leeds dissertation format

Dissertations and Projects

Your dissertation or research project is the culmination of your course, it is an important piece of work which allows you to focus your area of interest. This page will guide you through that process as well as signposting you to the resources and documents you will need.

If you need help choosing a topic, critical thinking or structuring your work, you can use Skills@Library's online resource Dissertations: The Final Chapter , which also includes best practice student case studies.

Write and submit

If you are unsure on how to format and present your Dissertation or Project our Dissertation format regulations will help.

You can also download your Dissertation Coversheet from Forms and Guidance.

For a step by step guide on how to submit your dissertation visit our submitting assignments page.

Exceptional circumstances

If you experience significantly disruptive or unexpected events which are beyond your control and affect your ability to work on your dissertation – please contact the Student Support Team.

More information on what to do if you are experiencing personal difficulties, can be found on our Student Support pages.

Information for Taught Postgraduates

Absenses during dissertation period, attending meetings.

Taught Postgraduate students should attend all arranged Dissertation Supervision meetings. Students should make contact with their supervisor at least once every three weeks.

These meetings will take place face to face by default. A maximum of two meetings can take place online if it is agreed between the supervisor and the student.

Absence from meetings

Supervisors record your attendance at Dissertation Supervision meetings. If you miss a meeting the LUBS Attendance Team will contact you to request an explanation. If you need further support the Team can offer this as required.

Repeated failure to attend supervision meetings could have implications for Student Visa holders.

Recording an absence

If you are unable to attend a supervision meeting, you should take the following actions:

1. Submit an absence request in Minerva using the normal process

2. Inform your Dissertation Supervisor that you cannot attend the meeting.

More information about absence from the University can be found on our Attendance pages .

Risk Assessment for Fieldwork and Research away from Leeds

Off-campus fieldwork.

All students should remain in Leeds to complete their dissertation.

Before conducting any off-campus fieldwork you must first complete this health and safety questionnaire . 

Risk ratings

The University’s Health and Safety Team will review your answers and assign a risk of low, medium or high.

Low risk - you will be informed by email that no further action is required, and you will be able to conduct your fieldwork as planned.

Medium or high risk - together with your Dissertation Supervisor will be asked by the Health and Safety Team to provide some additional information about the fieldwork. You may be required to complete a Fieldwork Risk Assessment, with guidance from the Health and Safety Team

Please note that a fieldwork questionnaire and/or risk assessment only approve a student to be away from Leeds for the sole purpose of fieldwork and for the specific time period required to conduct it.

Change of Location

By registering on a Masters programme, students agree to remain in Leeds for the full 12-months .

Under exceptional circumstances it may be possible to leave Leeds early. If this applies to you, please contact the Attendance Team at [email protected] for advice. You will be required to complete a change of location form , which must be signed and approved by your Dissertation Supervisor and the LUBS Student Education Service

Forms are only accepted after 11 August - please do not submit a form before this date

International Students

By leaving Leeds early, international students may have their sponsorship withdrawn. Please contact the International Student Advice Team for further information before completing the change of location form.

One of the main ways students are assessed at university is through their writing. When you are writing your research project, you need to ensure you use a clear and concise style which is easy for the reader to follow. You also need to make sure that your writing reflects your independent thinking. This section will help you to you improve the quality of your writing and find your academic voice.

Video - What are the features of good academic writing? View video using Microsoft Stream (link opens in a new window, available for University members only).

Video - Do you have any tips for students writing up their project? View video using Microsoft Stream (link opens in a new window, available for University members only).

Your academic voice

Developing your own academic voice within your writing is an important part of any research project; it is how you can show the reader what you are thinking and what your views are on the topics being discussed. In your project you need to make your position and viewpoints clear throughout your writing, whilst showing balance and objectivity. This is called your academic voice.

Watch the video below, to hear academics share their advice on developing your academic voice.

Video - What makes a good argument? View video using Microsoft Stream (link opens in a new window, available for University members only).

Differences between critical and descriptive writing

An essential part of showing your academic voice is being analytical and critical, rather than descriptive in approach. Within your writing you should have a mixture of description, analysis and evaluation. Descriptive writing should, however, be kept to a minimum.

Watch the video below to see what academics expect to see, in terms of critical writing.

Video - What is critical writing and why is it important? View video using Microsoft Stream (link opens in a new window, available for University members only).

The following example extracts from real students’ projects demonstrate how they have taken a critical approach to writing:

The Manchester Academic Phrasebank has some great advice on how to show criticality with the academic language you use.

