in detail, concentrate on making broad statements that sum up the most important insights of your research.

As a rule of thumb, your conclusion should not introduce new data, interpretations, or arguments.

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Depending on whether you are writing a thesis or dissertation, your length will vary. Generally, a conclusion should make up around 5–7% of your overall word count.

An empirical scientific study will often have a short conclusion, concisely stating the main findings and recommendations for future research. A humanities dissertation topic or systematic review , on the other hand, might require more space to conclude its analysis, tying all the previous sections together in an overall argument.

Your conclusion should begin with the main question that your thesis or dissertation aimed to address. This is your final chance to show that you’ve done what you set out to do, so make sure to formulate a clear, concise answer.

• Don’t repeat a list of all the results that you already discussed
• Do synthesize them into a final takeaway that the reader will remember.

An empirical thesis or dissertation conclusion may begin like this:

A case study –based thesis or dissertation conclusion may begin like this:

In the second example, the research aim is not directly restated, but rather added implicitly to the statement. To avoid repeating yourself, it is helpful to reformulate your aims and questions into an overall statement of what you did and how you did it.

Your conclusion is an opportunity to remind your reader why you took the approach you did, what you expected to find, and how well the results matched your expectations.

To avoid repetition , consider writing more reflectively here, rather than just writing a summary of each preceding section. Consider mentioning the effectiveness of your methodology , or perhaps any new questions or unexpected insights that arose in the process.

You can also mention any limitations of your research, but only if you haven’t already included these in the discussion. Don’t dwell on them at length, though—focus on the positives of your work.

• While x limits the generalizability of the results, this approach provides new insight into y .
• This research clearly illustrates x , but it also raises the question of y .

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You may already have made a few recommendations for future research in your discussion section, but the conclusion is a good place to elaborate and look ahead, considering the implications of your findings in both theoretical and practical terms.

• Based on these conclusions, practitioners should consider …
• To better understand the implications of these results, future studies could address …
• Further research is needed to determine the causes of/effects of/relationship between …

When making recommendations for further research, be sure not to undermine your own work. Relatedly, while future studies might confirm, build on, or enrich your conclusions, they shouldn’t be required for your argument to feel complete. Your work should stand alone on its own merits.

Just as you should avoid too much self-criticism, you should also avoid exaggerating the applicability of your research. If you’re making recommendations for policy, business, or other practical implementations, it’s generally best to frame them as “shoulds” rather than “musts.” All in all, the purpose of academic research is to inform, explain, and explore—not to demand.

Make sure your reader is left with a strong impression of what your research has contributed to the state of your field.

Some strategies to achieve this include:

• Returning to your problem statement to explain how your research helps solve the problem
• Referring back to the literature review and showing how you have addressed a gap in knowledge
• Discussing how your findings confirm or challenge an existing theory or assumption

Again, avoid simply repeating what you’ve already covered in the discussion in your conclusion. Instead, pick out the most important points and sum them up succinctly, situating your project in a broader context.

The end is near! Once you’ve finished writing your conclusion, it’s time to wrap up your thesis or dissertation with a few final steps:

• It’s a good idea to write your abstract next, while the research is still fresh in your mind.
• Next, make sure your reference list is complete and correctly formatted. To speed up the process, you can use our free APA citation generator .
• Once you’ve added any appendices , you can create a table of contents and title page .
• Finally, read through the whole document again to make sure your thesis is clearly written and free from language errors. You can proofread it yourself , ask a friend, or consider Scribbr’s proofreading and editing service .

Here is an example of how you can write your conclusion section. Notice how it includes everything mentioned above:

V. Conclusion

The current research aimed to identify acoustic speech characteristics which mark the beginning of an exacerbation in COPD patients.

The central questions for this research were as follows: 1. Which acoustic measures extracted from read speech differ between COPD speakers in stable condition and healthy speakers? 2. In what ways does the speech of COPD patients during an exacerbation differ from speech of COPD patients during stable periods?

All recordings were aligned using a script. Subsequently, they were manually annotated to indicate respiratory actions such as inhaling and exhaling. The recordings of 9 stable COPD patients reading aloud were then compared with the recordings of 5 healthy control subjects reading aloud. The results showed a significant effect of condition on the number of in- and exhalations per syllable, the number of non-linguistic in- and exhalations per syllable, and the ratio of voiced and silence intervals. The number of in- and exhalations per syllable and the number of non-linguistic in- and exhalations per syllable were higher for COPD patients than for healthy controls, which confirmed both hypotheses.

