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Theses and Dissertations: Submitting Your Thesis

• Submitting Your Thesis
• Submitting Your Dissertation
• Thesis and Dissertation FAQs

Thesis Requirements

Thesis Requirements (Revised)

Great news! Staring Spring 2021, the thesis digitization fee has been waived as the Library submits the theses electronically to the ProQuest thesis and dissertation publishing service.

Please start the submission process early.  It takes time to review your submission. Obtaining the signatures of your Committee Chair and members is essential. 

Please check your email after you submit your thesis or dissertation to [email protected] until you receive a confirmation that your submission is complete. 

Master's candidates must meet their departmental thesis requirements in order to receive their degree. Candidates do not need to pay the Bursar for thesis digitization anymore. Optionally, additional payments are required for copyright registration, open-access publishing, and bound thesis copies via the ProQuest forms and instructions packet.

PART One -- Electronic Submission and Digitization

You must submit the following electronically to the Library's designated email account: [email protected]:

A) The final PDF of the thesis with a Title page that contains required names but no signatures from the department

B) The Title page with required signatures   from the department; signatures can be electronic if needed.

C) One extra PDF copy of the Abstract

D) The required forms with the student's signatures (see Part Two)

Note: Ensure  the copy you submit is of high quality, with crisp, dark black characters for the best scanned copy.

Part Two -- Thesis Forms

• Thesis Digitization Form (Library/Required) Please fill out the Dissertation Digitization Form for the Library and submit it with the rest of the required documents to the Library's designated email account electronically.
• Thesis Production Submission Form (Media Arts M.A. Only) (Library/Required) All Thesis Production materials should be submitted to the Library on a USB or storage media, as well as a digital copy submitted to the Library’s designated email account electronically: [email protected]. Please contact Ms. Sheila Tyler at the Library ([email protected]) to drop off the USB with your Thesis Production materials. The Brooklyn Library Copyright Form is needed for the Production files (see below).
• Thesis Production Submission Form (Media Arts M.F.A. Only) (Library/Required) All Thesis Production materials should be submitted to the Library on a USB or storage media, as well as a digital copy submitted to the Library’s designated email account electronically: [email protected]. Please contact Ms. Sheila Tyler at the Library ([email protected]) to drop off the USB with your Thesis Production materials. The Brooklyn Library Copyright Form is needed for the Production files (see below).
• Brooklyn Library Copyright Form Media Arts M.A. or Media Arts M.F.A. with Production Only.
• Publishing Agreement Form, Page 4 (ProQuest/Required) The default option is Traditional Publishing, which is free.
• Thesis Submission Form, Page 5 (ProQuest/Required)
• Optional Copyright Registration Form, Page 6 (ProQuest) Please email [email protected] to inquire about the credit card payment option ($75).
• Optional Open Access Payment Form, Page 4 (ProQuest) Please contact [email protected] to inquire about the credit card payment option ($95).

Part Three -- Bound Copies

ProQuest provides an option to order bound copies of the thesis. Students may also find other vendors that provide bound copies of the thesis.

*All Master’s candidates: If a student wants to receive personal copy/copies of the thesis through ProQuest, please wait until the thesis has been digitized and published via a link from ProQuest.

• Optional Thesis Bound Copy Order Form, Page 6a (ProQuest)* Please do not complete this ProQuest Copy Order form when submitting the thesis to the Library.
• Brooklyn Library Procedures: Electronic Thesis Submission
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• Next: Submitting Your Dissertation >>
• Last Updated: Mar 26, 2024 4:07 PM
• URL: https://liu.brooklyn.libguides.com/theses_dissertations

Ph.D. and Licentiate Theses

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Master's theses in Computer Vision

If you want to do your master's thesis project within the field of Computer Vision, there are several options:

• Internal Master's thesis at the Computer Vision Lab (CVL) Internal master's theses are normally connected to a research project, and explore a specific research idea. Some project suggestions are listed here: CVL Master's thesis proposal repository . If you already have an idea for a project, you may also contact one of the CVL examiners directly. See the list of examiners below.
• External Master's thesis at a company We maintain a list of research projects defined by external partners. These project proposals are found here: External Master's thesis project proposals . Future external projects may ** also be posted here: LiU exjobbsportal . If you do not find an interesting project on the page above, you may also contact companies/organizations directly. Oftent they have plans for projects, or are able to create a new one for you. A list of suitable companies can be found here: Computer Vision oriented companies/organisations .