The following questions may help you to ascertain whether you have taken a critical approach to your project:

• Have I stated what my aims and objectives are?
• Have I discussed and evaluated relevant concepts, theories or principles and explained their significance to my research?
• Have I clearly stated my overall argument(s)/conclusion(s)?
• Have I given reasons for my argument supported by reliable and relevant evidence?
• Have I used academic/appropriate sources?
• Have I made connections between sources?
• Is there internal logic in the argument? How coherent is it?
• Are there any assertions in my dissertation that are unsupported?
• Have I drawn reasonable conclusions from the data I have collected?
• Have I made any assumptions that might bias my reasoning?
• Have I considered different viewpoints?
• Have I combined or reformulated arguments/evidence from various sources to create new/more developed point of view?
• Have I used language that is too emotive? Have I shown objectivity?
• Have I omitted any key information?
• Have I identified the strengths and weaknesses between different viewpoints/theories etc?
• Have I drawn a logical conclusion?
• Have I stated my position on the subject? Have I shown what I think about the arguments or ideas presented?
• Have I answered my research question(s)?

Discussing the Literature

When you are using the work of other authors, you do not want to just report or reiterate what someone else has said. It is important that your voice is also present. This might be in the way you make links between sources, discuss how the sources support your argument, how far you agree or disagree with the authors, or how the source is significant to your research.

Here are some examples of how you can use language to forefront your voice when discussing the literature:

Hedges And Boosters

Certain words, known as hedgers or boosters, can help you to show caution or confidence in your writing. For example, you can show the degree of confidence in your claims by:

• Using hedges such as 'may', 'appears', 'possibility', 'suggests' helps you to show caution or doubt. For example:
• In what appears to be the first study on caregiver burden in anorexia...
• If students experience this positive, helpful attitude from the librarians they encounter, it may help them to adopt a positive perception or academic librarians in general
• He claims that it is a major factor in whether people are successful in all aspects of their lives
• Using boosters such as 'clearly', 'indeed', helps you to express a measure of certainty and conviction. For example:
• Current research clearly links methods of fundraising to changes in public and private spaces
• The table clearly shows that the relationship between BMI and self-assessed general health remains strong, even when other factors are considered
• Indeed , these statistics also fail to reflect the existence and behaviour of non-users of the libraries who did not participate in the survey

Be cautious not to overuse hedges and boosters; you need to judge whether you think they are necessary.

Academic language

Academic style.

Academic writing is quite formal, but this doesn’t mean it has to be overly complex. There are some rules that you need to follow when writing an academic piece of work:

• Use clear and formal language. To achieve clarity and formality, really think about the words you are using and make sure they are precise and meaningful. For example: I looked at the poems of... “Looked at” is very vague. It does not tell the reader what you actually did. “I analysed the poems of...” is more precise as "analyse" has a specific meaning
• Avoid abbreviations, e.g. use 'advertisement' not 'ad', use 'approximately' not 'approx'
• If you use an acronym, remember to write it out in full the first time you use it, with the acronym in brackets, e.g. National Institute of Clinical Excellence (NICE)
• Be cautious using absolute terms, e.g. always, never, none
• Avoid clichés, e.g. last but not least (use finally)
• Avoid colloquial language, e.g. at the end of the day
• Use plain English - avoid using jargon, long sentences and overly complicated language
• Avoid sexist language and avoid gender-specific language, e.g. use 'they will' rather than 'he will'
• Check your grammar and punctuation - for more advice on this, see the Revise, edit and proofread section

List adapted from How to write dissertations and project reports by McMillan & Weyers, 2011, p.243.

The University of Manchester have developed an academic phrasebank that provides examples of academic phrases that you could use in your writing.

Use Of Tenses

It is important to use tenses correctly when writing up your final year project. There are a number of general rules to remember when using tenses:

• When describing your experiment/method, use the past tense
• When referring to figures, use the present tense
• When reporting your findings, use the past tense
• When reporting other people's research, use the present tense
• Smith (2005) argues that the precise dimensions of this variable are not crucial
• However, our experiment showed wide variations in results when the variable was altered even slightly
• When answering your question, use the present tense
• We conclude that the correct choice of dimensions is a significant factor in achieving success with this procedure

Adapted from Writing styles and tenses by LearnHigher, 2012.

Active Versus Passive Voice

Most verbs can be used in either an active or passive form. Choosing which form to use in your writing can be difficult; there are no hard and fast rules. Check whether your department has any specific guidance on the use of active and passive voice, and ask your supervisor which is the most appropriate style to use when writing in your subject area.