However, the higher ratio of voiced and silence intervals for COPD patients compared to healthy controls was not in line with the hypotheses. This unpredicted result might have been caused by the different reading materials or recording procedures for both groups, or by a difference in reading skills. Moreover, there was a trend regarding the effect of condition on the number of syllables per breath group. The number of syllables per breath group was higher for healthy controls than for COPD patients, which was in line with the hypothesis. There was no effect of condition on pitch, intensity, center of gravity, pitch variability, speaking rate, or articulation rate.

This research has shown that the speech of COPD patients in exacerbation differs from the speech of COPD patients in stable condition. This might have potential for the detection of exacerbations. However, sustained vowels rarely occur in spontaneous speech. Therefore, the last two outcome measures might have greater potential for the detection of beginning exacerbations, but further research on the different outcome measures and their potential for the detection of exacerbations is needed due to the limitations of the current study.

Checklist: Conclusion

I have clearly and concisely answered the main research question .

I have summarized my overall argument or key takeaways.

I have mentioned any important limitations of the research.

I have given relevant recommendations .

I have clearly explained what my research has contributed to my field.

I have  not introduced any new data or arguments.

You've written a great conclusion! Use the other checklists to further improve your dissertation.

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In a thesis or dissertation, the discussion is an in-depth exploration of the results, going into detail about the meaning of your findings and citing relevant sources to put them in context.

The conclusion is more shorter and more general: it concisely answers your main research question and makes recommendations based on your overall findings.

While it may be tempting to present new arguments or evidence in your thesis or disseration conclusion , especially if you have a particularly striking argument you’d like to finish your analysis with, you shouldn’t. Theses and dissertations follow a more formal structure than this.

All your findings and arguments should be presented in the body of the text (more specifically in the discussion section and results section .) The conclusion is meant to summarize and reflect on the evidence and arguments you have already presented, not introduce new ones.

For a stronger dissertation conclusion , avoid including:

• Important evidence or analysis that wasn’t mentioned in the discussion section and results section
• 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.

The conclusion of your thesis or dissertation shouldn’t take up more than 5–7% of your overall word count.

The conclusion of your thesis or dissertation should include the following:

• A restatement of your research question
• A summary of your key arguments and/or results
• A short discussion of the implications of your research

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Dissertation & Thesis Frequently Asked Questions

Preliminary review.

Reviews are scheduled through Microsoft Bookings following the instructions on the Preliminary Technical Review page.

All reviews should be made using your school email address ending in @baylor.edu.

All reviews take place online via Teams. You will receive a Teams meeting link in the confirmation email you receive after scheduling.

You most likely used an email other than your school email ending in @baylor.edu. The confirmation emails with the links often go to spam; please check that folder.

Use the options on your confirmation email to reschedule your review. Please do not try to reschedule via email.

Appointment slots are limited; you should only sign up for one preliminary review to ensure there is opportunity for all students to have a review. The only exception is if a Dissertation and Thesis staff member directs you to sign up for an additional appointment.

You must submit your materials to your profile in Vireo at least one hour prior to your review. If your materials are not submitted, you risk having your review cancelled.

Reviews for students who have clearly not applied the required formatting will be cancelled. Students will be notified via email.

Vireo Submission (Baylor's Submission Portal)

Students submit through Baylor’s Dissertation and Thesis submission portal, Vireo, which can be accessed at https://baylor-etd.tdl.org/. The manuscript and all accompanying documents will be uploaded there.  We do not accept documents via email.

You should only use the “Shibboleth Login” following the instructions on the Preliminary Review page. Do not create an account with an email/password. It should require you to use Duo to login after clicking “Shibboleth Login.”

Yes. Students should never create a new submission, even if they are temporarily unable to upload. (See next question.) All revisions, forms, and other documents must be submitted to the same profile.

The system will only allow uploads if your status is set to “Needs Corrections.” Please email  [email protected]  and a consultant will change your status.

Students are not able to change basic submission information once it is submitted. Please email the changes you need made to  [email protected]  and we will make those changes in the system for you.

Signature Page

a) Click on the correct signature page (number of committee members = number of lines) b)When you see the screen that says "Please Wait," click on the download button in the right-hand corner of the screen.  c) Save the document to your computer. d) Go to the folder where you saved the signature page.  e) Right click, select "Open With" and click on "Adobe." 

Click “print” and select “Microsoft Print to PDF.” This will allow you to save as a regular PDF without fillable fields.