If you have tried the possibilities above and still not found any interesting project, you can also directly contact one of the examiners at CVL, see list of examiners below.

Assignment of examiner and internal supervisor

Examiners for a Master's thesis in computer vision:

• Per-Erik Forssén (CVL Master's thesis coordinator)
• Michael Felsberg
• Maria Magnusson
• Mårten Wadenbäck
• Bastian Wandt
• Jörgen Ahlberg
• Amanda Berg
• Leif Haglund
• Lasse Alfredsson

Assignment of examiner is made after you contact the coordinator or an examiner (you will not necessarily get the one you contact). When contacting an examiner, you should provide the following information:

• Your name and personal number (we need to check your qualifications in Ladok)
• Name of the company and email to a contact person (for external Master's projects)
• Whether it is a master's thesis or bachelor's thesis
• When you want to start
• A project description (e.g. the ad from the company).
• Suggested course code for the project, corresponding to your main field of study (Sv:huvudområde) (e.g. TQET33, TQDT33, TQME33, TQMD33, TQTM33).

Thesis presentation in Swedish

• English to Swedish translations for Computer Vision (in Swedish) .
• Swedish Optical Terminology (in Swedish).
• Statistiktermer på Svenska (in Swedish).

Scientific publication of a master's thesis work

It is not uncommon that master's theses in computer vision are of such quality that they can be turned into scientific publications. This usually requires substantial amount of extra work, but could be a good acheivement to put in your CV. If you are interested in submitting your work for peer review at a conference or in a journal, check with your examiner or university supervisor for hints on how to frame the work and where to submit it. If you feel that your university supervisor has helped you substantially, also consider inviting him/her for co-authorship.

Other information sources

• University regulations regarding Master's thesis projects are definied in Studieinfo .
• There are also department spectific rules and practical information .
• Information about master's theses from LiTH. (will soon be moved)
• An attendance form for master's thesis presentations (Framläggningsblankett).
• Publishing your student thesis page at LiU Electronic Press. We recommend that the defence is announced one week in advance, at the vision-seminars mailing list. List subscribers may do so by sending an email to: vision-seminars.isy AT lists.liu.se .
• Session 1 (Klas Nordberg)
• Session 2 (Marcus Wallenberg)
• Automatic grammar checking tools for the English language are highly recommented. One such tool is Grammarly.
• Help with writing in English can also be had from Academic English Support at IKK .
• ** : This is contingent on this site being fixed to: (i) allow a proposal to be categorized as more than one "Main field of study" , as all Computer Vision projects fall under 2-4 "Main fields of study" (ii) allow easier inclusion of PDF attachments. Right now the proposal has to first be added, then removed, then found, then the attachment added, then the proposal should be added again.

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Attending Master Thesis presentations

Master´s students must have attended three other Master Thesis presentations before you carry out your opposition and present your own thesis.

In order for the administration to be able to register your attendance in Ladok, you need first to be registered to the following course codes:

• TQxx30 - the course code of your own Master's Thesis work, if you have started that work. (where xx is specific for each specialization area).

If the attendance have not been registered in Ladok within two weeks after the presentation, please send an e-mail containing your name, ID-number, the name of the presenting student, and the date of the presentation to [email protected] . Please, notice that there are other regulations for ERASMUS-students. Contact your examiner for further information.

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Last updated: 2023-12-20

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• Student Thesis Presentations
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• Svemer, Frida
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• Urio, Florence
• Waqas Khan, Muhammad

Master Projects 2012

Master programmes in biology.