The active voice is usually more direct and easier to read than the passive voice. When using active voice, the subject(s) is in charge of the relevant action(s):

• The nurse administered the injection

Here the subject (the nurse), administered (the verb), the injection (the object).

• The research assistant designed the survey

Here the subject (the research assistant), designed (the verb), the survey (the object).

In these examples, it is clear who is performing the action. Sometimes you may want to emphasise what is happening rather than who is doing it. To do this you can use the passive voice.

The passive voice is more formal than the active voice, but it can seem overly complicated and can be hard to read. When using the passive voice, the subject is left until the end or left out altogether.

• The injection was administered by the nurse

Here the injection (the object), was administered (the verb), by the nurse (the subject).

• The survey was designed by the research assistant

Here the survey (the object), was designed (the verb), by the research assistant (the subject).

It is usually appropriate to use a mixture of passive and active forms within academic writing. Always check with your department to see what form of writing would be most appropriate for your subject area.

Adapted from Writing with style by Stott & Avery, 2001, p.54.

Showing Relationships

Transitions.

Transitional words are ones that link your sentences within paragraphs, and/or your paragraphs together, to let the reader know where you are going next. For example, you might go on to discuss an issue in more depth, provide further evidence, introduce a different perspective or alternative viewpoint, or create links between ideas. They will help you to create a well-structured piece of work which is easy to read and with clear connections between the paragraphs.

Here are some examples of commonly used transitions and what they are used for:

Adapted from: Greetham, B. 2014. How to write your undergraduate dissertation. Basingstoke: Palgrave Macmillan

Referencing

Referencing is a really important part of your research project. You need to accurately acknowledge the sources you have used as:

• It is a requirement of your department/school
• It demonstrates that you have read widely and researched your subject
• It will show the basis or your arguments and conclusions
• It provides supporting evidence for facts, opinions, data and approaches taken
• It will give your work academic credibility
• It will help you avoid plagiarism
• It allows others to easily find your sources
• It will help you re-trace your reading in the future
• You can gain marks through accurate and consistent referencing

There are a number of different referencing styles. You can check our referencing pages to find out which referencing style your school uses, but you may also want to check directly with your school which style you should use, and the exact requirements they expect.

For comprehensive guidance on how to reference your work, please use our referencing pages . You can also find support to avoid plagiarism and improve your understanding of academic integrity on the Skills@Library pages.

You will need to store the details of your references, so you can use the information in your work and create your bibliography. For information on how to do this (including information on what EndNote is and how it can help you), see the Managing Your Project section .

Critical Thinking Example 1

The following core chapter is from a School of History undergraduate dissertation entitled 'Making a monster: the relationship between the body and behaviour of King Richard III'.

Click to view and print this example .

Both Rous and Vergil, who had documented the monstrosity and cruelty of King Richard, completely reversed their sentiments when discussing Richard’s noble behaviour at the Battle of Bosworth.

Vergil, for example, appears to make a special effort to discourage any rumours that Richard had behaved in a cowardly manner. He suggested that Richard refused to flee even when his men advised it, and instead continued fighting. This ‘manful’ bravery exhibited by Richard in his final hours painted him more like the romantic chivalric ideal, than the monstrous usurper which Vergil had previously suggested him to be. He states that:

King Richard alone was killed fighting manfully in the thickest press of his enemies [...] The report is that King Richard might have sought to save himself by flight; for they who were about him [...] exhorted him to fly, and when the matter began manifestly to falter; they brought him swift horses; but he, who was not ignorant that the people hated him, [is] said to have answered that very day he would make an end either of war or life.

John Rous similarly highlighted Richard’s bravery in battle, however, he seems to be more surprised than Vergil, stating: ‘Let me say the truth to his credit: that he bore himself like a gallant knight and, despite his little body and feeble strength, honourably defended himself to his last breath’.

This appears to be great praise coming from somebody who had otherwise devoted so much of his work to blackening the King’s name and tarnishing his reputation. It is worth noting how Rous appears to be almost shocked that someone of ‘little body and feeble strength’ could actually have the honour and ability to behave as Richard did. This suggests that the belief in the relationship between the monstrous body and monstrous actions was so deeply entrenched within Rous’s work, that it seemed almost impossible to him that Richard could defy his body and act ‘like a gallant knight’.

Click below to highlight areas of this dissertation commented on by a tutor:

• Description: The student puts forward the main argument of their paragraph in the first sentence. This is descriptive; they are just describing their argument
• Analysis: They go on to discuss the evidence they have used to justify their argument. They have shown why they think what they think. They have not just repeated what another author has said
• Analysis: Here, the student draws their own comparison between two sources. This demonstrates a good level of critical engagement with the literature
• Evaluation: Here the student is exploring what they think this argument brings to their overall argument

Critical Thinking Example 2

The following introduction is from a School of Physics and Astronomy undergraduate research project entitled 'Quantum effects in biology'.