No. You should turn in the signed page with signatures from all committee members and your department chair; the Graduate School will obtain the Dean’s signature.

No. The Graduate School does not accept paper copies of any forms or manuscripts. All paperwork should be uploaded directly to the student’s Vireo submission portal. Physical forms that are dropped off at the office will be shredded.

Baylor provides KIC scanners for student use in Moody Library, including in the Graduate Research Center on the 2 nd  floor. Students may also choose to use scanning apps on their phones, such as Scannable, etc. Photographs or sloppy scans of forms are not accepted.

No. The only forms submitted directly by the department are both online: The Announcement of Oral Exam form and the Results of Oral Examination form. Departments who assist in obtaining signatures should send the signed forms back to the student, who will then submit.

Students should submit forms (unsigned and signed signature pages, Copyright and Availability form, and Approval of Final Dissertation/Thesis Copy form) directly to Vireo. Doctoral students will need to submit the Doctoral Investment Form online.

It is your responsibility to schedule far enough in advance to ensure that all committee members can meet  prior  to the defense deadline.

As long as you have all of your materials and final revisions turned in by the 10-day deadline, you may make necessary formatting changes after that deadline.

All changes should be made within 48 hours of receiving the notification email.

The Dissertation and Thesis Office works through submissions as quickly as possible. Timelines vary by individual student based on how quickly they turn in revisions, how many revisions they have, and whether we have received all of their forms.

Master's students'  information is sent to our Student Records area immediately upon approval in  Vireo . After receiving the Vireo approval email, please allow for a few days for that requirement to be cleared on your audit.

Doctoral students'  information is sent to our Student Records area immediately upon approval in  ProQuest  (see section below.) After receiving the Vireo approval email, doctoral students should follow the instructions in the email in order to upload to ProQuest. They will receive an email from ProQuest alerting them when their ProQuest submission has been approved. After receiving the ProQuest approval email, please allow for a few days for that requirement to be cleared on your audit.

ProQuest Submission (Global repository; Required for doctoral students AFTER Vireo Approval)

Students should only upload to ProQuest after receiving the approval email from Vireo stating that their dissertation (or thesis) is approved and ready for submission. The Vireo approval email includes instructions on how to upload to ProQuest, including the information in the questions below.

After approval on Vireo, go to your Vireo submission and download the “primary document” on file. This will include your unsigned signature page and be the official copy of your dissertation approved by Baylor. This is the document you should upload to ProQuest. It is also the document you should use for all future printings/copies of your dissertation.

Baylor does not pay any fees associated with ProQuest submission and publication. The “Traditional Publishing” option is free through ProQuest and is what the majority of students select.

Based on US Copyright laws, your dissertation is automatically protected by copyright in your name when it assumes "fixed form." Whether or not you want to formally register that copyright with the US Copyright Office is up to you.

You should choose the embargo that matches the one indicated on your Copyright and Availability form. If you chose a 5-year embargo, you will need to use the “Note to Administrator” to let us know, and we will manually enter that embargo before approval.

Bound copies are processed only after submissions are delivered to the system on the day of commencement. This means you will need to wait several weeks after your graduation for your copies to arrive. Baylor is not involved in printing or delivering bound copies; any questions regarding printed and bound copies should be directed to ProQuest.

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As a graduate student, you may need to complete a thesis or dissertation as part of your program's graduation requirements. While theses are common among master’s students and dissertations among doctoral students, this may not apply universally across all programs. We encourage you to reach out to your program adviser to determine the specific requirements for your culminating project.

Office of Theses and Dissertations

The Office of Theses and Dissertations is the unit of the Graduate School responsible for certifying that theses and dissertations have been prepared in accordance with formatting requirements established by the Graduate School, the University Libraries, and the graduate faculty of Penn State. We are here to help you navigate the review and approval process to ensure you are able to graduate on time.

The Thesis and Dissertation Handbook explains Penn State formatting requirements for all master’s theses and doctoral dissertations. It covers the submission process and approval deadlines, the responsibilities of each student, and provides page examples. We highly recommend all students doing theses or dissertations to carefully review the handbook.

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Among these resources, you can get help from the Graduate Writing Center and the Statistical Counseling Center, notify the University of your intent to graduate, and prepare for Commencement.

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Graduate Student Center / Thesis and Dissertation Office

The Graduate Student Center / Thesis and Dissertation Office, located on the first floor of Mitchell Memorial Library, reviews theses and dissertations for formatting compliance based on the standards required by Mississippi State University. Our review process begins after your committee has approved all content within your document.