The master students in Biology at Linköping University present their master projects by web pages and by an oral presentation. The master students web pages are available by the left panel.

These master projects consist of a whole year and are carried out within research groups at Linköping University, Kolmården Zoological garden or with other collaborators of  Biology IFM Linköping University.

Want to edit your thesis project page? Log in to the web server platform here .

Responsible for this page: Director of undergraduate studies Biology Last updated: 04/10/12

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Master Thesis in Statistics, 30 credits

Masteruppsats i statistik, 30 hp

• Course examination
• Common rules
• Course literature
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Main field of study

Course level, course type, course coordinator, director of studies or equivalent.

Advancement level

Course offered for.

• Master's Programme in Statistics and Machine Learning

Entry requirements

Students entering the course shall have passed 65 ECTS of the programme courses including all obligatory courses in the programme. 

Intended learning outcomes

After completion of the course, the student should be able to: - obtain and use relevant knowledge to solve the problem formulated in the thesis

- put the master thesis work in a relevant scientific context

- independently and creatively identify, formulate and solve statistical problems using relevant methods for analysis and evaluation

- study mathematical models underlying the selected analysis methods and adapt these models to the given problem if necessary

- efficiently implement statistical machine learning methods in a programming language, and apply the implemented technological solution to the problem identified in the thesis

- plan and to use adequate methods to carry through the master thesis work within the given time frame

- critically and systematically use knowledge obtained in programme courses and during the thesis work

- identify relevant sources of information, conduct information searches, critically assess the obtained information, and to use correct referencing to prior work

- clearly communicate the master thesis work, its problems and solutions, and relevant surrounding information, both orally and in written form

- critically assess and evaluate own work and the work of others with respect to relevant scientific, societal and ethical dimensions

Course content

The society is overwhelmed by the large volumes of information generated by large and complex technological systems. Analytical methods from machine learning, data mining, statistics and related fields are known instruments that are able to process these information volumes and improve analysis, quality of predictions, efficiency and autonomy of the large and complex technological systems.

In this course, the students are assumed to apply these analytical tools in order to solve a given industrial problem or a task provided by a research group at LiU. This includes:

• Studies of the given problem and posing it as research questions,
• Review of the relevant research papers,
• Selection of suitable models from machine learning, data mining, statistics and related fields,
• Studies of the underlying mathematical models, their adaptation/modification to the given research context,
• Implementation of the models in a computer language, code verification and simulations,
• Analysis of the simulation results, model and code adjustments,
• Interpretation of the obtained output, comparison of the selected models and their output with the results published by the research society,
• Compilation of a thesis report based on the studies performed by the student,
• Oral presentation of the thesis work.

Teaching and working methods

The course is based on individual work with regular access to supervision. Regular contacts with external organizations or research teams provide additional feedback. Language of instruction: English.

Examination

Oral and written presentations of  the thesis. Oral presentations are made during the course. The first oral presentation shall be focused on problem formulations, work plan and scientific approaches. The intermediate presentations show the study progress. The final oral presentation comprises a public defense of the thesis and opposition on another master’s thesis.  

If special circumstances prevail, and if it is possible with consideration of the nature of the compulsory component, the examiner may decide to replace the compulsory component with another equivalent component.

If the LiU coordinator for students with disabilities has granted a student the right to an adapted examination for a written examination in an examination hall, the student has the right to it.

If the coordinator has recommended for the student an adapted examination or alternative form of examination, the examiner may grant this if the examiner assesses that it is possible, based on consideration of the course objectives.

An examiner may also decide that an adapted examination or alternative form of examination if the examiner assessed that special circumstances prevail, and the examiner assesses that it is possible while maintaining the objectives of the course.

Students failing an exam covering either the entire course or part of the course twice are entitled to have a new examiner appointed for the reexamination.

Students who have passed an examination may not retake it in order to improve their grades.

Other information

Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus. 

The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.