In the case of Herbig stars, material accretes onto the star via an accretion disc, which in some cases can be directly observed.

For example, the dust component of the disc can be observed via the scattering of optical and near-infrared light. The geometry of Herbig star accretion discs is still under investigation; however, it is widely accepted that as dust grains coagulate, they settle towards the midplane of the disc, making them easier to observe. However, this only applies to Herbig stars close enough to the observer; the majority of the time, these accretion discs cannot be directly observed. As accretion discs are often not directly observable, other methods must be used in order to provide proof their existence. An example of such a method is the measurement of disc velocity profiles, which imply the presence of a rotating disc around a star.

These profiles reveal velocity gradients, which indicate the presence of material orbiting a protostar in a disclike configuration.

• Description: The student outlines the point of the paragraph. They are describing their key point
• Analysis: They go on to use evidence to further explain their main point. They develop their analysis, demonstrating why observation happens only in “some cases” as outlined in the first sentence of this paragraph
• Evaluation: The student then reveals the significance of the point

Critical Thinking Example 3

The following results are from a School of Chemical and Process Engineering undergraduate research project entitled 'The Mechanism of Formation of Porous Calcite Composite Crystals Through Thermal Decomposition'.

Each sample of crystals exposed to 200°C for 720 mins failed to form pores, while all the samples formed pores after 30 mins at 300°C. As a result of this, the sample groups annealed at 200°C for 30 mins and 120 mins were not investigated, as it is unlikely that pores would form when exposed to this temperature at shorter timescales.

The fact that pores did not form at 200°C indicates that somewhere between 200°C and 300°C there is a thermal threshold, at which the temperature is sufficient to induce pore formation. Upon observation of sample P3C in the TEM, it was noticed that pores formed at a lower temperature; approximately 140°C. It was hypothesised that this was due to the vacuous environment inside the TEM, and so to test this, a sample was placed in the vacuum oven at 140°C for 30 mins (F) and 170°C for 120 mins (W). High-res SEM revealed that no pores were present in P3CF, whereas a small number of pores could be seen in P3CW.

This indicated that the mechanism by which the pores form involves a gaseous process, as the reduced pressure allows the gases involved in the formation of pores to evolve at a lower temperature.

• Description: The student describes the result of their experiment
• Analysis: Here, the student analyses the results and offers a possible explanation
• Evaluation: They then explain the significance of their result

Critical Thinking Example 4

The following analysis of findings section is from a School of Education undergraduate research project entitled 'The Mechanism of Formation of Porous Calcite Composite Crystals Through Thermal Decomposition'.

From the majority of responses gathered the research tentatively suggests that the parents appeared well informed as to the declared purpose of the home visit, to build relationships and share information about the child, however, comments received relating to anxieties felt by the parents prior to the visit, indicating an awareness of possible judgements being made about living conditions, demonstrate that there could have been concerns around an undeclared agenda or assessment taking place.

Whilst none of the parents identified specific aspects of the visit that they did not like, three parents commented that they were “nervous getting ready for it (the home visit)” and “I tidied up before they came”, “I felt like you were checking up on me but it was fine in the end” and “my house it is very poor- I guess you might think it not good enough for her” (indicating the child).

Parents also mentioned the possibility of comparisons taking place between the child at home and at nursery, instead of demonstrating an understanding of the value of seeing the child in their own environment. Phrases such as “checking children’s behaviour at home”, “seeing how he reacts at home”, “seeing what our home life is like” and “seeing what the home is like and how we cope” were also mentioned by parents and also suggest concerns around an undeclared agenda.

Comments relating to what the parents remembered happening during their home visit, however, provide balance, as all parents commented on a pleasurable experience with the Keyperson playing with their child, hearing about how their child is “doing” at nursery (referring to progress and development), remembering the child taking photographs and the conversations the parents had had with the practitioners. The comments from the parents would not support Robson and Smedley (1996) who suggest that parents may feel more at ease on their home territory rather than in a setting, except in circumstances where settings hold negative connotations for parents. It is interesting to consider that even though the declared intention was not to inspect the house or make judgements, this is what the parents worried would be happening.

• Description: The student summarises a key argument that they have deduced from their findings
• Analysis: They draw on their findings to illustrate the reasoning for the point made above
• Analysis: The student draws on further quotes from their findings to expand on their argument
• Evaluation: Here the student compares their findings with the findings from the literature. The student ends the section with reference back to their research question and questions the significance of the findings.