We offer workshops and consultations, both face-to-face and online, to help alleviate confusion and to make this process more bearable. You can find a list of our workshops below as well as contact information. Feel free to call or email to set up a consultation or to ask questions!

We look forward to helping you in the final stages of your thesis or dissertation process!

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What Job Seekers Can Learn from the Three Minute Thesis

In 2008, residents of the Queensland state of Australia were being encouraged to limit water usage due to an extreme drought in the area, and many people took to affixing a three-minute egg timer to their bathroom wall in order to time their showers. Among these residents was the dean of the Graduate School of Queensland University, and the timer gave him an idea: what if graduate students were challenged to distill their findings down to a three-minute presentation ( The University of Queensland )? Thus, the Three Minute Thesis (also called 3MT) competition was born. Since 2008, 3MT has grown exponentially and is currently held in 900 universities across 85 different countries.

So, what is the 3MT competition? As the name suggests, the 3MT competition challenges graduate students to effectively explain their research in three minutes, in language appropriate to a non-specialist audience, using only one static slide. Although it may seem daunting for graduate students, who have spent years honing their research to match the discourse of their discipline, at its core, it encourages researchers to communicate the broader significance of their research to diverse audiences.

Aside from having innumerable benefits for the students who participate in the competition, the 3MT offers some powerful lessons for those in the middle of a job search. The 3MT format teaches scholars how to distill complex ideas into simple, understandable language -- a skill that is invaluable in navigating the job market in academia. Here's how you can apply the principles of the 3MT competition to your job search in higher education:

Nail Your Elevator Pitch : An 80,000-word thesis would take more than nine hours to present, but in the 3MT competition, students are asked to do it in 3 minutes. Similarly, in your job search, it may take hours or even days to articulate your academic achievements, experience, and research interests. In your job search, it will be invaluable to spend real time thinking about how to summarize your resume in a concise and compelling manner.

Emphasize Impact: In the competitive landscape of higher education, highlighting the impact you've had in your previous roles is crucial. Just as you would in a 3MT presentation, focus on illustrating how your contributions have advanced the goals and mission of your previous institutions, addressed challenges facing your employers, or introduced new approaches to teaching, learning, or administration. When demonstrating the quality of your work, use concrete examples such as improved outcomes, achievements, or projects and initiatives you've spearheaded.

Tailor Your Message: In the same way that 3MT competitors need to tailor their presentation to suit a diverse audience, customize your interactions to resonate with the priorities of who you're speaking to. During the interview process, take the time to understand the perspectives, concerns, and goals of those you're speaking to, and address how you can help contribute to their success.

Embrace Spontaneity: Adarsh Suresh, winner of UChicago's 2023 Three Minute Thesis competition, admits that "I didn't put in as much time into memorizing my speech as I should have, which turned out to be a blessing in disguise because I was able to improvise. Improvisers are experts at telling complex stories with limited amounts of information about their audience, right? They don't know much about their audience, but they're constantly trying to engage them" ( UChicago News ). While preparing for an interview, it can be tempting to memorize rote answers to common questions, but don't be afraid to think on your feet and provide an answer other than what you may have prepared.

Tell a Story: A common piece of advice to 3MT participants is to think about their presentation like a story, with a beginning, middle, and end . Just as in a 3MT presentation, in an interview and a cover letter, use storytelling techniques to engage your audience, evoke emotions, and make your message memorable. Whether you're discussing your research, sharing a teaching experience, or presenting a strategic plan, you can connect with your audience on a deeper level by telling a story.

The Three Minute Thesis isn't just for graduate students; mastering the art of the Three Minute Thesis can be a winning strategy for your career in higher education. Viewing the job search process through the lens of the principles of the 3MT enables job seekers to think not only about if their experiences match the requirements, but how to present their expertise in an engaging way.

Disclaimer: HigherEdJobs encourages free discourse and expression of issues while striving for accurate presentation to our audience. A guest opinion serves as an avenue to address and explore important topics, for authors to impart their expertise to our higher education audience and to challenge readers to consider points of view that could be outside of their comfort zone. The viewpoints, beliefs, or opinions expressed in the above piece are those of the author(s) and don't imply endorsement by HigherEdJobs.

Related Topics:

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About the Author

Amanda Perry Miller

Amanda is originally from Atlanta, Georgia, where she earned an undergraduate degree in English Literature from Agnes Scott College and then moved to Boston to pursue ...

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Master of Healthcare Administration (M.H.A.) Major in Healthcare Administration (Non-thesis Option)

Program overview.