If special circumstances prevail, the vice-chancellor may in a special decision specify the preconditions for temporary deviations from this course syllabus, and delegate the right to take such decisions.

This tab contains public material from the course room in Lisam. The information published here is not legally binding, such material can be found under the other tabs on this page.

There are no files available for this course.

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Home > THESES > TD_BROOKLYN > BROOKLYN_FULLTEXT_MASTER_THESES

Selected Full-Text Master Theses 2021-

Theses/dissertations from 2024 2024.

Collectivism and efficacy: Relationship to academic performance in early adolescents , Richvinder Kaur

Theses/Dissertations from 2023 2023

Anxious attachment style and its link to anxiety in young adults , Dua Ahmed

The new motion picture: Can interactivity in mobile AR enhance storytelling in modern filmmaking , Olaoluwa John Alake

A relationship between personality traits and Internet addiction in a sample of Albanian university students , Desara Celiku

Reasoning about religion and the effects of belief bias , Erica Daniela Contreras Ochoa

On-line behavior and cognitive development , Nunzio Joseph Crowley

The relationship among personality, psychological athletic factors, and sports performance , Aida Josefa Gonzalez

Zara and the strong gauntlets , Donnell Earl Griffith

Characterization of the mycobiome of Rafflesia seeds: Their potential ecological roles and applications in Rafflesia propagation and conservation , Feruza Karnitskiy

Stress, coping, and mindfulness among university students , Abigail Denise Kiselyuk

Escape , Constance Leigh Lieber

Reconstructing the germination pathway from the Rafflesia seed transcriptome , Venkata Siva Sankar Maddu

The combination of Cucurbitacin B and Evodiamine induces apoptosis and inhibits cell propagation in glioma cells , Vrutti Vikasbhai Mehta

Pharmaceuticals from natural products: The utility of the phylogeny , Shaimaa Magdy Saad

Protective effect of Memantine and Bacopa Monnieri on LPS-induced SHSY5Y cells via amyloidosis, anti-inflammatory and intrinsic apoptotic pathways , Archi Anupam Thakor

Sarah Olivia Thomas , Sarah Olivia Thomas

Understanding the development of Rafflesia using a transcriptomic study of seed and flower bud in comparison to Arabidopsis thaliana , Brian Joseph Tomek

The connection between CPTSD and eating disorders , Penelope Triantafyllou

Theses/Dissertations from 2022 2022

We take back the moon , Zoey Jean Adam

Antibacterial activity of Commiphora molmol (Myrrha) against the periodontal pathogen, Aggregatibacter actinomycetemcomitans , Khalid Nafea Alharbi

Antibacterial Activity of Commiphora molmol (myrrha) against the yeast , Mohammad Hassan Alshehri

Formulation and characterization of oral dissolving films with ascorbic acid , Ava Atri

Breaking the cycle of violence: Parenting as a protective factor , Melanie Berry

The Importance of social media when developing a business , Zalika Cuffy-Scott

Augmented Reality: The Challenges and Opportunities of This New Medium , Zijun Liang

Racial differences in stranger harassment coping strategies , Megan Quintiliano

Behind the masks of Covid-19: A photographic look into the lives of healthcare workers , Diasia Riley

To the bone and back , Noelle Christine Thomas

The psychological aspects of domestic violence , Marshell Milton Wallace

Theses/Dissertations from 2021 2021

Cyberbullying: The digital world of awareness and emerging concerns , Christian Jean-Baptiste

Scientific literacy at a tragic low: A call for more public engagement in science , Leah G. Jones

Comic narrative expression and aesthetics: From print to webtoons , Kai Shao

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Hu, G., & Liu, Y. (2018). Three minute thesis presentations as an academic genre: A cross-disciplinary study of genre moves. Journal of English for Academic Purposes, 35, 16-30.

