The abstract is a section of the thesis about 400-500 words in length that highlights some very important questions of the study. The abstract should be written in a way that would provide a person that is looking at your writing for the first time with a general idea of the purpose and conclusions of your work. In order to write a good abstract, answer these questions: "What is the purpose of your paper?"; "Why did you do this?"; "What methods did you use?"; "What did you learn and what results did you get?"; and "Why do you think it is important?" Essentially, the abstract provides a brief outline of your project and a sample of the conclusions reached.
An academic thesis is a paper written by students who are pretty close to earning an academic degree. It is the name typically given to the major document candidates compose to earn a Masterâs degree or an MBA, but it can also be used to describe a PhD dissertation or even a culminating study a college student completes at the end of an undergraduate program. At the graduate and doctoral levels, the thesis is a complex academic document of 30, 50, or 100 pages, and the candidate provides an oral defense of it before a university committee. Candidates for an academic degree are required to write a paper that would present a hypothesis and the way they proved it. In other words, you have to find an interesting idea or theory that no one has proved before you and try to explain and convince a reader of its validity using research and experiments. So, let us explore the main techniques that every candidate should pass through on the way of creating a strong and effective thesis. How does one write a good thesis paper? Read the following steps:
Although present-day linguistics cannot provide a precise account of these integrative processes, imposed patterns, and selective mechanisms, it can at least set itself the problem of characterizing these completely. It is reasonable to regard the grammar of a language L ideally as a mechanism that provides an enumeration of the sentences of L in something like the way in which a deductive theory gives an enumeration of a set of theorems. (Grammar, in this sense of the word, includes phonology.) Furthermore, the theory of language can be regarded as a study of the formal properties of such grammars, and, with a precise enough formulation, this general theory can provide a uniform method for determining, from the process of generation of a given sentence, a structural description which can give a good deal of insight into how this sentence is used and understood. In short, it should be possible to derive from a properly formulated grammar a statement of the integrative processes and generalized patterns imposed on the specific acts that constitute an utterance. The rules of a grammar of the appropriate form can be subdivided into the two types, optional and obligatory; only the latter must be applied in generating an utterance. The optional rules of the grammar can be viewed, then, as the selective mechanisms involved in the production of a particular utterance. The problem of specifying these integrative processes and selective mechanisms is nontrivial and not beyond the range of possible investigation. The results of such a study might, as Lashley suggests, be of independent interest for psychology and neurology (and conversely). Although such a study, even if successful, would by no means answer the major problems involved in the investigation of meaning and the causation of behavior, it surely will not be unrelated to these. It is at least possible, furthermore, that such a notion as semantic generalization, to which such heavy appeal is made in all approaches to language in use, conceals complexities and specific structure of inference not far different from those that can be studied and exhibited in the case of syntax, and that consequently the general character of the results of syntactic investigations may be a corrective to oversimplified approaches to the theory of meaning.