Discussing the Literature Example 1

The following example is from a School of Media and Communications undergraduate research project entitled 'Rhetoric of reform and renewal: the use of rhetoric by Opposition party leaders elected on a mandate for change'.

Bastow (2003:47) accurately describes this as engaging in ‘a discourse of “modernisation” which promotes a form of ethical subjectivity’ - essentially depoliticising his politics and presenting themselves as the natural choice. As such, this message would resonate with voters who are disengaged with politics, disenchanted with party politics, and those who are morally (rather than politically) guided in the political process; as well as exercising the belief that ‘the party should spend more time communicating with the electorate rather than its own (declining) party membership’ (Kavanagh, 1995:92).

Here, the student uses the term “accurately describes” to show they have confidence in this author’s description. They then go on to explain the quote in their own words before returning to another source to support the point they are making.

Discussing the Literature Example 2

The following example is from a School of Sociology and Social Policy undergraduate research project entitled 'Sporting masculinities: a comparison of Gramscian and Foucauldian concepts of power'.

This dissertation attempts to situate mens’ subjective sporting experiences within two “opposing” theories of power. The first, developed from the Gramscian concept of “hegemony” has been popularised by Connell (see 1987; 1990; 1995) and asserts that the sporting male is an exemplar of a culturally celebrated form of being male, namely, “hegemonic masculinity” which emphasises being heterosexual, competitive and strong.

The student explains to the reader how their project relates to two specific theories from the literature.

Discussing the Literature Example 3

The following example is from a School of History undergraduate research project entitled 'Hair, society and the self in early modern Venice'.

In his Anthropometamorphosis (1650), the English physician and natural philosopher John Bulwer claims gleefully that in Venice there were ‘open and manifeste examples of those who have undergone a kind of Martyredom, to render their Haire yellow’, before proceeding to tell gruesome tales of gushing blood and blindness. Here the bleaching of hair becomes a cautionary tale, moralising against female foolishness. Cosmo Agnelli, a writer of conduct books, agreed, adding that the changing of one’s natural hair colour offended ‘the Supreme Author who gave you the colour you have. If God wanted you to be blond... he could easily have made you so.’

Here the student makes a connection between two sources, explaining the second source supports the first.

Discussing the Literature Example 4

The following example is from a School of Physics and Astronomy undergraduate research project entitled 'Quantum effects in biology'.

An experimental study has revealed that the ganglion cells in the retina of garden warblers are linked through a specific visual pathway to the Cluster N, a forebrain area which is a component of the visual system in birds and it is active during night [66]. Cluster N is vital for magnetoreception, since European robins which had their Cluster N destroyed, could no longer orient using their magnetic compass [48]. The connection between the Cluster N and the ganglion cells proves that the ganglion receptor cells, containing the cryptochromes, are connected to the visual system.

The student is confidently expressing to the reader that experimental research has contributed something significant to the research they are undertaking.

Dissertations and major projects

• Planning your dissertation
• Researching your dissertation
• Managing your data
• Introduction

Managing your time

Structuring your dissertation, keeping going, finishing off and checking through, useful links for dissertations and major projects.

• Study Advice Helping students to achieve study success with guides, video tutorials, seminars and appointments.
• Maths Support A guide to Maths Support resources which may help if you're finding any mathematical or statistical topic difficult during the transition to University study.
• Academic writing LibGuide Expert guidance on punctuation, grammar, writing style and proof-reading.
• Guide to citing references Includes guidance on why, when and how to use references correctly in your academic writing.
• The Final Chapter An excellent guide from the University of Leeds on all aspects of research projects
• Royal Literary Fund: Writing a Literature Review A guide to writing literature reviews from the Royal Literary Fund
• Academic Phrasebank Use this site for examples of linking phrases and ways to refer to sources.

Writing up your dissertation makes it sound like this is the last big step that you do, but it is a good idea to start writing as you go along, as the writing process will help clarify your thinking. It is also reassuring to have some words down on the page. You may have other coursework due so it is important to protect your dissertation writing time.

The guidance on this page takes you through the whole writing process from managing your time to those crucial mark-gaining final checks.

Plan an overall work schedule

Break down your dissertation into stages and  plan backwards from your deadline  to fit them all in.