2018, Journal of English for Academic Purposes

This paper reports on a cross-disciplinary study of the rhetorical structure of Three Minute Thesis (3MT) presentations, an increasingly popular yet largely unexamined academic speech genre. The study analyzed a corpus of 142 presentations by PhD students from four disciplines chosen to operationalize two widely discussed disciplinary distinctions (i.e., hard vs. soft and pure vs. applied disciplines). The analysis identified eight distinct rhetorical moves in the 3MT presentations, including six obligatory moves (i.e., Orientation, Rationale, Purpose, Methods, Implication, and Termination) and two optional ones (i.e., Framework and Results). Further analyses revealed statistically significant associations between disciplinary affiliation and the likelihood to employ three moves (i.e., Framework, Methods, and Results). These relationships are explained in terms of the dominant epistemological codes at work in the different disciplines. The findings have important implications for graduate students, 3MT tutors, EAP instructors, and other academics involved in preparing PhD students for 3MT competitions and teaching spoken academic discourse in general.

Related Papers

Journal of English for Academic Purposes

JOALL (Journal of Applied Linguistics and Literature)

Risa Simanjuntak

Previous studies have provided exciting findings for language variations in theses and dissertations. However, not many studies have revealed the rhetorical analysis of the undergraduate abstracts. This study investigated the rhetorical structure of undergraduate thesis abstracts to reveal the constructions of the genre by novice writers. It further explored the variations between two groups of writers, students with the native language of English and Indonesian students writing in English. The aim was to present the commonalities and differences within the genre and finally conclude the genre’s conventions. The corpus for this study consisted of 180 undergraduate thesis abstracts from 12 universities in the United States, New Zealand, and Indonesia from Computer Science. The findings of this study revealed certain conventions consisting of rhetorical moves and rhetorical strategies used to perform the rhetorical moves. Differences between native writers of English and non-native wr...

Asian Journal of University Education

DR KULDIP KAUR MAKTIAR SINGH

The academic oral presentation (henceforth AOP) is an important genre for tertiary students across various courses and disciplines in the university. Despite the importance of AOPs for undergraduate students, relatively little is known about this genre. Using Swales’ (1990, 2004) notion of move analysis, this paper compares the rhetorical structure of the introduction sections of academic oral presentations from two different fields, namely English language and Administrative Sciences. The findings show some similarities in the AOPs whereby the introduction section contained three moves, and their related steps were similar to previous studies on the rhetorical structure of oral presentations but with few variations. The linguistic features used were also found to be similar in both corpora revealing that students were able to transfer their rhetorical knowledge and linguistic features from one context to another. This study reveals that variation in AOPs is possible in different ...

Ivanka T . Mavrodieva

The academic presentation is a relatively new format which enlarges its spheres of application, being implemented in different types of higher learning. Presentations are adopted as a method of lecturing and evaluating students’ progress during the course of studies and final exams. Presentations of academic essays, reports and master theses can also be addressed to colleagues and evaluators. Consequently, these types of academic presentations expand their sphere of application (and it is required to) into perfecting (improve) students’ presentation skills. Conferences, seminars and discussions are other fields where academic presentations are an effective way of introducing and presenting scientific research results. A presentation combines verbal, non-verbal, sound and visual elements; scenario, structure and slides. An actual presenting includes not only speaking and pronouncing, but also an effective behaviour, which implies the use of technical skills and non-verbal means of communication in order to influence the academic audience. Rhetorical features are manifested on a verbal level whenever the presenter combines rhetorical figures and arguments; additionally during a modern academic presentation s/he includes visual metaphors and argumentation. The presenter prefers photos, video clips, tables, diagrams and figures which are used alongside verbal means. One relatively un-investigated and poorly developed area is the use of academic presentations during distance education and particularly the methodology of these kinds of presentations. Other aspects include how to establish database incorporating academic presentations and how to improve the quality of education in computer mediated communication. In conclusion, it is possible to say that academic presentations integrate common and basic elements but every presenter should have the rhetorical skills to speak relevantly in front of different kinds of audiences.