The Master of Healthcare Administration (M.H.A.) degree with a major in Healthcare Administration offers courses designed to enhance the career mobility of persons currently employed in health professions as well as to provide a solid base of academic and directed experiences for persons who may desire entry into the field of health administration. The primary focus of the curriculum is middle-to senior-level management.

Principal areas of study include health and disease; sociological, economic, legal, and political forces which affect health care; and management organizational behaviors including such specializations as financial management, human resource management, planning, marketing, and data generation and analysis.

Application Requirements

The items listed below are required for admission consideration for applicable semesters of entry during the current academic year. Submission instructions, additional details, and changes to admission requirements for semesters other than the current academic year can be found on The Graduate College's website . International students should review the International Admission Documents page for additional requirements.

• completed online application
• $55 nonrefundable application fee

          or

• $90 nonrefundable application fee for applications with international credentials
• baccalaureate degree from a regionally accredited university (Non-U.S. degrees must be equivalent to a four-year U.S. Bachelor’s degree. In most cases, three-year degrees are not considered. Visit our  International FAQs  for more information.)
• official transcripts from  each institution where course credit was granted
• a 2.75 overall GPA or a 2.75 GPA in your  last 60 hours  of undergraduate course work (plus any completed graduate courses)
• GRE is not required 
• resume/CV including relevant experience (volunteer, research, employment and other)
• statement of purpose indicating the student’s ability and interest in completing the degree program in healthcare administration
• three letters of recommendation from professionals or academics competent to assess the student’s interest in pursuing a career in healthcare administration

Approved English Proficiency Exam Scores

Applicants are required to submit an approved English proficiency exam score that meets the minimum program requirements below unless they have earned a bachelor’s degree or higher from a regionally accredited U.S. institution or the equivalent from a country on our  exempt countries list .

• official TOEFL iBT scores required with a 85 overall
• official PTE scores required with a 57
• official IELTS (academic) scores required with a 6.5 overall and minimum individual module scores of 6.0
• official Duolingo Scores required with a 110 overall
• official TOEFL Essentials scores required with an 8.5 overall

This program does  not  offer admission if the scores above are not met.

Degree Requirements

The Master of Healthcare Administration (M.H.A.) degree with a major in Healthcare Administration requires 42 semester credit hours.

Course Requirements

Comprehensive Examination Requirement

All degree-seeking graduate students must pass a comprehensive examination at the end of the didactic portion of their program. The School of Health Administration administers comprehensive exams at the end of the fall and spring terms. Students with field placements on their degree audits must pass the comprehensive exam before they begin their field placement. Students who fail the comprehensive exam may take the exam again the next term it is offered. Two failures will result in dismissal from the program.

Master's level courses in Health Administration: HA

Courses Offered

Health administration (ha).

HA 5111. Topics in Health Administration.

An in-depth study of a singular topic or a related problem being faced by practicing managers in the rapidly changing healthcare industry. Special emphasis will be placed on the topic’s current relevance and its utilitarian value to the participant. May be repeated if topic differs.

HA 5191. Field Experience Orientation.

This course will assist the student to prepare for the field experience and to prepare for the comprehensive exam. An extensive orientation to the field experience will be provided to better enable students to move from the classroom setting to a workplace scenario.

HA 5199B. Thesis.

This course represents a student’s continuing thesis enrollments. The student continues to enroll in this course until the thesis is submitted for binding.

HA 5299B. Thesis.

HA 5300. Healthcare Organization and Delivery.

A survey of the organization and delivery of health services focusing on the history and development of health systems as they relate to the overall health and medical care systems. Major attention is given to governing bodies, patient care organizations, and executive management structures.

HA 5301. Healthcare Administration Research Methods.

A study of research methodology as it pertains to healthcare administration. Included are hypothesis forming, designing research, and the collection, manipulation and analysis of data. Knowledge of numeracy and statistics is essential.

HA 5303. Information Systems Management in Healthcare.

This course provides a comprehensive introduction to information systems management for healthcare organizations. It covers the determination of information required by whom, design of information flows, procurement of information systems technology resources, assurance of information security, and management of systems integration.

HA 5304. Healthcare Economics and Financial Theory.

A study of economic theories that have an impact on the healthcare industry. Special emphasis will be placed on emerging economic research and its impact on potential policy ramifications.

HA 5311. Trends in Health Administration.