• Start with your literature review
• Think about your methodology
• Identify primary sources
• Identify secondary sources, if appropriate
• Write as you go along
• Organise and analyse your material
• Redraft / check / proofread

Do a little bit on a regular basis

• Decide in advance when you're going to work on your dissertation – set aside time each week or have a particular day to work on it
• Give yourself a specific task to do in that time
• Do difficult tasks at the times of day you work best
• Do easy tasks when you're tired / less motivated

• Managing time for your dissertation (video) Watch this brief video tutorial for more on the topic.
• Managing time for your dissertation (transcript) Read the transcript.

It's a good idea to  write an overall plan  outlining what you need to cover in each chapter.

Think of a dissertation like a series of linked essays; each chapter is self-contained and has its own purpose, but they all connect together to contribute to the argument of your dissertation.

The chapters don't have to all be the same length – some can be longer because they are more detailed (like the literature review) and others can be shorter because they are summarising and finalising information (like the conclusion).

• Structuring your dissertation (video) Watch this brief video tutorial for more on the topic.
• Structuring your dissertation (transcript) Read the transcript.

Write up as you go along . It is much easier to keep track of how your ideas develop and writing helps clarify your thinking. It also saves having to churn out 1000s of words at the end.

You don't have to start with the introduction  – start at the chapter that seems the easiest to write – this could be the literature review or methodology, for example. Alternatively you may prefer to write the introduction first, so you can get your ideas straight. Decide what will suit your ways of working best - then do it.

Think of each chapter as an essay in itself  – it should have a clear introduction and conclusion. Use the conclusion to link back to the overall research question.

Think of the main argument of your dissertation as a river , and each chapter is a tributary feeding into this. The individual chapters will contain their own arguments, and go their own way, but they all contribute to the main flow.

Write a chapter, read it and do a redraft - then move on. This stops you from getting bogged down in one chapter.

Write your references properly  and in full from the beginning. Consider using a reference management tool such as EndNote or Mendeley to store the details of the materials you will want to use and to add them to your text.

Keep your word count in mind  – be ruthless and don't write anything that isn't relevant. It's often easier to add information, than have to cut down a long chapter that you've slaved over for hours.

Save your work!  Remember to save your work frequently to somewhere you can access it easily. It's a good idea to at least save a copy to a cloud-based service like Google Docs or Dropbox so that you can access it from any computer - if you only save to your own PC, laptop or tablet, you could lose everything if you lose or break your device.

• Writing up your dissertation (video) Watch this brief video tutorial for more on the topic.
• Writing up your dissertation (transcript) Read the transcript.
• Literature reviews LibGuide Expert guidance on researching and writing your literature review.
• Doing your literature review (video) Watch this brief video tutorial for more on the topic.
• Doing your literature review (transcript) Read the transcript.
• Managing references An overview of different systems for managing your references.

After the initial enthusiasm wears off, it can be hard to keep motivated – it's also natural to feel confused and overwhelmed at points throughout your dissertation; this is all part of sustaining a longer project. Here are some suggestions to keep you going:

Break down large, unappealing tasks  into smaller bearable ones. Molehills are always easier to climb than mountains!

Give yourself rewards  when you've completed tasks - these might range from a cup of coffee, to an exercise session, or a night out.

If you're not in a good thinking mood,  do more straightforward tasks  like compiling the bibliography or doing the title page.

If you're feeling confused about what you're doing,  try writing a short paragraph  summarising what your research is about. This can help you find a focus again.

If you're feeling overwhelmed,  try identifying the one thing that you need to do next ; often this will logically lead to further steps, and you'll be able to get started again.

Talk to friends or your supervisor about what you're doing ; explaining where you are in your project and how it's going can help clarify your thinking.

General principles are:

• Double-space your writing, do not have narrow margins, and print on one side of the page only.
• Use a font that is legible and looks professional (Comic Sans is not appropriate!).
• Check what should be included in cover pages and headers and footers (e.g. page numbers).
• Have a clear Table of Contents to help your reader, and a separate List of Illustrations or tables if appropriate.
• Consider what information should be put in Appendices and check that you have referred to the appropriate appendix in your text.

If you're trying to track down that missing reference for your bibliography, you can always ask your Academic Liaison Librarian  for help finding it.

Undergraduate dissertations are usually 'soft bound'. This means having a soft card cover, with the pages joined together with comb, spiral, or thermal binding. You can get this done at many print shops, often while you wait.

If you choose to get your work hard bound, it can take a few days (more at busy times), so check with the printers / stationers beforehand.

• Finishing your dissertation (video) Watch this brief video tutorial for more on the topic.
• Finishing your dissertation (transcript) Read the transcript.
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Submitting your thesis for examination

When you are preparing to submit your thesis for examination, take some time to familiarise yourself with the deadlines involved as well as the required format for submission.