Ana María Ducasse

The integration into the tertiary curriculum of problem-based learning, and the growing awareness of the need for university graduates to enter the workforce with highly developed communication skills, has led to a greater focus in academic classrooms on oral communication. One aspect of this is the increased use of monologic student oral presentations tasks, a requirement that presents challenges for international and local students alike. There is little research beyond lexical features that centres on the rhetorical level in student presentations. This study attempts to characterise the rhetorical moves within undergraduate oral presentations. The data comprise transcribed presentations by local and international high-scoring students in core first-year undergraduate subjects in three different faculties (n=30). The methodology for the analysis was Rhetorical Structure Theory. The analysis, which distributed RST relations into those contributing to the presentation's coherence and listener-oriented comprehensibility, identified the range and frequency of rhetorical moves within the dataset. Differences across disciplines appeared to be due to task requirements rather than disciplinary requirements per se. To conclude, we discuss the value of Rhetorical Structure Theory in the analysis of oral student data and its potential to inform the preparation of students for formal academic spoken discourse.

Ricardo Nausa Triana

Proceedings of the 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020)

Eri Kurniawan

Widhi Widhiyanto

Abstract This thesis is concerned with the quality of argument in lengthy academic texts. The aim of the research reported in this thesis is to better understand the ways arguments in undergraduate dissertations are constructed through the employment of a range of linguistic resources. It investigates two dissertations written by student writers who, while from very different linguistic background and educational contexts, are both neophyte participants in an increasingly global higher education market. In this research, argument refers to “a mode of thinking and composition or ‘metagenre’” (Andrews, 2005), by which undergraduate student writers create and organise meanings in the dissertations. The research is particularly interested in the textual and the interpersonal zones in academic texts where novice writers must learn in constructing effective arguments that embody the organisation of the texts as unified whole, the staging of meanings to achieve texts’ communicative purposes, and the enactment of the writers’ engagement with others in the literature as they take up their positions in the discourse community. The research is underpinned primarily by comprehensive theoretical frameworks of the model of “language as social semiotic” (SFL) (Halliday, 1994, 2004). Particularly, the research draws on the Periodicity framework (Halliday, 1985b; Martin & Rose, 2007), the genre theories (Swales, 1990; Martin, 1992; Martin & Rose, 2008), and the Appraisal framework (Martin, 2000a; Martin & White, 2005) to conduct in-depth linguistic analyses on the linguistic resources utilised to construct the arguments, focusing on three-key text features: Periodicity, genre and Engagement. A complementary theory of the model of “the layout of argument” by Toulmin (1958, 2003) is utilised to assess the organisation of the elements of arguments laid out across stretches of the dissertations. This research is descriptive in nature; in which, the in-depth linguistic analysis is conducted to investigate the phenomena emerging in both texts with a view to noticing the similarities and differences in the ways the two student writers manage these tasks. It analyses an Honours dissertation from an Australian university and a dissertation written by an Indonesian student writer studying English as a foreign language (EFL) in an English department at an Indonesian university. Three-stage analyses are conducted in the top-down manner suggested by the three-key text features. Firstly, Periodicity analysis explores each dissertation to see how each student writer organises meanings as unified whole hierarchically and construct the macro-argument effectively. Secondly, genre analysis examines three selected chapters from each dissertation to see how writers stage meanings to achieve their communicative purposes in the meso-level of argument. Thirdly, analysis on Engagement in the sentence level (i.e. micro-level of argument) is conducted to samples from each text those that potentially show how the writers engage with readers and other writers in the field. The research uncovers that the two writers employ linguistic resources to organise meanings to construct arguments in both similar and different ways. The Periodicity analysis reveals that both writers structure their texts at the macro-level of arguments according to conventional ways of organising dissertations. This suggests commonality in modelling practices across the students’ institutions. However, genre analysis and Appraisal analysis show important differences that emerged in how students structure their texts at the meso-level (at chapter, section and paragraph levels), and in how the writers accomplish negotiation by their employment of evaluative language at the micro-level of sentence and below. The arguments within these levels are differently organised that might influence their soundness (quality). These practices indicate the dissimilarities the way each discourse community employs linguistic resources in academic setting, and the academic discourse practices within communities where each student writer participated in. The thesis contributes to the understanding of how arguments are constructed across lengthy texts through (i) choices in the ways meanings are hierarchically organised at various levels of texts, and (ii) in the ways meanings are staged to achieve the texts’ communicative purposes, together with (iii) how writers engage with others in respect to other voices in the discourse within the academic context. The research extends existing explanations of text development and its relations to genre staging. This staging is verified by the evaluative linguistic analysis in which the staging is signposted. Pedagogically, the findings of the research contribute to the advancement of the teaching of argument in academic genre in EFL educational context. More specifically, a more nuanced approach to pedagogy is necessary in the Indonesian tertiary context.