An in-depth study of singular trend or a related problem being faced by practicing managers in the rapidly changing healthcare industry. Special emphasis will be placed on the topic’s current relevance and its utilitarian value to the participant. Examples of trends, which are typically offered, include trends in rural health, managed care ethical issues, and in total quality management. This course may be repeated for credit with a different subject area.

HA 5316. Healthcare Financial Management.

An introduction to healthcare financial management including the financial management in healthcare organizations, healthcare payment systems, financing and investment decisions, and financial planning, analysis, and control. Prerequisites: accounting, economics, and statistics.

HA 5321. Healthcare Law.

An in-depth analysis of healthcare law and its effect on the relationships between the patient, the patient’s family, the provider, and other interested third parties. Analysis of cases is the primary method of study.

HA 5325. Health Care Quality Improvement Concepts and Tools.

This course teaches the concepts of quality in health care and the use of quality improvement tools. Quality management will be explored using Lean Six Sigma continuous process improvement methodologies. This course is intended to help students learn and translate health care quality management theory, concepts, and knowledge into practice.

HA 5334. Operational Decision Making for Healthcare Managers.

An introduction to the fundamentals of selected operations research techniques essential to the analysis of healthcare managerial problem situations, the design of new and improved systems, and the implementation of systems to achieve desired systems performance.

HA 5335. Public Health for Healthcare Administrators.

This course introduces the healthcare manager to public health and its role in preventing illnesses and improving the health of the community. Students will learn of the role of the manager in disease prevention and how to participate and lead community efforts for the wellness of the community.

HA 5346. Healthcare Strategic Management.

This capstone course examines mission, vision, strategy, and operations from both the formulation and implementation perspectives. Emphasis will be on the role of the manager/leader in strategic management analysis, creativity, and action. This course is available to HA majors only.

HA 5355. Human Resource Management in Healthcare Facilities.

A study of personnel administration in the healthcare facility and the environment in which it functions. Emphasis will be on the role of the Personnel Office in forecasting, developing, and managing human resources, in addition to a review of current legislation affecting the personnel function.

HA 5356. Policy Development in Healthcare Arena.

Prospective healthcare administrators analyze changing healthcare paradigm to determine decision-points where policies can be affected. Course allows students to apply existing skills to real world policy issues at state and national levels and to analyze policy development from numerous stakeholders’ viewpoints.

HA 5362. Healthcare Organizational Behavior/Theory.

This course is a study of theory and concepts drawn from the behavioral and social sciences. These concepts are applied as a foundation and conceptual framework for the analysis, diagnosis, prediction and guidance of human behavior in healthcare organizations.

HA 5371. Marketing of Health Services.

A study of marketing functions and principles as they relate to the healthcare delivery system. Analysis of marketing concepts such as market segmentation, marketing planning, marketing audit, marketing positioning, and marketing mix will be discussed.

HA 5375. Healthcare Accounting.

An introduction to financial accounting in healthcare with an emphasis on the preparation of non-profit financial statements for healthcare service organizations, control procedures for healthcare entities, and accounting issues unique to the healthcare industry. This course does not earn graduate degree credit.

HA 5399A. Thesis.

This course represents a student’s initial thesis enrollment. No thesis credit is awarded until student has completed the thesis, HA 5399B .

HA 5399B. Thesis.

HA 5450. Administrative Field Placement.

A one-semester, full-time field experience which allows students to apply their foundational didactic education by means of rotations, experiences, and projects in a healthcare organization. This course is graded on a credit (CR), no-credit (F) basis. Prerequisite: Instructor approval.

HA 5599B. Thesis.

HA 5640. Administrative Practicum.

A one-semester, part-time field experience designed for the student already working full-time in healthcare. The practicum provides a broader orientation to the student’s organization and exposure to special projects.

HA 5840. Administrative Field Placement.

A one-semester, full-time field experience which allows students to apply their foundational didactic education by means of rotations, experiences, and projects in a healthcare organization.

HA 5999B. Thesis.

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Exposure comparison to Prelude & Storm on the Island - structuring an essay with a thesis

Subject: English

Age range: 14-16

Resource type: Lesson (complete)

Last updated

11 July 2024

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Lessons that guide students through the process of writing a comparison between Exposure and Extract from the Prelude as well as Exposure and Storm on the Island.

Students are encouraged to think about a thesis - a central argument that will run throughout their essay. What do we learn about the power in Exposure? What is the big idea?

Once students have this they are encouraged to unpick a quotation and explore how the words/devices used corroborate their thesis before writing their first paragraph.

Once complete, students apply the same process to the second poem by considering how the power has been presented and using evidence effectively.

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