Please see the Guide to the thesis submission process on the Policies and Procedures page of the SES website for more information on the processes explained on this webpage.   

To complete the thesis submission, you need to upload a PDF copy of your thesis to GRAD. You are invited to upload a Covid-19 impact statement alongside your thesis which discusses any impacts of Covid-19 on your research plans, and the choices made to respond to this.  Please use the template provided which is available on the Research degree assessment page of the For Students website . This should be uploaded to GRAD alongside your thesis submission.  

Thesis format regulations

When you are preparing to submit your thesis, please take time to read the Guide to the thesis examination process which includes information on: 

• entering for examination and completing the relevant examination entry workflow in GRAD. 
• the content and layout of your thesis (including font size, margins, pagination, referencing styles, illustrative materials, abbreviations) 
• the presentation of the title page and the statements which must be included in your thesis
• thesis length requirements, and what to do if you think you might exceed them 
• including work from any jointly-authored publication in your thesis (please see the Guidelines on the Use of Solely or Jointly-Authored Publications within a Thesis Submission on the Policies and Procedures page of the SES website )
• advice on what to expect before, during and after the viva 
• advice on eThesis preparation and presentation 
• including supplementary material alongside your thesis submission (please see the Policy on Inclusion of supplementary material within a thesis submission for examination on the Policies and Procedures page of the SES website ) 
• submission of a thesis in a language other than English (applies only to candidates registered in the School of Languages, Cultures & Societies) (please see the policy on the Policies and Procedures page of the SES website ) 

Alternative format thesis including published material

This model of submission is currently only available to postgraduate researchers (PGRs) registered in the in the Faculties of Environment, EPS (Engineering Schools only), Biological Sciences, Medicine and Health or Arts, Humanities and Cultures. PGRs in these faculties who wish to consider this route to submission must first discuss this with their supervisory team. This model of thesis can only be submitted where the supervisory team supports this format of submission and is satisfied it is appropriate and meets the protocol in place for that faculty. Please see the Faculty Protocols for the format and presentation of an alternative style of doctoral thesis including published material on the Policies and Procedures page of the SES website .  

Dual Award PhDs

If you are registered on a Dual Award PhD, there may be particular expectations for your thesis and/or viva, depending on your programme of study. Please consult our Dual Award Guidance below, which includes further information for each of the Dual Awards and which sets out any additional examination information you may need to be aware of. 

Dual Award Guidance - General Guidance for all awards

University of Leeds – University of Copenhagen   University of Leeds – University of Coimbra   University of Leeds – University of Ljubljana   University of Leeds – Lulea Technical University  

Guidance to follow:

University of Leeds – Nanjing University  University of Leeds – Beijing Jiaotong University  University of Leeds – Petroleum University of China (QingDao Campus) (UPC)  University of Leeds – Southwest Jiaotong University (SWJTU)

Deadline for submission

You should aim to submit your thesis within the standard period of study for the research degree programme upon which you are registered. However, you must submit your thesis for examination by the maximum time limit for your programme. Your standard period of study and maximum time limit dates are visible on your GRAD record. If difficulties arise you must talk to your Graduate School as soon as possible for advice. See the Examination process overview page of the For Students website for more information on the submission timings on your deadline date.

Submitting your thesis early

In some cases you may be able to submit your thesis early, before the end of your standard period of study. Your Director of Postgraduate Research Studies (DPGRS) must submit a recommendation to the Graduate Board’s Programmes and Examinations Group for a reduction to your period of study. Early submission of the thesis can only be made where it is supported by your supervisor and your DPGRS if: 

(a) the thesis is complete and ready for submission and  

(b) it has been read by your supervisor in its entirety  

Your supervisor must confirm in writing that they have read your thesis and that their view is that it is ready to be examined. There are limits to the length of the reduction that can be approved. Please see further information about the limits and the process to be followed on the How long does a research degree take? page of the For Students website . 

Uploading a PDF to GRAD

You must upload a PDF copy of your thesis to GRAD using the GRAD Thesis Submission workflow. Please see the Guide to the thesis examination process for further advice. Please contact your Graduate School in advance of your thesis submission if there are any concerns with this, for example, if there are confidentiality or commercially sensitive issues with your research. 

Practice-led research degrees

Please make sure you are fully aware of the submission requirements for your degree. You can find more information by checking the practice-led policy for your faculty or school on the Research Degrees Codes of Practice page on the SES website . 