Arif Husein Lubis

International Journal of Applied Linguistics and English Literature

kuldip kaur

Conducting Academic Oral Presentation (AOP) is an endeavour for undergraduates although it is a key academic genre for undergraduates. Despite its importance, there remains a paucity of studies on this oral genre in the Malaysian context as shown in the body of the literature. This paper provides a critical review of the literature on AOP and discusses the advantages and limitations of the previous studies to date on this oral genre. The literature shows most studies that adopt the genre analysis approach typically analyse only one section of the oral genre. These studies have not examined the AOP rhetorical structure in totality. Moreover, studies on multimodal analysis of AOP comparing the verbal and non-verbal modes are limited. Only few studies have attempted to examine the juxtaposition of the moves, linguistic elements and the visuals. AOPs are ubiquitous for the students across various courses and disciplines in the university and past studies have also compared the diffe...

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Three-Minute Thesis Presentations: Engaging the Audience Through Multimodal Resources

• First Online: 30 December 2023

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• Vicent Beltrán-Palanques   ORCID: orcid.org/0000-0003-3139-6629 3  

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The growing movement towards the democratisation and sharing of scholarly knowledge is revolutionising science dissemination and giving rise to new genres (Luzón & Pérez-Llantada, 2019; Carter-Thomas & Rowley-Jolivet, 2020). One such genre is Three-Minute Thesis (3MT) presentations, through which doctoral students present disciplinary content based on their ongoing research to non-expert audiences. To effectively construct meaning through 3MT presentations, students should reflect on how to express content, organise discourse and establish interpersonal meaning. Against this backdrop, this study first presents a multimodal genre-based approach to teaching 3MT presentations. It then explores two 3MT presentations delivered by two doctoral students, examining the expression of textual and interpersonal meaning, as well as how the latter is conveyed multimodally. Findings show that trained students organise discourse into different rhetorical steps (Hu & Liu, 2018) and make use of a variety of interpersonal strategies to connect with the audience. Concerning multimodality, findings reveal an existing intersemiotic relationship between verbal and non-verbal modes to construct interpersonal meaning.

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Acknowledgements

This study has been funded by the Project UJI-B2020-09: Descripción y análisis multimodal de los repertorios genéricos docentes en contextos académicos de docencia en inglés en las disciplinas de económicas, ingeniería y ciencias de la salud.

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Beltrán-Palanques, V. (2023). Three-Minute Thesis Presentations: Engaging the Audience Through Multimodal Resources. In: Plo-Alastrué, R., Corona, I. (eds) Digital Scientific Communication. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-38207-9_10

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DOI : https://doi.org/10.1007/978-3-031-38207-9_10

Published : 30 December 2023

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• Curriculum 2
• Academic Reading 1
• Academic writing 3
• Academic speaking 1
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• Assessment 1
• Corpus studies 1
• EAP and Social Change 1
• Professional Identity 1
• Academic Discourse 2
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Liu, Y. (2022). Investigating metadiscursive and visual features in three minute thesis presentations.

Winner of the BALEAP Doctorial Studies Award (2023).

• Academic presentations
• genre analysis
• metadiscourse
• multimodality
• non-specialist audience
• Three Minute Thesis