After submission

Your thesis will be sent out to your examiners normally within 10 working days of submission, providing that it meets the University's requirements and your examination entry workflow has been approved by the Examinations Group. A GRAD email notification (to your University account) will be sent to confirm that your thesis has been sent out to your examiners, and will include advice about the next stages in the process. If Doctoral College Operations has only recently received your examination entry workflow (or your workflow has not yet been completed), if there are any issues with the length or formatting of the thesis, or if your thesis has been submitted after the maximum time limit there may be a delay in sending your thesis out for examination.  

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Skills for Learning : IT & Digital Skills

Tools in Microsoft Word can help with your dissertation formatting. They will allow you to work on your document in the most efficient way. Using these tools will also give your dissertation a professional look.

We run interactive workshops to help you develop your academic IT skills. Find out more on the Skills for Learning Workshops page.

Our Dissertations & Literature Reviews pages contain information about planning and writing your dissertation or major project.

We have online academic skills modules within MyBeckett for all levels of university study. These modules will help your academic development and support your success at LBU. You can work through the modules at your own pace, revisiting them as required. Find out more from our FAQ What academic skills modules are available?

Guide to formatting your dissertation in Word

This guide explains how to format your dissertation document using Word. It includes: setting margins; line spacing; heading styles; and inserting images and tables. Click on the link below.

• Word dissertation guide
• Wait until the end to create your table of contents. Do not do this manually.  Word has a tool that does this automatically.
• Word will also create your table of figures, tables, and equations, or you can create your own label.
• Do not create headings manually using bold/indenting. Use Heading Styles. This allows you to use the Table of Contents tool later.
• Use the Section Break tool in Word. It allows you to control where page numbers appear and in what format.
• Use Ctrl + Enter to insert new pages.  If you just hit the Enter key, your formatting may become distorted.
• If you type in capitals by mistake, you don't need to start again - Word has a tool that will change the case for you.
• For guidance on accessibility, click on Creating accessible Word documents .

Dissertation template

This Word document is a template which you can download and use to build your finished dissertation document. Click on the link below.

• Leeds Beckett Dissertation Template
• Download the file and save it with a suitable file name.
• Type your own text into the different sections – the page numbering will automatically adjust. Delete the instructional text.
• Add any additional sections or subsections as required.
• Delete any sections or subsections you do not require.
• Use the ‘References – Table of Contents’ function to update the table of contents as required.
• Dissertation formatting checklist

This checklist takes you through the main formatting steps for a structured dissertation document. Click on the link below.

There are variations in practice across different subjects and courses. Check course documentation or any other guidance you are given on formatting requirements.

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Published Dissertation or Thesis References

This page contains reference examples for published dissertations or theses.

Kabir, J. M. (2016). Factors influencing customer satisfaction at a fast food hamburger chain: The relationship between customer satisfaction and customer loyalty (Publication No. 10169573) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations & Theses Global.

Miranda, C. (2019). Exploring the lived experiences of foster youth who obtained graduate level degrees: Self-efficacy, resilience, and the impact on identity development (Publication No. 27542827) [Doctoral dissertation, Pepperdine University]. PQDT Open. https://pqdtopen.proquest.com/doc/2309521814.html?FMT=AI

Zambrano-Vazquez, L. (2016). The interaction of state and trait worry on response monitoring in those with worry and obsessive-compulsive symptoms [Doctoral dissertation, University of Arizona]. UA Campus Repository. https://repository.arizona.edu/handle/10150/620615

• Parenthetical citations : (Kabir, 2016; Miranda, 2019; Zambrano-Vazquez, 2016)
• Narrative citations : Kabir (2016), Miranda (2019), and Zambrano-Vazquez (2016)
• A dissertation or thesis is considered published when it is available from a database such as ProQuest Dissertations and Theses Global or PDQT Open, an institutional repository, or an archive.
• If the database assigns publication numbers to dissertations and theses, include the publication number in parentheses after the title of the dissertation or thesis without italics.
• Include the description “Doctoral dissertation” or “Master’s thesis” followed by a comma and the name of the institution that awarded the degree. Place this information in square brackets after the dissertation or thesis title and any publication number.
• In the source element of the reference, provide the name of the database, repository, or archive.
• The same format can be adapted for other published theses, including undergraduate theses, by changing the wording of the bracketed description as appropriate (e.g., “Undergraduate honors thesis”).
• Include a URL for the dissertation or thesis if the URL will resolve for readers (as shown in the Miranda and Zambrano-Vazquez examples).
• If the database or archive requires users to log in before they can view the dissertation or thesis, meaning the URL will not work for readers, end the reference with the database name (as in the Kabir example).

Published dissertation or thesis references are covered in the seventh edition APA Style manuals in the Publication Manual Section 10.6 and the Concise Guide Section 10.5